Teacher Education

This study investigated the effect of instructional materials on the teaching and learning of social studies in secondary schools in Aba south Local Government Area of Abia State. The research was guided with three purposes, three research questions and hypothesis. Survey design was adopted and both students and teachers constituted the population for study. A sample of hundred subjects w’as drawn from five schools and was administered questionnaires. Data collected was analyzed using simple percentage (%) for research question and chi square for hypothesis. However, the three hypothesis were tested at 0.05 level of significance and were all rejected. The study revealed that selection of relevant instructional materials, availability and ability of the teacher to improve all had significant relationship with the teaching and learning of social studies in Aba South local Government Area. The research recommends among others that government and school heads should ensure the provision...

Students’ educational outcome can be attributed to how teachers influence the performance of their students. Creating a positive learning environment through one’s self-efficacy and instructional management can serve as barometer for students’ success. This study aims to find out the correlation of teachers’ efficacy and instructional management being important predictors of students’ scholastic performance. The study employed quantitative descriptive method using descriptive statistics. It was conducted at Surigao del Sur State University, Philippines tapping the teachers and students of the College of Teacher Education as the respondents. Complete enumeration was employed for the faculty; while stratified random sampling for the students. It was conducted during the first semester of 2018-2019. The result revealed that the teachers’ sense of efficacy manifested a positive Mean for behavioral management strategies. For the level of instructional management, teachers frequently impl...

This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices over the first year of the program. It explores how the professional identity of the in-service teachers is affected by the socialization process, their prior histories and contextual factors. It concludes that dialogical interactions through oral discourse practices are likely to result in re-consideration of their prior professional identity. The paper is likely to make a contribution to our understanding of professional identity construction of EFL teachers in graduate programs as far as academic oral discourse practices are concerned.

This is a conceptual paper which reviewed teacher management in Kenya with a particular focus on the emerging issues. Organizations in all sectors are striving to succeed despite the many challenges they face including issues of globalization, rapid changes, especially changes in technology, leadership dynamics and increased competition among others. Organizations' perspective today in the third world are striving to maximize on their major resources to develop and grow their entities by use of teachers acting as their strategic managers in provision of quality of education and teacher management. It reviewed what TSC Act as enacted under the 2010 Kenyan Constitution and its subsequent transformation to an independent commission with an enhanced mandate stipulates. It has delved in the synopsis of emerging issues such as teacher shortage, provision of quality education, professionalizing the teaching service, promotion of teachers, teachers conduct and performance, litigation, information, communication and technology integration, management of HIV and AIDS, industrial unrest, and deployment of effective teachers leadership positions. In summary more budgetary allocation is required to address teacher deficits, employ more counsellors, enforce TSC Act provision and involve all the stakeholders to make the profession more attractive and enhance retention of well trained, qualified and experienced teachers. Transformational leadership model is a key component in managing teachers' affairs.

made the case that "At present there is no full-blown theory of teacher development" (p. 521). Historically, much longitudinal research on teacher development has relied on general stage theories, in the tradition of and exemplified by . However, stage theories of human development and of teacher development have been criticized . As Watzke (2007) argues, a stage theory "deemphasizes its complicated and multi-dimensional nature" (p. 119) by oversimplifying developmental sequences and the overcoming of obstacles through which people mature. Stage theories of human development and teacher development also tend to individualize conceptual growth with insufficient attention to the environmental factors that provide specific challenges to teachers in different settings. One important yet insufficiently investigated environmental factor in theorizing teacher development concerns the sorts of relationships with others that may strongly influence a teacher's developmental trajectory. Power dynamics and social positioning also come into play, per Davies and Harré's positioning theory . reference to view professional identity development as a form of argument "where identity positioning involves making claims about holders of given social roles. … )" (pp. 3-4). The resulting narrative creates an identity trajectory (McAlpine & Amundsen, 2011) through which teachers emplot their various experiences into a coherent narrative that typically justifies their teaching decisions. Such fluid dynamics disturb the assumptions behind the theorizing of general stages of teacher development. In order to explore teacher development, longitudinal research is needed. Yet longitudinal research takes years to undertake and is typically limited to around two years, often through limited methods such as surveys. There are some exceptions (e.g., that involve observations and interviews over greater spans of time. Given how rarely studies produce rich data beyond a two-year span, it's likely that the field still awaits a robust theory of teacher development and more specifically, English teacher development as situated within institutional contexts. Our study is designed to contribute to the theorizing of contextualized teacher development. We extrapolate from Vygotsky's principal attention to children and adolescents in order to apply his concepts to the maturation of adults undertaking teaching careers . argued that growth requires obstacles to overcome, i.e., those barriers that stand in the way of progress toward the achievement of equilibrium or homeostasis, which is argued by Damasio (2021) to be a key developmental goal. Without an obstacle to overcome, there would be nothing to develop against, and development would cease . This need for obstacles suggests that the achievement of equilibrium as an ideal subjective state might be understood as a Smagorinsky and Long An Eight-Year Longitudinal Study 49 Smagorinsky and Long An Eight-Year Longitudinal Study 53 Smagorinsky and Long An Eight-Year Longitudinal Study 55

