Abstract:Teachers' work ethic is one of the key factors in school environment and the overall educational process. It is vital for a teacher to possess and promote the highest standards of work ethic as well as to be a role model to the students. A high level of work ethic thus becomes conditio sine qua non of the teachers' profession and all other educational professions. The topic of teachers' work ethic is insufficiently researched in the national scientific and research circles, and as such, represents a novelty. This paper will present the results of a research that examined students' evaluations of teachers' work ethic. The research was conducted on a sample of 107 first and third grade secondary school students. The research results indicate that the students perceive the teaching process as mostly uninteresting and uncreative, that the feeling of comfort in working with teachers is very rare and that the teachers rarely or sometimes value students' efforts and rarely abide by the rules. The result that raises most concern is the one which indicates that the teachers insult students when they differ from the rest of the group. In due course, all the above will be analyzed in the context of the defined paper topic.Keywords: student evaluation of teachers' work ethics; indicators of teachers' work ethics. Resumen: La ética de trabajo de los docentes es uno de los factores clave en el entorno escolar y el proceso educativo en general. Es de vital importancia para un profesor poseer y promover los más altos estándares de ética de trabajo, para convertirse de este modo en un modelo a seguir por los estudiantes. Un alto nivel de ética de trabajo se convierte así en conditio sine qua non de la profesión de los docentes y del resto de profesiones educativas. El tema de la ética del trabajo de los profesores ha sido insuficientemente investigado en los círculos científicos y de investigación nacionales, y, como tal, representa una novedad. En este documento se presentan los resultados de una investigación a través de la cual se examinaron las evaluaciones realizados por los estudiantes en relación a a la ética de trabajo de sus profesores. La investigación se realizó sobre una muestra de 107 estudiantes de los grados primero y tercero de secundaria. Los resultados de la investigación indican que la mayoría de los estudiantes perciben el proceso de enseñanza como poco interesante y poco creativo, que la sensación de confort en el trabajo con los profesores es muy rara y que los profesores valoran escasamente o en contadas ocasiones los esfuerzos de los estudiantes y rara vez se respetan las normas. El resultado que plantea mayor preocupación es el que indica que los profesores insultan a los estudiantes cuando difieren del resto del grupo. Todo lo anterior se analizará en el contexto del tema que es objeto de estudio en este trabajo.Palabras clave: evaluación de los estudiantes sobre la ética de trabajo de los docentes; indicadores de la ética de trabajo de los docentes.Recibido /
The applications of social network analysis to the world tourism network are scarce, and a research update is long overdue. The goal of this research is to examine the topology of the world tourism network and to discuss the meaning of its characteristics in light of the current situation. The data used for the analysis comprise 193 target countries, 242 source countries, and 17,022 links, which is an overall 1,448,285,894 travels in 2018. Social network analysis is applied to the data to determine network topological and diffusion properties, as well as the network structure and its regularities (does it behave more as a social or a technological/biological network?). While results presented in this paper give a thorough insight into the world tourism network in the year 2018, they are only a glimpse in comparison to the possibilities for further research.
Discussions about synergy or independence of teaching and research are present in many studies (Bilić, 2009; Brew & Boud, 1995; Enders & Teichler, 1997; Griffiths, 2004; Jakovljević, 2010; Jenkins, 2000; Ramsden & Moses, 1992). Humboldt’s model introduced synergy between teaching and research, thus highlighting the importance of originality in scientific work and of the dissemination of the knowledge stemming from it. The synergy between teaching and research is also referenced in the education policy of the European Union, with the Berlin Communique (2003) introducing a request for the promotion of better synergy between European educational and research areas. However, studies reveal a different understandingof the teaching-research relationship between those who advocate their synergy (Brew & Boud, 1995; Jenkins, 2000; Neumann, 1993) and those who advocate their mutual independence (Hattie & Marsh, 1996; Ramsden & Moses, 1992). Examining different perspectives of the teaching-research relationship, the research presented in this paper focused on understanding how academics see their dominant roles. Its objective was to examine how academics perceive their roles as teachers and researchers. A qualitative approach was used, with data being collected using a standardised semi-structured interview. A total of 60 interviewees participated in the research, all academics from Croatia. The results revealed that the research participants see themselves most frequently as teachers, then as teachers and researchers, and least frequently as predominantly researchers. Their identification is mainly determined by external factors, most frequently negatively connoted, which presents a challenge within the context of job satisfaction. Such results also point to legal, material, personnel and administrative difficulties in the Croatian higher education system.
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