teacher

  • Teacher as an Authority? Supporting the Student’s Sense of Belonging to the School Community as a Condition for Their Development and the Teacher’s Success in Educating

    Author: Beata Pituła
    Institution: Silesian University
    Author: Agnieszka Wilczyńska
    Institution: University of Silesia
    Year of publication: 2014
    Source: Show
    Pages: 243-253
    DOI Address: https://doi.org/10.15804/tner.14.37.3.19
    PDF: tner/201403/tner3719.pdf

    The article aims to show the importance of the teacher’s authority in the modern school. The authors present a different view from the one well established in the literature looking at the problem of the formation of teachers’ authority. In addition to the definitions relating to the professional competence and cognitive abilities, a significant aspect of the analysis was focused on the teacher’s ability to form and shape the student’s sense of belonging to school. The paper also includes the research findings univocally indicating that the teacher is a highly regarded authority if they can build and maintain positive relationships in the classroom between them and students as well as between the students themselves, especially the ones manifesting difficulties in the current social functioning.

  • Emotional Intelligence as a Predisposition to Pursue the Teaching Profession

    Author: Anna Romanowska-Tołłoczko
    Institution: University School of Physical Education, Wrocław
    Author: Bianka Lewandowska
    Institution: University of Wrocław
    Year of publication: 2014
    Source: Show
    Pages: 166-175
    DOI Address: https://doi.org/10.15804/tner.14.38.4.12
    PDF: tner/201404/tner3812.pdf

    One of the significant predispositions of the teacher is the ability to cope with emotions, which is recognized as emotional intelligence. The study was conducted among the students of the Academy of Physical Education in Wroclaw (263 individuals). In a group of students some were selected who declared their intention to work as teachers (95 people); the remaining students were the control group. According to the collected data, emotional intelligence of most of the students is average, and the belief concerning the level of this competence is overestimated in many cases. This result is particularly unsatisfactory for those associating their future with the teaching profession, for they are expected to have better interpersonal skills.

  • Slovak Teachers’ Attitudes Towards Inclusive Education

    Author: Mariana Cabanová
    Institution: Matej Bel Univerity
    ORCID: https://orcid.org/0000-0002-1868-5621
    Author: Bronislava Kasáčová
    Institution: Matej Bel Univerity
    ORCID: https://orcid.org/0000-0002-9174-6443
    Author: Marián Trnka
    Institution: Matej Bel Univerity
    ORCID: https://orcid.org/0000-0002-8470-9281
    Year of publication: 2022
    Source: Show
    Pages: 207-217
    DOI Address: https://doi.org/10.15804/tner.22.67.1.16
    PDF: tner/202201/tner6716.pdf

    Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.

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