I wish to express my gratitude to Mr. PRINCE Olivier and Mr. Ir. KABASELE DYCKOBA Joseph Richard, for their incomparable commitment to supervise my work and their guidance where they could never refuse to receive me even in times when they were too busy. I gained marvellous knowledge as well research skills. My most consistent supporters have always been my family, Mother NYIRAKAMALI Berancille, Uncle Dr. Father Uwitonze Oscar and my sisters and brother. You made sacrifice which enabled to reach this stage in my studies. Thank you for your support and may this achievement reflect the cost of your sacrifice. As you have often displayed greater confidence in my abilities than I have in myself. I could not have reached this stage in life without your encouragement and support. I wish to thank everybody especially Bureau Social de Developpement de Muhanga, Mr NDAGIWENIMANA Ezechiel and family of SIBOMANA Emmanuel who contributed morally or materially, directly or indirectly to the fulfilment of this research. Infinite and incomparable gratitude goes to my lecturers in Department of Statistics Applied to Economy, Faculty of Applied Fundamental Sciences, who gave me a helpful guidance towards this work. Furthermore, I am grateful to all my colleagues and especially my classmates in department of Statistics Applied to Economy for their moral support during the five years of study at INES-Ruhengeri. And, I owe my appreciation too to all staff of INES Ruhengeri who provided me information during this work.

Az információsan művelt állampolgárság az információval és a médiával való interakció megértését, gyakorlását, az információs viselkedés következményeinek a tudatos vállalását jelenti (Materska, 2014). Az információs műveltség tükrözi azokat a fejleményeket is, amelyeken a változatos információs környezetek a digitalizáció segítségével keresztülmentek (Koltay, Špiranec és Karvalics, 2016).
Jelen kutatás számára kutatási probléma annak megválaszolása, hogy miként valósítható meg az információs műveltség fejlesztése egy egyetemi kurzus keretei között tanárszakos hallgatók képzésében.

Regardless of the state-religion relationship, religious education occupies a unique place in the curriculum of the general education system of the majority of democratic states in the first quarter of the 21st century. The reason is not only the organic connection of religion with a nation's culture and value system or the increase in the number of citizens separated from their cultural heritage due to the influence of secularization. The inclusion of religious education in national education systems is also related to the interaction of religion and politics in various international conflicts, the global threat caused by numerous radical religious groups in several countries, the transition from mono-confessional societies to multi-confessional societies as a result of globalization, and other social and political factors. While facing common international problems related to religion, each state independently decides on its religious education model in the national curriculum as a part of state policy. Although independent religious subjects are not taught in the public schools of Azerbaijan, religious education is carried out in an integrative form within the framework of social and human sciences by applying the learning about religion model. In addition to subjects like History, Literature, and the Azerbaijani language, where integrated brief information about religion is provided, basic information about religion is taught in the Life Science textbooks, which have been taught in public schools since 2004. The content and framework of this information are prepared based on the educational program (curriculum) for the Life Science subject for secondary schools of the Republic of Azerbaijan. This article examines the historical development process of religious education at the international and local levels as an understudied subject in Azerbaijan. For this purpose, the article investigates the position of religious education in the global educational environment, studies the impact of state-religion relations on the model of religious education, and analyzes the current situation of religious education in Azerbaijan’s secondary schools.

O trabalho trata-se da análise da resistência camponesa e das experiências da Escola Popular nas áreas revolucionárias nas quais se processa a revolução agrária no campo rondoniense. Escola Popular surge como fundamental instrumento na construção de uma educação do campo fundada no materialismo histórico-dialético e umbilicalmente ligada ao processo da revolução agrária. Numa sociedade de capitalismo burocrático como o Brasil, o campesinato é uma força fundamental na construção da revolução de nova democracia, por isso há uma ação deliberada do imperialismo para impedir de todas as formas a aliança operário-camponesa. Nesse contexto a Escola Popular vem se apresentando como uma proposta contra hegemônica, fortemente comprometida com o avanço da produção científica e vinculada à realidade social do campesinato.

Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This article details research undertaken to investigate pre-service teachers’ ways of knowing as they progress through a Bachelor of Education program. Findings from semi-structured interviews are discussed in terms of supporting pre-service teacher intellectual development in teacher education programs so that a professional teacher identity is encouraged.

In this paper, we present the modeling, design, and a segment of the implementation of an Open Personalized Learning Environment (OPLE) for the Electrical Engineering course that is taught at Vocational Schools. We describe in detail how the chapters of the course are used in the online environment. As methodological principles of this construction we emphasize on the students’ learning behavior, and on the individualized promotion of knowledge, considering the simplicity and the dynamics of the open personalized environment.

Ovaj informativni vodič objašnjava kako nastavnici i stručni saradnici mogu koristiti veštačku inteligenciju u školskom kontekstu pomoću jednostavne, ali moćne metode – pisanja „promptova“. U tekstu se precizno definiše pojam prompta, daje poreklo i osnovno značenje reči, zatim praktični saveti za formulisanje kvalitetnih promptova, kao i konkretni školski primeri njihove primene. Cilj je da se AI prikaže kao pristupačan alat koji štedi vreme, podstiče kreativnost i otvara nove mogućnosti u planiranju i izvođenju nastave. Poseban akcenat stavljen je na pedagošku sigurnost – proveru tačnosti generisanih informacija i podsticanje kritičkog mišljenja kod korisnika. Vodič je namenjen svim prosvetnim radnicima, bez obzira na prethodno digitalno iskustvo.
Summary: This practical guide explains how teachers and school professionals can use artificial intelligence in an educational setting through a simple yet powerful technique – writing effective prompts. The text defines the term prompt, explains its linguistic origins, and provides useful advice for writing precise and meaningful prompts. It also includes real-life classroom examples and ideas for educational use. The aim is to present AI as an accessible tool that saves time, boosts creativity, and enhances teaching practices. Emphasis is placed on verifying the accuracy of AI-generated content and fostering critical thinking among users. This guide is designed for all educators, regardless of their previous digital skills.

