Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being

Richter, Eric; Lazarides, Rebecca; Richter, Dirk

doi:10.1016/j.tate.2021.103322

Cited by 24 publications

(24 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The content of educational training of students in pedagogical disciplines is significantly updated, based on modern theoretical and methodological concepts of the personality-activity direction, national and foreign democratic pedagogical heritage, which makes it possible to use a rich and extremely valuable educational experience. It is assumed that students will become familiar with alternative educational systems, pedagogical innovations (Uliskina, Aginskaya, Karpukhina, 2018;Veeber, Syrjäläinen, Lind, 2015;Richter, 2021;Garber, Hochtritt, Sharma, 2018;Kryshtanovych, Kryshtanovych, Stechkevych, Ivanytska, Huzii, 2020;Kulyk, 2021).…”

Section: Resultsmentioning

confidence: 99%

Formation of soft-skills in future teachers in the context of teaching practice in a pandemic

Zhukova

Mandragelia

Sobolyeva

et al. 2021

revtee

View full text Add to dashboard Cite

Changing the requirements for a modern teacher naturally leads to a change in expected results, targets, approaches and procedures for the development of professional competence of teachers. Innovative transformations of almost all components of the educational system, including the professional training of future specialists, are today the basis for its modernization. The purpose of the study is the peculiarities of formation of soft-skills in future teachers in the context of teaching practice in a pandemic. For this, a number of methods were applied that make up the research methodology, such as systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction Professional and pedagogical competence in the field of teaching practice is determined by the totality of the teacher's skills in a special way to structure scientific and practical knowledge in order to effectively solve educational problems. Personal knowledge in this case is the result of developed abilities and orientation, influencing the perception of pedagogical phenomena, situations, as well as ways of transforming them from a scientific standpoint. As a result of the analysis, the main aspects and features of the formation of soft-skills in future teachers in the context of teaching practice in a pandemic were identified.

show abstract

Section: Resultsmentioning

confidence: 99%

Formation of soft-skills in future teachers in the context of teaching practice in a pandemic

Zhukova

Mandragelia

Sobolyeva

et al. 2021

revtee

View full text Add to dashboard Cite

show abstract

“…Furthermore, the data were analyzed using descriptive statistics to identify the motives and characteristics of farmers joining the Jabres cattle farmers group. The farmers motives are the reasons for doing something (Richter et al, 2021). In this study, understanding the reasons of farmers to join the farmer group were regarded useful information to formulate group development strategies.…”

Section: Methodsmentioning

confidence: 99%

Understanding Motives of Indigenous Cattle Farmers Joining Farmers Group in Brebes Regency, Indonesia

Sugiarto

Wakhidati

Djatmiko

et al. 2021

JAP

View full text Add to dashboard Cite

The development of Jawa Brebes (Jabres) cattle as indigenous cattle in Brebes Regency, Indonesia, is carried out using a farmer group approach. Cattle farmers join farmer groups with various motives and purposes. Understanding the motives of indigenous cattle farmers joining farmers group in Brebes Regency, Indonesia, this study aimed to identify the motives of Jabres cattle farmers to join the group and analyze the influencing factors of different motives to join farmers group. The study used a survey method to 119 Jabres cattle farmers in Brebes Regency. Respondents were selected using multistage sampling. Data were analyzed using descriptive statistics to depict the cattle farmers' characteristics and identify their motives to join the farmers' group. Discriminant analysis identified the influencing factors of Jabres cattle farmers' different reasons for joining the Jabres cattle farmers group. The majority of the Jabres cattle farmers in Brebes Regency (75.6 percent) entered the farmers' group due to social motive and expectancy to feel secure in social interactions with other farmers. Farmer's education is an essential factor that causes differences in cattle farmers' motives in joining farmer groups (P <0.05). Cattle farmers with higher education join the farmers’ group to gain additional knowledge and realize beef cattle business goals (profitability and marketing).

show abstract

“…For citation: Ansimova N .P ., Ledovskaya T .V ., Solynin N .E . Основными ценностями педагогической деятельности, выделяемыми учителями, являются: тайм-менеджмент, баланс между работой и личной жизнью, поиск цели и смысла, ведение учебной документации, статус преподавателя [18], ответственность, справедливость, понимание ученика, учет индивидуальных и социокультурных особенностей [14; 25], карьерные устремления, социальный вклад [21] .…”

Section: солынин нэunclassified

The Value Foundations of Pedagogical Activity: a Comparative Analysis of the Position

Ansimova

Ledovskaya

Solynin

2022

Психологическая Наука И Образование

View full text Add to dashboard Cite

The relevance of the research subject is determined by the tendency to implement the axiological approach in education to ensure the creation of a single space for the training of pedagogical personnel. This places a special importance on the issue of establishing a correlation between value expectations from the teaching profession. The aim of the study is to determine the value foundations of pedagogical activity as seen by teachers and learners. The sample of the study comprised 61 pedagogical class pupils and 425 teachers. The adopted methods involved the operationalization of the existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of explicating and updating values laid down by the educational and professional standards and adapt the MUSTtest for diagnosing values-goals. The results show that learners are mainly selffocused, while teachers give attention to creating conditions for their professional activity. The major values of the teachers include the ability to implement an individual approach to the child and knowledge of developmental technologies. The latter prioritizes knowledge of characteristics and technologies for creating a safe and comfortable educational environment. Teachers and learners attach an approximately equal significance to all values, but they set different personal meaning into them.

show abstract

Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being

Cited by 24 publications

References 44 publications

Formation of soft-skills in future teachers in the context of teaching practice in a pandemic

Formation of soft-skills in future teachers in the context of teaching practice in a pandemic

Understanding Motives of Indigenous Cattle Farmers Joining Farmers Group in Brebes Regency, Indonesia

The Value Foundations of Pedagogical Activity: a Comparative Analysis of the Position

Contact Info

Product

Resources

About