Evaluating and Improving Teacher Educators’ Language-Oriented Performance in Content-Based Teaching

Swart, Fenna; Knežić, Dubravka; Onstenk, Jeroen; Graaff, Rick de

doi:10.12973/ijem.5.1.71

Cited by 9 publications

(8 citation statements)

References 42 publications

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“…In recent years, the workload of teachers has been increasing with the expansion of university enrollment [ 2 ]. Teachers are responsible for the main teaching tasks and need to adopt various effective measures to ensure that students fully understand the knowledge they teach [ 3 ]. There is a direct effect on the normal development of activities in universities among teachers’ work activities, which means university teachers play an important role in teaching and are an indispensable part of the school’s system [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Chen

Liu

Pang

et al. 2020

IJERPH

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With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers’ physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers’ job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey—483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers’ professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.

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Section: Introductionmentioning

confidence: 99%

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Chen

Liu

Pang

et al. 2020

IJERPH

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“…As for the last decades' professional development projects, MOOCs have been offered especially for teachers (Teacher Professional Development, TPD-MOOCs) and have influenced an intense research interest (Ostashewski, 2018). The teachers' professional development has been the concern of many researchers (Rozimela, 2020;Swart et al, 2019), who proposed a variety of forms, including MOOCs, to promote it (Firmin et al, 2014;Koukis & Jimoyiannis, 2017, 2019 but the effectiveness of TPD-MOOCs-that is the improvement of teacher's self-efficacy beliefs-is still an underestimated field (Wang & Zhu, 2019;Zhu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research

et al. 2021

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Teachers' Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs. In the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers' self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers' self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers' self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.

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“…It has become a very important concept in every sector today. Competition necessitates professional development (Swart, Knèzic, Onstenk & Graaff, 2019). The situation is not different for teachers (Elçiçek, 2016).…”

Section: Literature Review Professional Develomentmentioning

confidence: 99%

School Principal Support in Teacher Professional Development

Karacabey

2021

IJELM

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Turkish education system has enacted a vision of 2023 which emphasizes that school principals create and organize professional learning activities based on the needs of students and teachers. This research aimed to evaluate this vision by determining the level of support provided by school principals in teachers' professional development. It was based on a cross-sectional survey design of the quantitative method. The data collected from the 4,729 teachers working in Sanliurfa province in Turkey were analyzed. The results suggested that the school principals supported the professional development of the teachers occasionally and only 25.5% of principals supported teachers' professional development sufficiently. School principals mostly followed relevant resources to support teachers' professional development and inform teachers about innovations related to education. In addition, school principals did not adequately perform activities that may support teacher professional development such as determining individual and group development programs, organizing a professional development monitoring form for teachers, organizing educational activities outside the seminar period, receiving enough help from the experts in the area, and giving enough individual reading and research tasks. The results also indicated that the principals of high school teachers supported their professional development more than the principals working in primary and secondary schools, the principals of the classroom teachers and the principals of male teachers supported the professional development of the teachers more than the principals of the female and branch teachers and teachers' level of education did not create any difference in the perceptions of the teachers.

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Evaluating and Improving Teacher Educators’ Language-Oriented Performance in Content-Based Teaching

Cited by 9 publications

References 42 publications

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Effectiveness of In-Service Elementary School Teacher Professional Development MOOC: An Experimental Research

School Principal Support in Teacher Professional Development

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