La educación en perspectiva de género es bastante moderna, pero su incorporación ha marcado un punto de inflexión en la manera de ver la educación. La perspectiva de género aporta un enfoque nuevo a la educación, pues se preocupa por eliminar las desigualdades entre hombres y mujeres en el ámbito educativo con el deseo de que esta igualdad se traslade a la sociedad. En este sentido, se puede conceptualizar la escuela y su entorno más próximo como un posible factor de cambio para transformar aquellas realidades sociales discriminatorias con el fin de garantizar los derechos y libertades de las mujeres y otros colectivos marginados. En este capítulo expondremos las bases que construyen una educación que tiene en cuenta el género. Para ello, dedicaremos un primer apartado a definir algunos términos, relacionados con la antropología humana y social que enmarcan conceptos como la justicia, la igualdad o la equidad. En el segundo apartado, realizaremos un breve recorrido por la historia de la educación de las niñas y mujeres. Situaremos el foco en el paso de la educación segregada a la educación mixta, y de la educación mixta a la coeducación. En este Cómo citar: Martínez Cano, Silvia et al. (2025). La educación desde la perspectiva de género. En David Luque Mengibar y Silvia Sánchez-Serrano (Eds.) Teoría de la Educación (pp. 189-211). Ediciones Complutense.

The present work is aimed at analyzing the way in which they are taught knowledge in the special education school "Help us start", to children with Down syndrome and Autism, to be able to make the proposal for the elaboration of a mobile application for the Android operating system, which will help in the methods of teaching-learning and will seek to capture the attention of children so that they receive a interactive education that improves their motivation to learn and in this way through methods playful keep their minds awake and attentive to receive knowledge. During the development of this work, we will work in collaboration with the teachers of the educational institution to be able to collect the necessary information for the development of a application that is capable of capturing children's attention in order to fulfill the objective of have their attention and that they can learn effectively, in addition, the tests are planned necessary with the children in ...

Lingkungan yang bisa kita gunakan untuk sumber belajar yaitu lingkungan sosial,buatan,dan lingkungan alam. Lingkungan sosial adalah lingkungan yang mengajarkan kita tentang sosial tentang interaksi terhadap sesama manusia kita diajarkan untuk bersosialisasi dengan baik masyarakat merupakan tempat pendidikan yang jenisnya beragam dan pula umumnya sulit diselaraskan antara satu sama yang lai

This study investigated the impact of the Athlete-Centered Comprehensive Education Support System (ACCESS) program, an alternative delivery mode (ADM), on the academic performance and module engagement of junior high school student-athletes in six high schools in Lambayong, Sultan Kudarat, Philippines. Thirty student-athletes participating in the ACCESS program were surveyed to assess their frequency of printed module utilization and level of engagement. GPA data before and after ACCESS participation was obtained from the student-athlete advisor. Data analysis included descriptive statistics and paired t-tests. Results indicated moderate utilization (Mean = 2.93, SD = 0.77) and neutral engagement (Mean = 3.02, SD = 0.98) with printed modules. A paired t-test revealed a statistically significant increase in GPA after participation in the ACCESS program (Before: Mean = 2.65, SD = 0.255; After: Mean = 3.30, SD = 0.417; p < 0.05). However, Pearson correlation showed no significant relationship between the frequency of module utilization and GPA (p > 0.05). These findings suggest that while ACCESS participation correlates with improved academic performance, the benefits may stem from the program's overall structure rather than solely from module utilization frequency. The study recommends refining module design, promoting active learning strategies, and personalizing learning experiences to maximize the ACCESS program's impact on studentathlete academic success. Further research is needed to explore the long-term effects and optimal design of ACCESS for student-athletes.

Pelayanan kepada pelanggan merupakan suatu strategi untuk tetap eksis dan unggul dalam persaingan, dengan pelayanan yang baik, perusahaan dapat mempertahankan dan bahkan meningkatkan pelanggannya. Oleh karena itu dilakukan penelitian untuk membangun sistem dengan aplikasi yang bertujuan untuk memberikan layanan akademis dan informasi mahasiswa kepada STIE Indonesia. Adapun metode penelitian yang dilakukan adalah dengan analisis proses layanan terhadap mahasiswa dan Biro Administrasi dan Akademi melalui survey, wawancara, pengamatan langsung. Dari analisis diketahui bahwa aplikasi layanan akademis dan mahasiswa kurang efektif dan efisien, aplikasi yang kurang user friendly, keterbatasan kemampuan aplikasi yang sudah cukup tua, serta layanan informasi terhadap mahasiswa minim. Kesimpulan yang diperoleh setelah melakukan penulisan skripsi ini adalah dihasilkannya suatu sistem informasi yang dilengkapi dengan berbagai fitur sehingga dapat meningkatkan kinerja dan performa dari layanan akademis dan layanan kepada mahasiswa dengan menghasilkan aplikasi layanan akedemis dan layanan mahasiswa secara online dengan Internet dan mobile dengan WAP dan J2ME.

