Teachers’ and Students’ Perceptions of the Ideal Teacher

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

This paper draws on the dissemination of yoga training as a case study examining dialogue education versus anti-dialogical or didactic education. I suggest that the Guru-Disciple or teacher-student relationship is a reciprocal one in so far as a dialogical approach is at the foundation of learning. Reciprocity, in this context, can be understood as an exchange that is mutually beneficial and interdependent. The space of learning is co-created, as a third space, between the teacher and student where generative themes emerge and form the basis of praxis and reflection. The learning and knowledge production in dialogue has the potential for transfer and impact in one’s life both personally and socially. I propose that it is dialogue which plays a major role in the liberatory function of education.

ÖZ
Bu çalışmada zihin engelliler öğretmen adaylarının görüşlerine göre uygulama sınıf öğretmenleri
ve sınıf ortamları hakkındaki görüşler incelenmiştir. Bu amaçla Abant İzzet Baysal Üniversitesi
Eğitim Fakültesi Özel Eğitim Bölümü Zihin Engellilerin Öğretmenliği Programında öğrenim gören
öğrenciler ile görüşülmüştür. Araştırmaya 24 gönüllü öğretmen adayı katılmıştır. Görüşmeler 25-
75 dk. arası sürmüştür. Araştırma bulguları, öğretmen adaylarının görüşlerine göre uygulama
öğretmenleri hakkındaki görüşler ve sınıf ortamı hakkındaki görüşler olarak iki başlık altında
toplanmıştır. Öğretmen adaylarının görüşlerine göre uygulama sınıf öğretmenlerinin; uygulama
sürecinde rehberlik etme, dönüt verme, bireyselleştirilmiş eğitim programı hazırlama, davranış
değiştirme ve pekiştirme durumlarında öğretmen adaylarına katkılarının yeterli olmadığı, sınıf
ortamına ilişkin bulgularda da sınıf ortamlarının fiziksel koşullar bakımından uygun olmadığı
görüşlerinin fazla olduğu görülmektedir.
Anahtar Kelimeler: Öğretmenlik uygulaması, sınıf öğretmenleri, öğretmen adayları, özel eğitim

ABSTRACT
In this study, the pre-service teachers of the Department of Special Education Teacher Training in
Mental Retardation of Abant İzzet Baysal University were interviewed in order to examine their
opinions about the practicum schools and practicum teachers (mentors). The interviews were
realized in a semi-structured interview form and the data were analyzed descriptively. 24 volunteer
participants were participated in the study and the interviews lasted 25-75 minutes. The results of
the study revealed in two major topics: The opinions of student teachers on(a) practicum teachers,
and (b) practicum schools. According to the opinions of the teacher candidates it is revealed that
practice classroom teachers’ guidance during the implementation process, giving feedback,
individualized education program, behavior modification and reinforcement and help for teacher
candidates is not sufficient. In terms of the findings related to the classroom environment it is
revealed that the classroom environment is not appropriate with regard to the physical conditions.
Keywords: Teaching practicum, classroom teachers, teacher candidates, special education

A tanári pálya sok országban utánpótlási nehézségekkel küzd. A jelenség hátterében általában
társadalmi, gazdasági, oktatáspolitikai és oktatástechnológiai változások állnak. Mindezek
együttes hatására a tanári pályával szembeni elvárások is átalakulnak, fokozatosan
gyarapszanak. A növekvő elvárások új kihívások elé állítják a leendő pedagógusok pályaorientációjában,
felkészítésében és továbbképzésében érintett szakembereket. A tanári felkészültség
javítására irányuló törekvések többnyire új tudás- és szerepfelfogásra épülnek.
A pálya egyre inkább az egész életen át tartó tanulás képesség- és attitűdrendszereit igényli,
amelyeknek a tanári alapképzés csak az alapjait fektetheti le. Emiatt az egyes országok általában
arra törekszenek, hogy magas szintű szakmai támogatást nyújtsanak a pályakezdő tanárok
számára, karrierjük későbbi szakaszában pedig folyamatos lehetőséget és ösztönzést
kapjanak szakmai fejlődésükhöz (Teachers Matter, 2005). Mindez alapvetően új oktatáspolitikai
célok és eszközök kialakítását kívánja meg, melyek közé a pedagógusi kompetenciarendszerek
és sztenderdek kialakítása is tartozik.

