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Stress and Motivation in EFL Teaching-Learning Context 英语教学情境中的压力与动机
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.08
Milica M. Čolović, M. Prodanović, Elizabeta M. Vejnović
This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.
本文旨在揭示在外语环境下教师压力与师生动机之间的关系。数据样本包括小学阶段英语教师和学生的反馈,分别通过教师压力测量量表和学习动机量表收集,分别用于教师和学生。除了用于描述变量之间关系的基本描述性统计之外,本文的方法还以应用Pearson相关系数为特征。结果得出了有趣的结论;然而,正如预期的那样,工作量直接影响教师的压力水平,根据研究结果,教师对青少年的工作积极性很高,与人们所认为的相反,教师的动机与学生的动机没有直接关系,这可以在未来的研究中进一步分析。
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引用次数: 0
Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections 教师反思中特殊学习障碍学生的问题行为
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.12
Vladimíra Zemančíková, Iva Mikulová
The research aimed to find out the manifestations and rate of occurrence of problem behaviour among pupils with specific developmental learning disabilities in teachers’ reflections. Differences in the rate of occurrence of pupils’ problem behaviour were compared with regard to their current level of education, position in the class, and academic achievement. Data were gathered by content analysis of text documents – pupil pedagogical profiles including the Conners Rating Scale for teachers (1969, 1999). Data were processed by SPSS, the method of statistical inference, Mann-Whitney U-test, and Kruskal-Wallis analysis of variance. A variability of SLD pupils’ behaviours was discovered. The most pronounced manifestations included internalising problem behaviours; externalising problem behaviours were mostly disruptive and inattentive behaviours. SLD pupils with poor academic achievement were characterised by significantly more frequent manifestations of problem behaviour.
本研究旨在了解教师反思中特殊发展性学习障碍学生问题行为的表现和发生率。学生问题行为发生率的差异与他们目前的教育水平、班级地位和学业成绩进行了比较。本研究通过对学生教学概况的文本文件进行内容分析,包括康纳斯教师评定量表(1969,1999)。数据处理采用SPSS、统计推断法、Mann-Whitney u检验和Kruskal-Wallis方差分析。发现了特殊学习障碍学生行为的可变性。最明显的表现包括内化问题行为;外化问题行为多为破坏性行为和注意力不集中行为。学习成绩差的特殊学习障碍学生的特点是更频繁地表现出问题行为。
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引用次数: 0
I Can See Positive Aspects of Online Education. Educators’ Well-Being and Challenges Faced During the COVID-19 Pandemic 我能看到在线教育的积极方面。2019冠状病毒病大流行期间教育工作者的福祉和面临的挑战
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.19
M. Skura, Anna Steinhagen
The emergence and rapid spread of SARS-CoV-2 caused uncertainty about our health, jobs, and the education system. For teachers, changes in workplaces and the breakdown of interpersonal relationships during the pandemic caused even greater stress levels in what is already known to be a stressful job. We wanted to find out if a positive or negative attitude towards online work influenced levels of stress and mental well-being, perceived difficulties at work, subjective evaluation of received support, and effectiveness of remote work during the first wave of SARS-CoV-2 in Poland. Data was collected using a questionnaire, the PSS 10 scale and another scale based on GHQ12 and GH30. Nearly one-third of the respondents indicated positive aspects of online education. Those who could see the positive aspects of online education showed themselves better adapted to the new form of working and had higher results in all four scales that we researched. They handled online tools, used synchronous methods, conducted educational activities more often, and felt competent during online work. Supporting the effectiveness of educators by improving the competencies that they need for this new form of working is vital with regard to the changes within the school institution.