ResumenEste trabajo describe la intervención de caso único con un luchador de la selección española de lucha grecorromana. El objetivo de esta intervención fue disminuir la ansiedad precompetitiva para incrementar el rendimiento deportivo mediante un programa de habilidades psicológicas basado en técnicas de visualización, parada de pensamiento, reestructuración cognitiva y establecimiento de rutinas precompetitivas. Se utilizó el CSAI-2R antes, durante y después de la intervención como medida de la ansiedad. También se utilizaron registros para la visualización, parada de pensamiento, reestructuración cognitiva y rutinas precompetitivos específicamente diseñados para el caso. Los resultados muestran que, tras la intervención,  los niveles de ansiedad precompetitiva disminuyeron notablemente  y el rendimiento deportivo aumentó con buenos resultados durante las competiciones. This paper describes a single-case psychological intervention with a Spanish National Greco-Roman Wrestling T...

Course books play a significant role in the realm of language teaching and learning, through providing valuable ready-made material to teachers and language learners; yet inappropriate selection of course books results in negative effects on teaching and learning process. This study aims to investigate the extent to which the Touchstone series course books reflect the Multiple Intelligence Theory introduced by Howard Gardner (1983). To obtain the objectives of the study, the researchers used a checklist developed by Botelho (2003) on the basis of this theory. A randomly selected sample of units, activities and tasks were extracted from the eight course books and analyzed then the frequencies and percentages of the occurrence of each type of intelligence were calculated. The results of the study indicated that Verbal/Linguistic and Spatial /Visual types of intelligence were the most addressed intelligence types in the analyzed course books. Musical, Bodily/Kinesthetic, and Natural ty...

This study examines the effectiveness of Teacher Preparation Programs conducted through Regional Institutes of Teacher Education (RITEs) in Khyber Pakhtunkhwa, Pakistan. For the purpose of data collection the researcher developed close-ended questionnaire and administered to teacher educators working as permanent faculties in the RITEs. A sample of 100 teacher educators of RITEs was randomly selected from 10 Regional Institutions of Teacher Education (RITES). Data were collected, tabulated, analyzed and presented in simple percentages. Findings of the study showed that the teacher preparation programs conducted through RITEs were found useful in developing pedagogical skills of prospective teachers. This study found the following remarkable results.The trainee teachers were able to communicate easily and clearly in classroom situations. The prospective teachers could make lessons plans and implement it successfully. The teacher preparation program has developed classroom management ...

Drawing on the experience of a series of multi-art education workshops run in a museum of modern art with the participation of a group of upper secondary school students, this paper reflects on how the philosophy of educational commons might help us rethink the role of the educator in museum-based art-education initiatives. By focusing on the transformations, the challenges, the failures and the openings experienced by the educators of this program in their attempt to work on the basis of the philosophy of educational commons, we arrive at an articulation of what might be
referred to as patterns of commoning teacher agency. More specifically, based of an ecological model of teacher agency that Priestley et al. (2015) proposed on the basis on the work of Emirbayer & Mische (1998) we identify patterns of commoning museum educators’ agency that operated on an iterational, a practical-evaluative and a projective dimension. On the iterational dimension, a commoning approach to teaching led museum educators to re-evaluate past experiences, received ideas, and
cherished practices, inducing a process of unlearning. On the practical-evaluative dimension, it enabled museum educators to implement new ways of working and relating to students and their worlds, and to come up with ideas and tools that expand “The social, structural and material ‘here and now’ of possible agency” (Philpott & Spruce 2021, 290) and its distribution. On the projective dimension it enabled museum educators to imagine alternative ways of exercising agency, envisioning a way of
commoning the museum. The resultant reorientation of the role of the teacher in museum-based, commons-derived creative art-education practices might be seen as providing a much needed alternative to the pervading neoliberal colonisation of education initiatives in cultural institutions.

Exchanges with Chinese students in Japan, who comprise the majority of international students, may be a worthwhile intercultural experience for Japanese students. However, because of the lack of contact between Chinese and Japanese students on campus, many Japanese students tend to form impressions of China through the media. This study aims to explore the factors influencing Japanese students' positive attitudes toward Chinese students and the former's awareness of stereotypes based on an online interview in Japanese conducted during an elective political science course. This study adopts a qualitative research methodology to analyze students' written reflections contextually. The content analysis revealed that Chinese students' "Japaneseness", characterized by Japanese language fluency, affected the perceptions of Japanese students, who changed their attitudes toward Chinese people and intercultural exchanges. Further discussion is necessary to determine whether Japanese students' preferences for "Japanese-like" international students may create new stereotypes rather than enhance diversity benefits. The findings illustrate the need for future research and practice on how students with no experience in communicating with minority citizens can overcome ethnocentric perspectives and embrace diversity.

The affective domain and socio-emotional learning (SEL) competencies have been increasingly recognized for their significant impact on academic achievement, particularly in mathematics. Emotional engagement and socialemotional skills influence students' motivation, perseverance, and academic performance. This study explored the affective domain and SEL competencies that impact mathematics achievement among students in the Upper English Programme (UEP) at a secondary school in Nakhon Si Thammarat, Thailand, during the first semester of the 2024 academic year. A proportionate stratified random sampling method selected 123 students from Mathayomsuksa 4-6. Data was collected through validated and pilot-tested questionnaires assessing students' emotional engagement and SEL competencies. A predictive-correlational research design was employed, with Pearson correlation and multiple regression analysis used to analyze the relationships between the affective domain, SEL competencies, and mathematics performance. The results revealed significant positive correlations between students' mathematics performance, their affective domain, and SEL competencies. Specifically, belief emerged as the strongest predictor, explaining 65.2% of the variance in mathematics performance. Students with high levels of emotional engagement and SEL competencies, particularly belief, showed improved academic outcomes in mathematics. These findings highlight the critical role of fostering positive emotional engagement and SEL skills to enhance mathematics achievement and overall well-being. The study underscores the integration of SEL competencies and emotional engagement into the curriculum, which can contribute to better educational outcomes.