The authors examine the effects of school bonding on academic achievement (measured by math achievement scores) in a sample of 12th graders from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2005). Components of school bonding have proximal and distal effects on academic achievement. Attachment to school and school involvement had direct effects on achievement; attachment to teachers and school commitment behaviors had indirect effects on achievement through school-related delinquency and prior achievement. Implications for counselors are discussed.

ABSTRACT
Information and Communication Technology (ICT) has become an important part of the curriculum in the basic schools in Ghana. The focus of this research is in the area of teaching and learning of ICT in some parts of Upper East Region of Ghana.  Such a study is important because it came out with some of the challenges that are facing teachers and students as well in the basic schools especially in Junior High Schools in the teaching and learning of ICT.
The research approach adopted in this dissertation is a descriptive survey which information was drawn from a sample of people by means of self report. One hundred and sixteen out of two hundred and eighteen ICT Teachers from the Junior High Schools in Bolgatanga, Bongo and Tongo Districts were sampled for the study. Data was collected from these teachers and analysed.
The findings from this research provide evidence that majority of the Junior High Schools in the study area are faced with a lot of challenges which include lack or inadequate competent teachers in ICT, few or non-availability of facilities like computers, computer laboratories, internet services, electricity among others. It is recommended that Ghana Education Service should organise workshops for teacher of ICT in the region and more particularly the study area to equip them with the necessary skills to effectively teach ICT in the Junior High Schools. The basic facilities that are needed for effectiveness in the teaching of ICT should be provided the government, NGOs, organisations and individual who are capable and have education at heart.

The research presented in this study is part of the longitudinal investigation of the PAE Research Workshop, which focuses to the career socialization and it's development. The revealing of the student's incoming views is a basis for the adaptibility of their thinking and the increasing of their trainging's effectiveness. The authors aim to show, how the educator picture of the students entering the training looks like in a comparison with the socially and legislative expectations (int he mirror of the career model's competence areas). The authors used qualitative metodology using narrative analysis between kindergarten teacher students and grade school teacher students. (N=194). Fort he analysis, they were using the reflective diaries of the students. The results are showing the tasks of the training in the forming of the students' thinking.

Összefoglalás
Kutatásunk része a PAE Pedagógiai Kutatóműhelye
longitudinális, pályaszocializációt támogató vizsgálatának és
fejlesztő programjának. A hallgatók bejövő nézeteinek feltárása
alapjául szolgál gondolkodásuk átalakíthatóságának, a képzés
hatékonyságának növeléséhez. A szerzők célja annak
bemutatása, hogy milyen a pedagógusképzésbe kerülő
elsőévesek pedagógusképe a társadalmilag, jogszabályilag
elvárttal való összehasonlításban (az életpálya modell
kompetenciaterületeinek tükrében).
Kvalitatív kutatási stratégiát alkalmazva narratíva-elemzést
végeztek két első évfolyam óvó- és tanító szakos hallgatói
(N=194) tematikus reflektív naplói felhasználásával. Az
eredmények rámutatnak azokra a feladatokra, amelyek a
képzésre hárulnak a hallgatók gondolkodásának formálásában.
Abstract

Kutatásunk része a PAE Pedagógiai Kutatóműhelye longitudinális, pályaszocializációt támogató vizsgálatának és fejlesztő programjának. A hallgatók bejövő nézeteinek feltárása alapjául szolgál gondolkodásuk átalakíthatóságának, a képzés hatékonyságának növeléséhez. A szerzők célja annak bemutatása, hogy milyen a pedagógusképzésbe kerülő elsőévesek pedagógusképe a társadalmilag, jogszabályilag elvárttal való összehasonlításban (az életpálya modell kompetenciaterületeinek tükrében).
Kvalitatív kutatási stratégiát alkalmazva narratíva-elemzést végeztek két első évfolyam óvó- és tanító szakos hallgatói (N=194) tematikus reflektív naplói felhasználásával. Az eredmények rámutatnak azokra a feladatokra, amelyek a képzésre hárulnak a hallgatók gondolkodásának formálásában.

Fisheries refer to the areas or grounds which are characterized by intense rearing, catching, processing and selling of fish and aquatic resources.