SARS-CoV-2的出现和迅速传播给我们的健康、就业和教育系统带来了不确定性。对于教师来说,大流行期间工作场所的变化和人际关系的破裂给他们带来了更大的压力,他们的工作本来就压力很大。我们想了解在波兰第一波SARS-CoV-2期间,对在线工作的积极或消极态度是否会影响压力水平和心理健康水平、工作中的感知困难、对所获得支持的主观评估以及远程工作的有效性。采用问卷、PSS 10量表和基于GHQ12和GH30的另一量表收集数据。近三分之一的受访者指出了在线教育的积极方面。那些能够看到在线教育积极方面的人表现出他们更适应这种新的工作形式,并且在我们研究的所有四个量表中都取得了更高的成绩。他们使用在线工具,使用同步方法,更频繁地开展教育活动,并且在在线工作中感到有能力。通过提高教育工作者在这种新工作形式中所需的能力来支持他们的有效性,对于学校制度的变化至关重要。
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引用次数: 0
Integration of Students’ Soft and Hard Skills in Automotive Vocational and Technical Schools 汽车职业技术学校学生软硬技能的整合
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.17
Yurii Kozlovsky, M. Opachko, A. Tsiupryk, I. Savka
The article presents the author’s integrated course, which is directly aimed at the parallel development of students’ soft- and hard-skills who master the profession in the automotive industry. Hard skills formation requires the acquisition of professional knowledge and implementation of instructions that can be tested through the exam. In contract, softskills include general, supra-professional skills (social, intellectual and volitional competencies, sociability, teamwork skills, leadership skills, creativity, punctuality , emotion management skills, etc.). In the coming years, significant changes are forecast in the automotive industry, in the design of heat engines, aimed not only at their improvement in particular, but also at the use of fundamentally new designs and types of engines. Under such conditions, a significant number of specialists will be forced to retrain, in the process of which fundamental training, the formation of softskills in particular, should be a significant help. It is covered a long time to quantify the effectiveness of the integrated special course, and three leading softskills (critical thinking, creativity and cognitive flexibility) are identified. It is concluded that the integration of softand hard skills is an effective means of developing knowledge, skills and thinking, which contributes to improving the professionalism of professionals. The study of the proposed author’s course gives positive changes in the professional competence of future automotive professionals.
本文介绍了笔者针对汽车行业专业学生软硬技能并行发展的综合课程。硬技能的形成需要获得专业知识并执行可以通过考试测试的指令。在合同中,软技能包括一般的、超专业的技能(社交能力、智力和意志能力、社交能力、团队合作能力、领导能力、创造力、准时性、情绪管理技能等)。在未来几年中,预计汽车工业在热机设计方面将发生重大变化,其目的不仅是改进热机,而且还将采用全新的设计和类型的发动机。在这种情况下,大量的专家将被迫接受再培训,在这一过程中,基础培训,特别是软技能的形成,应该是一个重要的帮助。量化综合专业课程的有效性涉及了很长时间,并确定了三个主要的软技能(批判性思维,创造力和认知灵活性)。研究认为,软硬结合是培养专业人才知识、技能和思维的有效手段,有助于提高专业人才的专业素养。通过对作者所建议的课程的学习,未来汽车专业人员的专业能力将发生积极的变化。
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引用次数: 0
The Reader and Reading Culture from the Perspective of Student Teachers 学生教师视角下的读者与阅读文化
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.07
Dana Vicherková, J. Malach
This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.
本研究旨在发现非传统读者的特征,这些特征可以用来制定一种类型,并确定学生对娱乐阅读的态度。本文还探讨了影响学生阅读文化的社会背景。问卷调查是对俄斯特拉发大学教育学院的381名学生进行的。结果显示,每天阅读超过一小时的学生更喜欢阅读纸质书籍,包括教科书,而不是电子书、多媒体文本或电脑游戏,他们认为自己是传统的读者。非传统阅读者使用批判性思维方法来理解文本,在阅读乐趣时更喜欢多媒体格式的文本,而不是玩电脑游戏,阅读电子书和阅读纸质书籍。该研究还指出,在工业革命4.0时代,不断发展的多媒体阅读文化日益重要。
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引用次数: 0
Do Teachers Want to Work with Inspectors? The Monitoring Programmes 教师愿意与检查员合作吗?监察计划
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.06
Luciana Joana
The emerging dichotomy between control and support/monitoring, which takes place when the performance of inspection at schools is at stake, was crucial to the definition of our goal: knowing the perceptions of teachers and inspectors regarding the relationship between them and the impact of this relation in the collaborative work that they must undertake in the context of the monitoring programmes. The methodological option, of a qualitative nature, comprised a case study involving five school clusters. We used questionnaires and semi-structured interviews as data collection instruments. Data were analysed through content analysis and descriptive statistical analysis. In total, the study involved 130 participants, including teachers and inspectors. The research results show the contradictory nature of the multiple activities under the responsibility of this inspection body, which means that inspectors are not always well received by teachers, even if the activities have a different nature from the evaluation and control ones.