The shift toward technology-driven assessment methods has increased the demand for Electronic-Based Online Assessment (EBOA) due to its potential benefits, such as reducing teacher workload, lowering assessment costs, providing instant feedback, and aligning with student preferences. Studies have shown that online assessments enhance student engagement and learning efficiency while offering scalability and flexibility in educational settings. However, challenges such as technological accessibility, digital literacy, and stakeholder acceptance remain significant barriers to their implementation. This study investigated the acceptability of electronic-based online assessment at Palawan State University-Laboratory Junior High School. Both students and teachers were willing to accept these assessments because of their ease of use, being environmentally friendly, the shorter time they demand, speed in getting feedback, fairness, and reservations for students with disabilities. Students' age, sex, grade, and income and teachers' service, age, sex, or income were not influential factors in their acceptance level of EBOA, which implies no demographic adjustments are needed when using EBOA. The shared perceptions between students and teachers highlight a favorable foundation for integrating EBOA into the university's educational practices. This study underscores the potential of EBOA to contribute positively to modern educational systems and of Palawan State University to lead the way in fostering innovative and inclusive assessment strategies. Future research may focus on longitudinal outcomes to assess the long-term impact of these assessments on academic performance and environmental sustainability.

This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as a medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking teaching and learning environment. Such environment is perceived as necessary to enhance English language learning and acquisition in some Indonesian vocational schools. The levels of motivation and confidence have been an issue because they potentially either contribute to or hinder English language learners to learn and use English for interactions. This qualitative research was undertaken using an interpretive research paradigm and a case study approach. Qualitative research data were collected from multiple sources such as indepth interviews, observation notes, online interaction script, and reflective journals of the participants. Quantitat...

There has been increased recognition of the need for teachers to equip students with critical and creative thinking skills. This paper argues the importance of critical and creative thinking skills in the context of a mathematics classroom. In particular, it will address the role of teacher pedagogy in creating a collaborative and supportive learning environment to foster the development of critical and creative thinking skills. The principles of constructivism are emphasised, as effective pedagogical considerations that may enhance critical and creative thinking skills in mathematics classrooms.

This study examined the relationship between the effectiveness of modular distance learning (MDL) implementation and learners' academic achievement in Araling Panlipunan in Quezon II District, Division of Bukidnon, during the school year 2020-2021. A descriptive-correlational research design was employed, involving public-school teachers as respondents. The researcher-developed instrument achieved a reliability score of 0.751 using Cronbach's Alpha. Findings revealed that most respondents were middle-aged, female, Grade 1 teachers, baccalaureate degree holders with master's units, and had attended 1-2 webinars on using modules in teaching. Teachers in Quezon II District were found to be moderately effective in implementing MDL, while pupils achieved satisfactory performance in Araling Panlipunan. No significant differences in implementation effectiveness were observed across teachers' demographic profiles. However, a significant relationship existed between the level of MDL implementation and pupils' academic achievement, particularly in the areas of Learning Environment and Community-Industry Relevance Partnership. Recommendations include encouraging teachers to pursue graduate studies for professional growth and recognizing teachers and parents to sustain effective MDL implementation. Parents are urged to support their children through home tutorials, and the Department of Education is advised to conduct webinars focusing on Learning Environment and Community-Industry Relevance Partnerships.

We are not handling conflict well. Politically, Western nations are polarized.  Partisans have difficulty talking to each other, let alone solving problems. Organizations are hierarchical and siloed. Subordinates fear superiors. Departments and divisions within companies fail to communicate.  As a result, important thoughts and feelings remain unexpressed, and missions suffer. Schools are ridden with conflict among students.  Behavior problems divert teachers away from teaching. Teachers, parents, and administrators are at odds about what to do. The most affected are the children. Ordinary people struggle to find fulfillment in their relationships. In ability to handle conflict is the single biggest threat to lasting partnerships.  We already know a great deal about how to hand conflict.  We need to unlock this knowledge in order to create cultures of collaboration -- in the home, in schools, in organizations, and within the political halls of nations.

 Este artigo apresenta resultados de uma pesquisa realizada no âmbito do Programa de Iniciação Científica – PAIC, da Universidade do Estado do Amazonas – UEA, com o objetivo de identificar elementos geométricos no Patrimônio Arquitetônico da cidade de Parintins, estado do Amazonas. A pesquisa desenvolvida é do tipo qualitativa. A construção dos dados foi viabilizada por meio de observação direta, sistemática, e, de registros fotográficos. A análise se deu por meio de uma triangulação dos resultados obtidos, os quais indicam que os traços geométricos identificados no Patrimônio Arquitetônico de Parintins podem constituir um percurso pedagógico que contextualiza o ensino de geometria e valoriza a história da cidade.

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers&#39; creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance&#39;s (2008) test of creativity, Hackman and Oldham&#39;s (1980) teacher motivation scale, Bandura&#39;s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson&#39;s (1981) Bur...