Fishery can be categorized into
a) Fin fish f fisheries b) Shell fish fisheries and C) Other aquatic resources
Fin fish fisheries are true fishes (Vertebrates) and Shell fish fisheries are non- fin fisheries (Invertebrates). Fin fisheries caught only fin like fishes, where fish which bear fins i.e true fish. Shell fisheries caught only shell like fishes such as Prawns, Crab,Llobster, Oyster, Muscles etc.,
Other aquatic resources such as sponges, jelly fishes, sea cucumbers, algae, sea grass etc.,

Creative Art was introduced into Ghana's primary school curriculum in 2007. Comprising Performing, Literary and Visual Arts, Creative Art was intended to foster creativity development among primary pupils. However, Creative Art is taught by generalist classroom teachers who lack the specialized training, knowledge, skill and experience to identify efficient teaching-learning strategies that allow pupils to actively participate in art making experiences. This study adopted action research to guide 20 Lower Primary teachers in two schools to design and teach activity-based lessons in

A partir de données journalières de la Bourse Régionale des Valeurs Mobilières (BRVM) sur une longue période (2009 à 2014), ce présent mémoire cherche à mesurer l’influence des variables caractérisant les volume et les volatilités sur les rendements de six actions (BOAB, BOAN, ETIT, ONTBF, SGBC et SNTS) pour six pays de l’espace UEMOA (respectivement le Benin, le Niger, le Togo, le Burkina Faso, la Côte d’Ivoire et le Sénégal) et les interactions entre rendement et volatilité et inversement, ainsi que l’impact des volumes de transactions. La présence des volumes dans l’équation de rendement a  conduit à un rôle significatif de la volatilité sur le rendement pour certaines actions. Les volumes de transactions ont des effets marqués, pour l’ensemble des indices de la BRVM, à la fois dans les équations de rendement et de volatilité. Il y’a eu aussi la présence du phénomène d’arbitrages entre les titres (lorsque le rendement du titre BOAN gagne 1 point, le BOAB grimperait de 2 points aussi) et des mécanismes de transmission d’un titre à l’autre. A titre illustratif, on remarque que la volatilité (choc international) de l’action BOAN a une influence sur  la volatilité du titre ONTBF, c'est-à-dire lorsque l’action BOAN augmente d’un point à la veille, le jour suivant l’action BOAB augmentera de 2 points toutes choses égales par ailleurs.
Mots clés : Rendement, Volume, Volatilité, ARCH, GARCH.

This study examined the effect of drug on the academic performance of students in Nigeria higher institutions. It is a survey study. A sample of 300 respondents from the selected higher institutions in Nigeria participated in the study. Two research questions guided the work. The findings of the study revealed that: students commonly abused drugs such as alcohol and hot drinks, tobacco, Indian hemp, marijuana; peer group influence contributed to abuse of drugs by students and students who abused drugs recorded poor academic performance. Based on the findings, it was recommended among others that students should be educated and enlightened about the dangers of drug abuse.

Education in Nigeria has been discussed by many from various perspectives. For some time now education in Nigeria has been strongly associated with malpractices, decline, and information dissemination.  What really is Education? According to Fafunwa (1979:26) education is “the aggregate of all the processes by which a child or adult develops the ability, attitudes and other forms of behavior which are of positive value to the society in which he lives, that is to say, it is a process of disseminating knowledge either to ensure social control or to guarantee rational direction of the society or both”. With this information it is easy to see that education in Nigeria has not been on its best. The blame can be linked to the government’s insensitivity of the need of the educational sector. Odia and Omofonmwan(2007). Due to this there are a lot of problems in Education in Nigeria.

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.