控制和支持/监督之间的二分法,发生在学校检查的表现受到威胁的时候,这对我们的目标的定义至关重要:了解教师和检查员对他们之间关系的看法,以及这种关系在他们必须在监测计划的背景下进行的协作工作中的影响。方法上的选择是定性的,包括一个涉及五个学校组的案例研究。我们使用问卷调查和半结构化访谈作为数据收集工具。通过内容分析和描述性统计分析对数据进行分析。这项研究总共涉及130名参与者,包括教师和检查员。研究结果表明,该检查机构所负责的多种活动具有矛盾性,即检查人员并不总是受到教师的欢迎,即使这些活动与评价和控制活动具有不同的性质。
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引用次数: 0
Psychosocial Social Skills of Academic Teachers in the Context of Professional Training 专业培训背景下学术教师的社会心理技能
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.22.68.2.09
Beata Pituła, Barbara Grzyb
This article reports a fragment of studies into the psychosocial competencies of academic teachers at technical universities, which were carried out in 2019-2021 using a diagnostics survey done among the academic staffof the Silesian University of Technology. One of its aims was the self-assessment of those competencies that the respondents regarded as scarce, insufficient and incomplete, as these should be deemed a priority in the professional training of the academic staff. The results of those analyses have been presented here.
本文报告了2019-2021年对西里西亚理工大学学术人员进行诊断调查的技术大学学术教师心理社会能力研究的一部分。其目的之一是对答复者认为缺乏、不充分和不完整的能力进行自我评价,因为这些能力应被视为学术人员专业培训中的优先事项。这些分析的结果已在这里提出。
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引用次数: 0
Mother as a Teacher at Home : Challenges and Opportunities for Parental Involvement in Online Mathematics Learning for Elementary School Students 母亲在家当老师:家长参与小学生在线数学学习的挑战与机遇
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.69.3.10
Y. Purnomo, Tri Ratna Ainun, Puteri La Nina, Karunia Utami, Ririn Wijayanti, Siti Noor Ismail
Apart from changing learning and teaching habits, the COVID-19 pandemic has also affected the way parents involve themselves in learning from home. This study explores the challenges parents face when participating in online learning during the COVID-19 pandemic and what ways can be done to encourage students to learn mathematics online. We use multiple case studies to achieve research objectives. This study involved eight mothers of children in elementary school. Six of them are housewives, and the rest are government employees. Semi-structured interviews were used to gather data. Aside from technical constraints such as the availability of internet networks and infrastructure, the findings of this study show that technological literacy and parental involvement in cognitive, emotional, social, and pedagogical aspects are still lacking. We discussed four key findings, including issues with network availability and technological literacy, issues with parents’ routine work and how to accompany their children, parents’ beliefs about mathematics, and parental involvement in cognitive, affective, social, and pedagogical aspects. Finally, the parents’ learning community must be accommodated, developed, and assisted for their involvement to be more effective.