Being of a fuzzy nature, learner-centeredness has been approached and grasped differently by teachers and teacher educators at various learning contexts. Despite its preponderance in educational arena since roughly half a century ago, learner-centered education (LCE) seems to still be surrounded by a myriad of misconceptions, delusions and uncertainties. Part of this haziness and perplexity in applying LCE appears to have resulted from lack of proper training with regard to its judicious implementation in compliance with the specific contextual features and requirements. Striving to establish a context-sensitive and culturally-responsive approach to LCE in the Iranian educational context, the researchers in the current study embarked on a training program for EFL teachers, in which the basic tenets of a learner-centered methodology were introduced through hands-on practice and involvement. Teachers’ conduct prior and successive to training workshops was screened via preand post-obse...

The Truth and Reconciliation&#39;s Calls to Action (2015a) highlight education as a means of reconciliation. The purpose of our study was to understand if and how the content and pedagogy within a graduate Foundations of Education course using an anti-racist education framework enabled in-service teachers to challenge the colonial narrative and integrate Indigenous knowledges and perspectives into their classrooms. We interviewed six graduate students and identified key themes related to experiencing and enacting anti-racist education. The results suggest the necessity of identifying one&#39;s positionality, using relational pedagogy, and employing critical self-reflection to interrupt the colonial story and promote Indigeneity within the Canadian context. Les appels à l&#39;action de la Commission de vérité et de réconciliation soulignent l&#39;importance de l&#39;éducation comme moyen de réconciliation. L&#39;objectif de cette étude était de comprendre dans quelle mesure le conten...

In presenting this thesis in partial fulfillment of the requirements for a postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes, may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Dean of the College in which my work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis.

