共查询到20条相似文献,搜索用时 674 毫秒
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Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the job demands-resources model, this study examines the mediating effects of teachers’ self-monitoring and self-efficacy on the relationships between the emotional job demands of teaching and trust in colleagues and teacher well-being. A questionnaire was administered to 1115 primary school teachers in Hong Kong. The results highlight the maladaptive role of self-monitoring as a personal demand and the adaptive role of self-efficacy as a personal resource: self-monitoring is positively related to anxiety and depression; self-efficacy is positively related to enthusiasm and contentment and negatively related to anxiety and depression. The results not only support the beneficial role of trust in colleagues, which is positively associated with teacher self-efficacy and well-being, but also reveal the rewarding side of emotional job demands in enhancing teacher self-efficacy. Theoretical contributions and practical implications are discussed. 相似文献
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JULIAN G. ELLIOTT 《Support for Learning》2009,24(4):197-203
The so‐called ‘soft skills’ utilised by teachers – including relationship building, awareness of the pupil's context and background and the demonstration of authority – to develop an appropriate learning culture in their classrooms have long been recognised as being a major contribution to effective promotion of positive behaviour. This article considers some of the dimensions of these, focusing on how these help in contributing towards ‘teacher authority’. The article draws on the parallel experiences of teachers and researchers in England, Russia and the United States to illustrate some of the international dimensions of this theme. 相似文献
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Journal of Mathematics Teacher Education - 相似文献
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The Aboriginal population of Australia has problems in finding enough teachers to educate its children in ways which can harmonise the traditional culture with that of the majority of the population. The Remote Area Teacher Education scheme is an attempt to train Aboriginal teachers with their own communities. The paper describes the organisation and philosophy of the scheme. 相似文献
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From assistant teacher to teacher: challenges and pathways in situated pre-service teacher education
Al Strangeways 《Asia-Pacific Journal of Teacher Education》2017,45(1):71-85
Vocational pathways to Higher Education have a key role in opening teacher education to under-represented groups but bring with them particular challenges. Teacher educators need to address the challenges faced by these learners, of not only connecting their learning but also challenging their knowledge, and doing so in an invested work environment. This paper shares my experiences as a teacher educator working with two groups of Indigenous and non-Indigenous para-professional pre-service teachers in remote and urban Central Australia. I identify four key role-shifting challenges individuals face in developing their professional practice and locate them in two interdependent areas: social sphere challenges arising out of the situated learning setting of professional experience, and those occurring in the personal sphere of professional identity. I suggest that the new ways of mentoring and the development of student’s reflexive capacity needed to address these challenges can best be mobilised by re-positioning the role of professional identity at the centre of both professional experience and academic learning. 相似文献
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My name is Yanjiaai. I am 14 years old. I study in YuYing School. My Chinese teacher and English teacher is Miss Du, she is tall and thin, and she is very strict. My math teacher is Miss Zhang, she is short and strong, she is very striek too. But they are very nice, I love my teachers![第一段] 相似文献
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浅谈教师职业与教师教育 总被引:3,自引:0,他引:3
本对教师职业进行了思考和再认识,并在此基础上,就教师养成所涉及的“学术性”、“师范性”之争以及教师教育等问题进行探讨,同时提出一些新的见解。 相似文献
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《Teaching and Teacher Education》2002,18(3):305-321
In this work we describe and analyze the conceptions of 28 teacher educators on the principles, contents, methods, and evaluation of ongoing teacher education, taking the model of teacher-researcher as the theoretical referent. The data obtained with an Inventory of Beliefs on Teacher Education were submitted to classical statistical and to multifactorial analyses. The statistical analysis showed that most of the subjects agree that ongoing teacher education has to be developed around problems of professional practice and in contexts of curricular innovation, and disagree with a technical model of this education developed around academic disciplines. The multifactorial analysis identified four factors which together account for more than 50% of the variance, and which generally reaffirm these tendencies. 相似文献
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