除了改变学习和教学习惯外,COVID-19大流行还影响了家长参与家庭学习的方式。本研究探讨了COVID-19大流行期间家长参与在线学习时面临的挑战,以及可以采取哪些方法鼓励学生在线学习数学。我们使用多个案例研究来实现研究目标。这项研究涉及了八位小学孩子的母亲。其中6人是家庭主妇,其余的是公务员。采用半结构化访谈收集数据。除了互联网网络和基础设施的可用性等技术限制外,本研究的结果表明,技术素养和父母在认知、情感、社会和教学方面的参与仍然缺乏。我们讨论了四个主要发现,包括网络可用性和技术素养的问题,父母的日常工作和如何陪伴孩子的问题,父母对数学的信念,以及父母在认知、情感、社会和教学方面的参与。最后,必须适应、发展和协助家长的学习社区,使他们的参与更有效。
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引用次数: 1
The Socio-Cultural Context of Reading Interest of Younger Learners 低龄学习者阅读兴趣的社会文化语境
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.04
Lýdia Simanová, S. Babiaková
This study examines the correlation between 9–10-year-old learners’ reading interest and four types of socio-cultural environments that stimulate their interest (enthusiasm) in reading as a fundamental pillar of reading literacy development. The study aimed to map and analyse the socio-cultural context of four levels of intensity of reading interest of 1195 Slovak, Czech and Polish learners. A 46-item questionnaire was used to achieve the aim of the study. Statistical testing using Spearman’s coefficient was used for analysis. The significant results of the research showed that the correlation between monitored younger learners’ reading interest and family environment is very weak, and reading as a leisure activity in the virtual environment is not attractive.
本研究考察了9 - 10岁学生的阅读兴趣与四种社会文化环境之间的关系,这些社会文化环境激发了他们的阅读兴趣(热情),这是阅读素养发展的基本支柱。该研究旨在绘制和分析1195名斯洛伐克、捷克和波兰学习者阅读兴趣强度的四个层次的社会文化背景。为了达到研究的目的,使用了一份46项的问卷。采用Spearman系数进行统计检验。研究的显著结果表明,被监测幼儿的阅读兴趣与家庭环境的相关性非常弱,阅读作为一种休闲活动在虚拟环境中不具有吸引力。
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引用次数: 0
Transformative Learning of Educationally Active Women in the Context of the COVID-19 Pandemic COVID-19大流行背景下积极参与教育的妇女的变革性学习
Q4 Social Sciences Pub Date : 2022-01-01 DOI: 10.15804/tner.2022.70.4.05
Dorota Ciechanowska, Agnieszka Kozerska
Objective: The study aims to determine whether educationally active women present signs of transformative learning in their own experiences of the COVID-19 pandemic. The focus of the study is the relationship between experiencing transformative learning in a pandemic and the sense of loneliness, received social support, sense of life satisfaction and age. Methods: The study was conducted among 258 educationally active women – part-time students, as well as students of the Universities of the Third Age. Age of the surveyed women: from 19 to 87 years. Data were collected using the online test method. A statistical significance of differences was tested with the U Mann-Whitney test and the two proportion z-test. Results: Most of the surveyed women manifested elements of transformative learning in their experience of the pandemic. Those scoring high on the Transformative Learning in a Pandemic Situation scale have had their life satisfaction decrease to a greater extent than those scoring low. The group scoring high on the Transformative Learning in a Pandemic Situation scale is characterised by a higher sense of loneliness. No relationship was found between perceived manifestations of transformative learning and age, social support, place of residence and education. Discussion: The transformative potential of learning can be seen in a pandemic situation. The obtained data provide arguments supporting the supposition that the feeling of loneliness, influencing the lowering of satisfaction from life, is a factor triggering learning and leading to the change of habits of thinking and acting of educationally active women.
目的:该研究旨在确定教育活跃的女性在自身的COVID-19大流行经历中是否表现出变革性学习的迹象。该研究的重点是在大流行期间经历变革性学习与孤独感、获得的社会支持、生活满足感和年龄之间的关系。方法:研究对象为258名从事教育活动的女性——兼职学生和第三年级大学的学生。受访女性年龄:19 - 87岁。数据采集采用在线测试方法。采用U Mann-Whitney检验和双比例z检验检验差异的统计学显著性。结果:大多数接受调查的妇女在其大流行病的经验中表现出变革性学习的要素。那些在大流行情况下的变革性学习量表上得分高的人比得分低的人生活满意度下降的程度更大。在“大流行情境下的变革学习”量表中得分高的群体,其特点是孤独感更高。年龄、社会支持、居住地和受教育程度与变革性学习的感知表现没有关系。讨论:在大流行的情况下可以看到学习的变革潜力。获得的数据为以下假设提供了论据:影响生活满意度降低的孤独感是触发学习的一个因素,并导致教育活跃女性的思维和行为习惯的改变。
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引用次数: 0
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New Educational Review
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