SUMÁRIO 11 | apresentação 15 | introdução 21 | 1 utilizando um software de geometria dinâmica 21 | o que é geometria dinâmica 21 | atividades 29 | 2 ângulos 29 | atividades 39 | 3 triângulos 39 | atividades 62 | 4 congruência de triângulos 62 | atividades 73 | 5 perímetros e áreas 73 | atividades 91 | 6 teorema de pitágoras 91 | atividades 114 | para ler: sobre a importância do teorema de pitágoras 119 | 7 quadriláteros 119 | atividades 149 | para ler: quadriláteros 155 | 8 semelhança de figuras 155 | atividades 169 | 9 teorema de thales | atividades | parte 1: relações entre paralelismo e proporcionalidade | parte 2: aplicações | para ler: demonstrações do teorema de thales 205 | 10 circunferência e círculo | definições e relações de posição | cordas, arcos e ângulos | potência de ponto, relações entre tangentes e secantes | médias e números irracionais | resolução geométrica de equação de 2º grau | lugares geométricos e circunferência | circunferência inscrita e circunscrita | comprimento e área | para ler: alguns aspectos históricos 284 | 11 transformações geométrias 1: simetria axial e simetria central | simetria axial ou ortogonal | simetria central 325 | 12 transformações geométricas 2: translação e rotação | translação | rotação | para ler: gênese do conceito de transformação 359 | 13 iniciação à demonstração em geometria | ensinar a demonstrar por quê? 360 | atividades 373 | para ler: origem e evolução da demonstração | 14 poliedros e corpos redondos 379 | introdução 380 | atividades 388 | para ler: no espaço | 15 conceitos primitivos e postulados 389 | conceitos primitivos e postulados 392 | atividades | referências | apêndice 01: material do módulo 2ângulo | apêndice 02: figuras para a atividade 1exercício 3, módulo 5 | apêndice 03: figuras da atividade 1exercício 4, módulo 5 | apêndice 04: figuras da atividade 1exercício 5, módulo 5 | apêndice 05: réguas em polegadasatividade 3, módulo 5 | apêndice 06: réguas em luasatividade 3, módulo 5 | apêndice 07: tangranatividade 5, módulo 5 | apêndice 08: material da atividade 1módulo 7 | apêndice 09: figuras da atividade 1simetria axialmódulo 11 423 | apêndice 10: figuras da atividade 1simetria centralmódulo 11 424 | apêndice 11: figuras da atividade 7módulo 14 Atividade 07: construindo triângulo retângulo Construa um triângulo retângulo. Objetivo: construir um triângulo retângulo. Comentário: é necessária a construção de retas perpendiculares para a construção solicitada. Atividade 08 2 : analisando uma construção A professora pediu a seu aluno Zeca que construísse um losango CABO, a partir do lado CA , usando um software de geometria dinâmica. Zeca cumpriu sua tarefa e entregou-lhe um disquete com o arquivo mod_01_zeca. Como a professora está impossibilitada de corrigir a tarefa, pediu que você a ajudasse. a) Abra o arquivo mod_01_zeca. b) Clique na ferramenta "Esconder/Mostrar" do Cabri ou "Exibir/esconder" do Geogebra e observe a construção. c) Veja os passos da construção do Zeca utilizando, no menu "editar", do Cabri, "revisar construção" ou no menu "exibir", do Geogebra, a ferramenta "protocolo de construção". d) O que você comentaria com o Zeca? Objetivo: analisar as propriedades do losango a partir de uma figura pré-construída. Comentários: a princípio, sem manipulação, são conduzidos a acreditar, apenas pelo aspecto visual, que a figura representa um losango. Mas após a manipulação constatam que não. Atividade 09: retirando a bissetriz do menu Abra o 01menu3.men se estiver utilizando o Cabri. Não utilize a ferramenta bissetriz se estiver utilizando o Geogebra. a) Abra o arquivo mod_01_ativ09. b) Construa dois segmentos PA e AI que representem o menor caminho entre o ponto A e cada um dos lados do ângulo. Atividade 10: construindo um lugar geométrico a) Crie uma reta qualquer e, com um vértice nessa reta, construa um triângulo. b) Determine o ortocentro desse triângulo (ponto de encontro das retas suportes das alturas). c) Encontre o lugar geométrico do ortocentro em relação ao vértice que está na reta. d) Que objeto é esse lugar geométrico? Objetivo: construir um lugar geométrico. Perceber que o ortocentro percorre uma parábola, se um vértice do triângulo percorrer uma reta. Comentários: muitos alunos não percebem que um triângulo tem três retas suportes para as alturas e, por isso, têm dificuldades em encontrar o ortocentro ou o desconhecem. Atividade 11: trabalhando com caixa-preta (só com o Cabri) a) Abra o 01menu2.men. b) Crie um segmento vermelho, com espessura grossa. c) Clique no botão de macro X → e na opção "Borboleta". Em seguida, clique no segmento vermelho. d) Descubra as propriedades da borboleta azul. e) Construa uma borboleta verde como a azul, sem utilizar a opção "Borboleta". Objetivo: reproduzir uma figura utilizando simetria, a partir de uma macro construção e de alteração do menu que impossibilita o acesso às construções auxiliares. Comentários: esta atividade apresenta um grau de dificuldade maior que as anteriores e exige a percepção visual da figura e suas respectivas propriedades geométricas. É necessário que os alunos analisem a situação, manipulando a figura antes da construção. É comum construírem a partir de uma ou outra observação e não conseguirem realizar a tarefa. Os alunos têm sucesso depois de perceberem que a figura apresenta dois quadrados. A construção pode ser encaminhada de maneiras diferentes. Atividade 12: construindo uma macro-construção (só com o Cabri) Construa no Cabri a macro de um triângulo retângulo e salve-a com o nome triret.fig. O professor irá orientá-lo. Objetivos: construir uma macro construção. Comentários: dados dois segmentos, que representarão os catetos e os objetos iniciais da macro, construir a partir do extremo de um deles, uma perpendicular e nela transferir, com o compasso, o outro segmento. Determinar os segmentos da hipotenusa e do segundo cateto, que para a macro representarão os objetos finais. Determine o nome e observe que na barra de ferramentas de macro aparecerá esse nome, disponibilizando a construção de triângulos retângulos. 29 2 ÂNGULOS Atividades Aprofundar o estudo de ângulos percebendo a diferença entre as construções com a linguagem Logo e com um software de geometria dinâmica. No Logo 4 temos que programar a construção mobilizando conhecimentos de Geometria, principalmente a respeito de ângulos de polígonos. Atividade 01: usando o Logo a) Construa um quadrado. b) Construa um triângulo eqüilátero. c) Construa um hexágono. d) Construa uma circunferência. e) Construa uma circunferência medindo 50 de raio f) Construa uma circunferência de comprimento igual a 540. Objetivo: construir figuras a partir da linguagem Logo. Comentários: perceber que a programação para a construção de polígonos exige a posição conveniente da tartaruga e a determinação dos ângulos externos da figura a ser construída. Algumas propriedades de circunferência, que no ambiente Logo, é associada a um polígono de 360 lados, podem ser observadas, sendo ideal para o trabalho com a primeira fase do ensino fundamental. Em (a) o programa seria: repita 4[pf 100 pd 90]. Em (b) pd 30 pf 100 pd 120 pf 100 pd 120 pf 100, observe que a posição inicial da tartaruga influencia no primeiro giro dado. Em (c) repita 6[pf 100 pd 60]. Em (d) uma maneira de fazer a circunferência é com o comando repita 360[pf 1 pd 1]. Em (e) se queremos que o raio tenha 50 cm o comprimento da circunferência deve ser aproximadamente 300 (6 x 50), dessa forma se mandarmos a tartaruga dar passos de 1 unidade de comprimento teremos que mandá-la girar ângulos de 360/300 e o comando seria: repita 300[pf 1 pd 360/300]. De maneira semelhante efetuamos o Definição 10: Dadas duas retas distintas, r e s de um mesmo plano, uma reta t que as intercepta em dois pontos distintos é chamada de transversal. Atividade 06: caracterizando ângulos formados por duas retas concorrentes e uma transversal a) Construa em um software de geometria dinâmica duas retas concorrentes quaisquer r e s e uma reta t que as intercepta em dois pontos distintos. b) Quantos ângulos ficam determinados por t? c) Determine suas medidas. d) O que você pode concluir? e) Que ângulos poderiam ser chamados de internos? f) Quais seriam os ângulos chamados de externos? g) Eles são internos ou externos em relação a que retas? h) Quais poderiam ser chamados de alternos? i) Quais você chamaria de colaterais? j) Eles são alternos ou colaterais em relação a que reta? l) Quais seriam os ângulos correspondentes? Objetivo: discutir os termos: retas transversais, ângulos internos, ângulos externos, alternos, colaterais e correspondentes, observando a necessidade de se especificar os objetos que estão sendo relacionados em cada situação. Comentários: quando trabalhamos com três retas quaisquer, não coincidentes, nem paralelas duas a duas, percebemos que na intersecção de t com r e s, obtemos seis ângulos, de medidas diferentes, mas nos deteremos só nos que envolvem a reta t. Observar que os ângulos são chamados de internos ou externos em relação às retas r e s e de alternos ou colaterais em relação à reta transversal t. Assim os ângulos: a e e, d e h, b e f, c e g são correspondentes. São alternos internos os ângulos: c e e, d e f. Alternos externos: a e g, b e h. Colaterais internos: c e f, d e e. Colaterais externos: a e h, b e g. Atividade 07: particularizando no caso de paralelas e transversais a) Construa duas retas paralelas, r e s, cortadas por uma transversal, t, e observe os ângulos formados. b) O que você pode concluir a respeito das medidas dos ângulos obtidos quando uma reta intercepta duas retas paralelas? c) Altere a posição das retas e verifique se suas observações continuam verdadeiras. Objetivo: perceber que este é um caso particular da atividade anterior. Comentários: quando se tem um par de retas paralelas cortadas por uma reta transversal, são congruentes: os ângulos correspondentes, os alternos, os opostos pelo vértice, e são suplementares os ângulos colaterais. Na...