Cette étude a pour objet d’établir un état des savoirs sur les relations entre les
étudiants, les enseignants et les personnels administratifs (IATOSS1) dans les établissements
d’enseignement supérieur. Ces trois couples de relations s’organisent selon trois types de
situation : la relation pédagogique, les contacts administratifs, et les échanges sociaux. Ainsi
la relation pédagogique est dominée par le rapport entre l’enseignant et l’étudiant, mais elle
est marquée également par le rôle du personnel non enseignant, et est influencée par les
relations entre les étudiants eux-mêmes (entraide, travail collectif). De même, les contacts des
étudiants avec les personnels non enseignants ne sont pas seulement de nature administrative
mais concernent souvent directement les enseignements eux-mêmes : techniciens de cinéma et
de l’audiovisuel, préparateurs scientifiques, personnels de laboratoires, d’information et
orientation. En ce sens, les personnels IATOSS peuvent être considérés comme des
personnels para-pédagogiques, comme il est admis, dans un autre domaine, qu’il existe des
personnels para-médicaux. Enfin, les relations entre les étudiants, indépendamment de leur
fonction sociale, ont souvent une influence évidente sur l’apprentissage : échanges,
« tuyaux », travaux de petits groupes, etc.

La necesidad de identificar los elementos que conforman la identidad profesional en el docente de educación básica en México orientó la expectativa original de la presente investigación cuantitativa-descriptiva. El fenómeno de la identidad profesional se concibe aquí como un proceso dinámi­co, condicionado por factores internos y externos a la persona -el profesor- que experimenta etapas recurrentes en su propia vida, en las que es factible identificar ciertos elementos y condiciones como patrones de conducta, de toma de decisión y de estructura organizativa de la percepción, que permiten la agrupación de amplias categorías para su descripción.

Evaluating the quality of a learning environment is a key component for understanding the value of architectural design and its functional performance on educational outcomes. Surveys are one means to address this challenge. The following study investigates how the quality of an elementary school learning environment can be evaluated through a post-occupancy evaluation (POE) survey.
In order to assess how the learning environment was performing from the building users’ perspective at Odyssey Elementary School, a POE survey was conducted during the Spring of 2015. The short one-month survey gathered a total of 275 responses that were comprised of students, teachers, administrators, maintenance personnel, and parents. The survey was designed to capture several different aspects of environmental quality. The present study focuses on four main areas of the survey and includes:
1) Student perspectives of the learning experience
2) Teacher perspectives of the instructional experience
3) Student and teacher perspectives of the classroom environment
4) Parental perspectives of their child’s academic performance
Major findings from the survey suggest that a flexible classroom environment has a positive and direct impact on the perceptions of students, teachers, and parents.
• The survey revealed that the overall student learning experience was enhanced. Students also felt the layout of the school and classrooms fostered collaboration and made it easy to work in groups. Students largely believed the open and flexible layout improved student-teacher interactions. The design also helped students to pay more attention in class.
• Teachers had similar responses. They felt student attention span increased and student-teacher interactions were improved. The design also enhanced their instructional experience and facilitated different teaching techniques. A large majority of teachers were not only satisfied with the design of the building, but they felt it provided quality learning experiences for their students.
• Parents equally had positive responses.  A majority of parents felt the school was preparing their child for the next academic year, and many had witnessed improvements in their child’s academic performance.  Parents also reported that the design of the school was enhancing their child’s ability to learn. Nearly half of parents felt that the classroom design in particular was a key factor affecting their child’s learning experience and academic performance.
In the end, this study illustrates some of the impacts the classroom environment has on human perceptions to learn or teach. The results of the survey are relevant for designers, architects, educators, administrators, and policy makers who are concerned with improving academic performance through better educational design.

Resumen: Este artículo de investigación expone la importancia de la
calidad del aprendizaje docente y analiza las estrategias de
aprendizaje en estudiantes de grado y posgrado en educación.
Se utilizó un muestreo no probabilístico de 534 estudiantes,
a quienes se les aplicaron las escalas Estrategias de Apoyo y
Control y Estrategias Relacionadas con el Procesamiento de
la Información del cuestionario CEVEAPEU, un instrumento
para la evaluación de las estrategias de aprendizaje de los
estudiantes universitarios. Los resultados muestran diferencias
significativas en el uso de estrategias entre estudiantes que
inician estudios de grado y quienes finalizan posgrado. En la
formación de grado, no hay diferencias significativas en el uso
de estrategias de aprendizaje.

