Analysing the Teacher's Role

Adams, Raymond S.

doi:10.1080/0013188700120205

Cited by 4 publications

(4 citation statements)

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“…According to Adams (1970), the role of a teacher relates to what individuals actually do (their behavior), while the role of an individual can also be influenced by the expected actions of individuals (p. 121), in particular the individuals' own expectations (i.e., the teachers themselves) or the expectations of others (pupils, students, parents, colleagues, school leaders, society, etc. ).…”

Section: Introductionmentioning

confidence: 99%

The teacher's role and professional development

Makovec¹

2018

IJCRSEE

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A B S T R A C TThe text addresses the theme of teachers' professional development. The role of a teacher is defined by cultural and social events and the environment, and they influence the differences that occur in the concept of teacher roles within different cultures, societies, including the geographic environment. Thus, in the first part of the paper, based on an analysis of the literature, we identify factors that significantly influence teachers' perception of their role and consequently, determine their professional identity. In the second part, based on the results of the empirical research, we show that factors such as teachers' beliefs about their own qualifications, as well as years of work experience and subject area, statistically significantly influenced the development of the teachers' professional identity. The main findings of the study are that teachers with several years of service experience feel better qualified to perform their duties (tasks related to planning and teaching were rated the most highly) than teachers with less work experience, and that teachers with more work experience evaluated the claims related to their educational activity statistically significantly higher. An important finding is that teachers define their professional identity and consequently, their role through their personality traits, which shows that we must not ignore teachers' personality traits, as they play an important role in teachers' professional development and identity.

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Section: Introductionmentioning

confidence: 99%

The teacher's role and professional development

Makovec¹

2018

IJCRSEE

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“…The role of teachers is defined as the set of expectations and expected behavior of the teacher in the various social groups he meets (Androutsou, Kortesi-Dafermou, & Tsafos, 2016;Avgitidou, & Gourgiotou, 2016;Konstantinou, 2015;Ntouskas, 2007). Specific expectations influence teachers' actions and perceptions of their role (Anastasiou, 2017;Adams, 1970;Broeder & Stokmans, 2012;Burke, 1997;Heckscher & Applegate, 1994;Levinson, 1986;Linton, 1936;Makovec, 2018;Mavrogiorgos, 1998;Papaikonomou, 2014;Tsardakis, 1995). Teachers are required to perform many different roles because they interact with different social groups and these groups have different expectations of him (Bates & Harvey 1975: 106;Frydaki, 2015;Holland, Lachicotte, Skinner, & Cain, 1998;Heckscher et al, 1994;Konstantinou, 2015: 121;Lunenberg, Dengerink, & Korthagen, 2014;Xochellis, 2006: 47-48).…”

Section: Literature Review 11 the Role Of Teachersmentioning

confidence: 99%

Perceptions of Preschool Teachers About Their Role in the School Context (Use of Metaphors and Literal Language)

Kokkosi

Πούλου

Koustourakis

et al. 2022

EJES

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This article examines the perceptions of preschool teachers in reference to their role in the school context. In recent years teachers have been obliged to take on additional roles. Except for solving problems related to the pedagogical process, they should be able to solve general issues related to the operation of the school unit. The qualitative method was followed for the design of the research tool and its analysis. The research involved 47 preschool teachers of public kindergartens in Western Greece. In order to study the perceptions of preschool teachers about their role in the school context we, used an open-ended question. For greater validity of their answers, preschool teachers are asked to answer in two questions. In the first question, the participants describe their role using literal language while in the second question the participants describe their role using metaphors-metaphorical images. The results of the study as far as the first question is concerned, which regarded preschool teachers’ perception of the use of literal language, recorded sixteen (16) categories. The second question, regarding the perceptions of preschool teachers about the use of metaphors-metaphorical images resulted in eight (8) categories. The NVivo-8 qualitative analysis software was utilized for data analysis. Article visualizations:<img src="/-counters-/edu_01/0951/a.php" alt="Hit counter" />

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“…dogovarjajo vloge učitelja. Kot smo zapisali v prvem delu monografije, Adams (1970) med dejavnike uvršča tudi soglasje o posamezni vlogi (prav tam, 125). Slednje mora biti dogovorjeno znotraj več skupin, ki imajo različne predstave o tem, kakšna naj bi bila vloga učitelja.…”

Section: Pojmovanje Vloge Učitelja In Koncept Spoštovanjaunclassified

O učitelju in njegovih vlogah

2022

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Analysing the Teacher's Role

Cited by 4 publications

References 10 publications

The teacher's role and professional development

The teacher's role and professional development

Perceptions of Preschool Teachers About Their Role in the School Context (Use of Metaphors and Literal Language)

O učitelju in njegovih vlogah

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