La historia de vida académica institucional está marcada por cuatro Coloquios realizados en nuestra Unidad, al analizar la realidad se consideró necesario dar un nuevo sentido a lo hecho hasta el momento, esto implicó implementar un evento de mayor envergadura y se decidió realizar el Congreso.
A la convocatoria emitida para el mismo, respondieron los académicos externos y de la Unidad, presentándose veinte trabajos que integran este documento. Donde están presentes un conjunto de reflexiones y propuestas de intervención, de los que nos dedicamos a la docencia a nivel superior, con la firme intención de formar a los profesionales de la educación. Todos los textos tienen que ver con el campo de la educación, un campo que ha sido duramente impactado por el acontecimiento global: la pandemia del COVID -19. Ante los estragos causados es necesario todo nuestro esfuerzo intelectual para reflexionar sobre lo que sucedió y lo que sucede en este preciso momento, y asumir con una gran responsabilidad nuestras tareas más inmediatas.

This research investigated the relationship between professional commitment and work engagement, with selfdetermination acting as a mediating variable. An adapted structured questionnaires were used to gather data from 130 Social Workers in General Santos City and Tacurong City, Philippines. The study employed correlational design and mediation analysis. The Statistical tools used include the mean, Pearson and Sobel z Test. The results were the following, the level of professional commitment has 4.29 mean which is very high, then for the level of work engagement has 4.10 mean which is high and lastly, the level of self-determination has a mean of 4.24 which is very high. Also, the findings revealed a strong positive relationship between professional commitment and work engagement, as well as between professional commitment and self-determination. Additionally, a significant positive relationship was observed between work engagement and self-determination. Furthermore, self-determination was found to partially mediate these relationships. Specifically, professional commitment significantly boosts selfdetermination, which, in turn, positively influences the work engagement of social workers. This indirect effect emphasized the vital role of intrinsic motivation and autonomy in cultivating a committed and engaged workforce among social workers. The findings suggested that professional commitment can be an effective strategy for increasing motivation, enhanced job satisfaction, improved performance, reduced turnover, a positive organizational culture, and opportunities for personal growth, emphasizing the role of self-determination. Essentially, this study contributed to the existing literature by elucidating the mediating role of self-determination in the relationship between professional commitment and work engagement. The results highlighted the critical importance of professional commitment among social workers as it enhances the quality of care, ethical practice, resilience, advocacy efforts, professional development, client trust, organizational effectiveness, and innovation within the profession.

Guidance is as old as the human race is. There was always guidance in each society in one form or another. It is said that&quot; Guidance is for all ages, for all societies, for all age groups, irrespective of caste, color and beliefs. It is also believed that the human ...

In relation to creative and transformational methods of teaching and learning, this study investigated the effectiveness of brain-based learning (BBL) techniques in enhancing students’ critical thinking skills in Geometry. This study employed the descriptive-correlational design and were conducted to 96 students of Lambayong National High School who were selected through purposive sampling. This study includes an adapted questionnaire to determine the level of students’ evaluation towards BBL techniques. Moreover, this study determined the level of students’ BBL techniques and level of critical thinking skills through the use of self-made questionnaire which has been validated and found reliable. The students highly appreciated and strongly believe that BBL increase their motivation inside the classroom, but their level of BBL connotes that they have just enough to meet the requirements with noticeable gaps in mathematics concepts. In terms of the level of students’ critical thinking skills, it shows that they were still struggled in learning Geometry. Hence, students need to focus more effort. Based on these results, it can be gleaned that students’ BBL techniques have nothing to do with their level of critical thinking skills. The lack of substantial correlation between BBL techniques and students’ critical thinking skills indicates that this strategy may not be adequate in enhancing critical thinking skills. Thus, this study suggests the use of other learning approach such as problem-based learning (PBL) to foster more profound understanding of the topics.

Este texto discute o debate efervescente, que vai desde o primeiro governo eleito após o fim do Estado Novo até o fatídico abril de 1964, travado por intelectuais brasileiros sobre educação e o projeto nacional de desenvolvimento. Para isso, o rastreamento das decisões dos atores envolvidos, em seus respectivos contextos sociais, foi o método utilizado para entender as razões das decisões adotadas sobre as políticas da educação como motor para o desenvolvimento nacional do Brasil. Duas figuras são fulcrais neste debate: Anísio Teixeira, que permaneceu no Ministério da Educação e Cultura (MEC) por treze anos, ocupando os mais importantes cargos entre 1951 e 1964, e o filósofo Álvaro Vieira Pinto, que coordenou o Departamento de Filosofia do Instituto Superior de Estudos Brasileiros (ISEB), também vinculado ao MEC. O texto apresenta o profícuo debate que culminou com a criação de dois grandes marcos da educação brasileira: a Lei de Diretrizes e Bases (LDB) e o primeiro Plano Nacional ...