Abstract
This research article expounds the importance of the teacher
learning quality and analyzes the learning strategies in
undergraduate and graduate students of Education programs.
A non-probability sampling including 534 students was used.
They were applied the scales Support and Control Strategies
and Strategies Related to Information Processing from the
CEVEAPEU questionnaire, an instrument to assess the learning
strategies of university students. The results show significant
differences in the use of strategies between the students who
start the undergraduate programs and those finishing the
graduate programs. Within the graduate students there are
no significant differences in the use of learning strategies

The study investigated the attitude that the students at the Lilongwe Technical College (LTC) have towards the programs they are studying and the factors that influence such attitude. In determining such attitude and the factors that influenced it questionnaires were used. A sample of 120 students was taken. These students were those registered in the following programs of study; accounting, business management, secretarial studies, marketing management, HIV/AIDS management, Human resource management (HRM), community development, information communication technology (ICT), shipping and logistics, and purchasing and supply in the commercial department, while plumbing (PL), motor vehicle mechanic (MVM), electric installation, vehicle body repair, and auto electronics, in the engineering department. The results indicated that students had positive attitude towards their area of studies. It was also discovered that the factors that influenced their attitude were factors associated by the schools, teachers, and teaching methods; factors associated by the family and home environment; and factors associated by the students themselves.

Face-to-face classes were stopped due to COVID-19 pandemic. The DepEd launched different distance learning modalities to ensure the continuation of teaching-learning process and also it was the department responds to the situation brought by the pandemic. This research was to assess the used of modular distance learning and online distance learning in the subject Filipino 10. The two distance learning modalities were assessed based on the learning experience of the students, difference from learning using modular distance learning compared to online distance learning, and challenges faced in using distance learning. Based on the results, students using modular distance learning had lower performance rating compared to students using online distance learning, students using online distance learning had a better learning experience, challenges in teaching occurred in both distance learning. Some of the challenges found in modular distance learning were too many activities to answer, unclear instructions, and other challenges. In online distance learning some of the challenges faced by the teacher and student were poor internet connection, lack of budget for internet, and other challenges. Based on the results, these challenges affect the teaching-learning process specially the students. A supplementary instructional material was created, it contained enrichment activities, summarized and clear discussion of topics in Filipino 10 for the students. This was created by the researchers based on the result of the study. The researchers recommended to continuously improve the quality of education in distance learning in the country by using learning resources and learning materials that have quality.

Many aspects of the student-teacher relationship were explored in this discussion through the data that has been analyzed in the previous chapter. The basic idea that can be derived from this assessment is that the teachers of this particular school provide a very encouraging transformation learning experience where the student can explore the limits of his / her capacities without the fear of stagnation. But as discussed throughout the chapter, as the answers to these questions are subjective, more observation must be taken into account if the actual nature of the relationships is to be ascertained. As it is very impractical and difficult to get a grip on the correct thinking behind all of these actions and justifications, we would have to rely on the disclosed information to form an opinion while keeping in mind the relentless possibilities.

This study focuses on investigating the effects of students’ activity-based on learning approaching management through the popular instruction; STEM Education Instructional Model on the Second Newton’s Law (spring and conservative law) issue for fostering students’ creative thinking abilities of their learning achievements to their students’ perceptions of their physics laboratory classroom environments. Administrations, which the sample size consisted of 48 upper secondary educational students at the 10th grade level from Mahasarakham University Demonstration School with cluster random sampling technique was selected. The purposes of this research study were to analyze of the processing performances and the performance results (E1/E2) efficiency at the determining criteria as 75/75. Students’ learning achievements with the pre-test and post-test design were assessed. Students’ learning achievements of their post-test assessment and their creative thinking abilities of their perceptions to their physics laboratory class towards physics were associated. Using the STEM Education instructional innovation’s lesson plans were managed the instructional activities, the Pre-Test and Post-Test Assessments were designed, students’ creative thinking abilities were fostered with the 24-item Guilford Creative Thinking Questionnaire (GCTQ), and students’ perceptions of their classroom learning environment obtained of the 35-item Physics Laboratory Environment Inventory (PLEI) was determined. Statistically significant were analyzed with the Simple and Multiple Correlations, Standardized Regression Weight Validity (β), and Coefficient Predictive Value (R2) were associated. The results of these research findings have revealed as:  students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E1/E2) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.23/75.38, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Associations between students’ learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAT. Students’ learning outcomes of their post-test assessment, the R2 value indicated that 35% of the variances in students’ perceptions to their physics laboratory classes for the PLEI. Students’ perceptions of their PLEI classes, the R2 value indicated that 57% of the variances in students’ responses to their creative thinking abilities were attributable to their affecting the activity-based on learning approaching management through the STEM education instructional method for fostering their creative thinking abilities to their learning achievements and their perceptions in physics laboratory classes of upper secondary students at the 10th grade level are provided.

The chapter explores the forms of sacralized mastership characterizing ecclesiastical cultures of learning in northern and western Europe from the ninth to the twelfth centuries. The main focus is on changing contemporary assumptions about the interaction of teachers and students with the sacred sphere, such as forms of divine inspiration, 'natural', God-given talent or learning as a form of asceticism. At the same times, the chapter reflects critically on the label of 'charismatic' teaching, which has been used in several important works to characterize the relevant concepts of teaching.

The paper assesses the effects of teaching skills on arts student teachers" micro-teaching achievement in Kaduna State College of Education, Gidan Waya. The research design to be used for this research study was a quasi-experimental design using control and experimental groups with pre-test and post-test. The population of the 200 Level in the College is 1,665 students out of which 918 are male and 747 are female students. The sample of the study comprises of 150 NCE II students from Kaduna State College of Education GidanWaya, Kafanchan. Out of which 75 will be males while 75 will be females. The common characteristics of the sample are the fact that they are students of the same college and participating in micro-teaching course in preparation for Teaching Practice. The study adopted a stratified random sampling procedure. The researcher adapted the Teaching Practice Assessment Form (TPAF) constructed by the National Commission for College of Education (NCCE). The instrument yielded reliability coefficient of 0.82. The analysis was done by using descriptive statistics (mean and standard deviation) to answer the research questions, while chi-square will be used to test the null hypotheses at 0.05 level of significance. Findings revealed that teaching skills has no significant effect on science student teachers" achievement in micro-teaching, meaning that though there is an achievement gain as a result of the treatment (that is exposure to teaching skills) it is considered insignificant. There are other components of lesson delivery that significantly affect micro-teaching achievement of student teachers other than teaching skills. The paper recommended that Lecturers should emphasize the learning of teaching skills to student teachers before engaging them in micro teaching.

This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions
practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors,
infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically
innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale
implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.

Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed.
Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils’ competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education.
Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspect – political literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participation – presents challenging demands on the curricu- lum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes and behaviours on teachers and pupils could not be explored because of the lack of conceptual clarity in the documentation under scrutiny.
Conclusion: The feasibility of a participative approach to citizenship education has been questioned through theoretical and empirical critical analysis. On this basis, we suggest that the scope of the citizenship education curriculum should be reconsidered or that teacher and head teacher should receive the necessary and adequate training, and support to implement such a participatory structure.

African American history is often taught poorly in high school U.S. history courses. However, we know little about how Black students perceive and experience this situation. I use a refined racial socialization framework and interview data with 32 Black college students in the Northeast to investigate how familial racial socialization shapes their perceptions of and experience learning about African American history in high school. Findings indicate that Black students socialized into critical and colorblind interpretations of race and racism, respectively, interpret, engage with, and respond to African American history in their high school U.S. history courses in different ways.

The purpose of the study was to find out the students’ perception of teachers personality and its effects on student’s academic performance in Senior High Schools in Cape Coast North Metropolis. The research study was undertaken to find out students’ perception of teachers’ extroversion, conscientiousness and openness and their effects on their academic performance in Senior High Schools in the Cape Coast North Metropolis. The study adopted a descriptive survey research design and the research instrument used was questionnaires. A sample size was 119 of Business Management students was used. The data was analyzed using (SPSS version 21). Descriptive statistics was used for analysis since the study was descriptive in nature. The analysis of our data involved the use of mean and standard deviation. The study showed that teachers’ who are associated with extroversion, conscientiousness and openness traits have an influence on the academic performance of students in Senior High Schools. The study came up with the following recommendations: the Ministry of Education and the Ghana Education Service should organize symposiums to offer training services to teachers on how to improve upon their personality traits. The Ghana National Association of Teachers (GNAT) should adopt checks and balances to make sure teachers comply with their codes and conducts. The school administration should organize training workshops from time to time to Business Management Teachers to upgrade or develop their personality. Finally, Business Management teachers should regularly assess themselves on their personality traits.