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Many people try to historically dispute the person of Jesus of Nazareth. The aim of this paper is to find contrary claims in the Scriptures to prove that Jesus is the eternal Teacher. This implies that Jesus’ mission has not come to end with his mission on Earth. In the first part of the paper, we will explain the Old and New Testaments’ meanings of a teacher. This will be followed with stating the differences between Jesus’ teaching and the teaching of the scribes and Pharisees. The aim of this is to prove the historicity of Jesus of Nazareth. In the second part of the paper, we will deal with the consideration of truth and connect the concepts of authenticity and truth. The eternal teacher of the Truth with his teaching frees those who accept him and encourages them to change their hearts and lives. His teaching transcends time and space boundaries. In comparison to the teachers of this world, Jesus is an authentic teacher who lives all that he teaches as example for his disciples of his communion with his Father. The teaching of Jesus is different from the Jewish teaching, as well as from any other teaching. Jesus as teacher of teachers provides an example of learning, especially in situations of temptation. As a teacher, Jesus has a unique “educational plan” - the doctrine of God’s kingdom and His teaching methods have a strong effect on students.

The internship program is an important program in educational institutions, especially Vocational High Schools (SMK) in Indonesia. The purpose of this study was to evaluate the success rate of the Program in honing students' skills and preparing students for the world of work. This research is an evaluation approach with the CIPP model or context, input, process, and product. The study was conducted on 100 SMK students who had completed the internship program during the Covid-19 pandemic. The results showed that the implementation of the internship program from context, input, process, to product showed a good category, so this program was still feasible to continue. In the future, the Head of Vocational School can motivate students regarding all elements of the internship program, so that the quality of this program is in line with the goals of National Education in improving the quality of reliable and ready-to-use human resources. .

The diversity of pupils and their different difficulties challenge teachers' skills and methods in teaching. Some behavioral challenges require rapid intervention and a multidisciplinary and interdisciplinary approach from the teachers. An internationally recognized tool, TCM (Teacher Classroom Management), aims to support pupils' socio-emotional development, improve teacher-pupil interaction, and strengthen school-home cooperation. This pilot study examines teachers' experiences of TCM in Finnish primary school context. The study is qualitative, and the data (N=16) was collected through focus group interviews. According to the results, the teacher's strengthened group management skills were positively reflected in the classroom. Teachers´ positive communication with the class strengthened interaction and made it easier to deal with difficult issues. However, implementing TCM in the school community requires ongoing support. Collegial experiences and renewed group management skills strengthened the teachers' own experience of coping at work. The TCM method provided appropriate group management tools.

Learning about evolution can be challenging for students, as a full understanding may require them to see the world in new ways, to master a disciplinary language and to understand complex processes. Drawing on a long line of theoretically grounded arguments of philosophers and researchers for including wonder in science teaching, we report on the results of an empirical study with the primary aim of investigating the role of wonder in students’ learning about evolution. The study was carried out through a formative intervention in which two researchers in science education collaborated with a seventh-grade teacher. Over a period of six weeks, 45 students participated in lessons and workshops aimed at eliciting a sense of wonder in relation to concepts that are known to impact the learning of evolution. We incorporated four ‘triggers’ to elicit students’ wonder in the science class: aesthetic experiences, defiance of expectations, agency and awareness of a mystery within the ordinary. Logbook entries and interviews with student pairs provided empirical material for a qualitative analysis of the role of wonder in the students’ meaning-making about, learning of and engagement in evolution. The results show that it is possible to design science teaching that triggers students’ wonder in relation to an intended learning object. The results also reveal that the participating students described their sense of wonder in qualitatively different ways and that they still struggled to make sense of the concept of evolution after six weeks of teaching.

Returning to the face-to-face learning system for physical education, the researchers got several responses and responses from the stakeholders, one of which was the teacher. The purpose of this study was to determine the perceptions of physical education teachers in carrying out face-to-face learning activities in the post-pandemic. The method used is descriptive quantitative research. Data collection was carried out using a list of main questions that were used to guide this research, one of which was, "How do teachers respond to the return of the face-to-face system after the pandemic, which requires students to return to school to attend physical education directly?" The data analysis technique used is data reduction, data presentation, and drawing conclusions. The results of this study found one point that represents the response of teachers' perceptions about the advantages and disadvantages of learning activities from their point of view in conceptualizing the offline physical education learning approach by paying attention to identical prevention patterns in the post-pandemic period. The conclusions of this study indicate that teachers have a variety of views that contain elements of strengths and weaknesses in carrying out physical education learning activities with a face-to-face system after spending a long time during the pandemic using an online system. Next, the researcher's suggestion for further research is that a special study can be carried out on how to design a learning approach that is relevant to the post-pandemic conditions of physical education in elementary schools.

Der Beitrag stellt die zentralen Ergebnisse einer qualitativ-rekonstruktiven Studie vor, in der untersucht wurde, wie Lehrkräfte in ihrer Handlungspraxis mit der sozialen Komplexität globalisierungsbezogener Fragestellungen in Schule und Unterricht umgehen. Dazu wurden aus Interviews mit Lehrkräften handlungsleitende Orientierungen in der Bearbeitung globaler Themenstellungen mit der dokumentarischen Methode rekonstruiert und idealtypisch verdichtet. Die Ergebnisse der Studie ermöglichen eine differenzierte Beschreibung von drei Formen der Adressierung von Komplexität: (1) Eindeutigkeitsfokussierende Komplexitätsreduktion, (2) Vielperspektivenbezogene Komplexitätskonstruktion und (3) Reflexiv-priorisierende Komplexitätskonstruktion. Die Ergebnisse werden in Hinblick auf mögliche Anregungen für die Lehrkräfteprofessionalisierung reflektiert. (DIPF/Orig.) This article presents empirical findings derived from an empirical study that deals with teachers’ implicit knowledge that structures their teaching practice dealing with the complexity of global issues. The study is based on a qualitative-reconstructive research design. Secondary school teachers were interviewed and recurring patterns on how they teach global issues were reconstructed from their narrations using the Documentary Method. The findings present a typology of different ways of addressing social complexity of global issues that include approaches focusing on (1) authenticity and clarity presented by the teacher, (2) multiperspectivity that excludes the investigation of action and (3) reflexive multiperspectivity in a student-centred approach. The results are discussed with regard to teachers’ professionalization. (DIPF/Orig.)

This meta-analysis study aimed to examine the effect of data literacy education, which affects data-based decision processes, on data use knowledge and skills of school administrators and teachers. Therefore, theses of data literacy education for school administrators and teachers and relevant studies in peer-reviewed journals were examined through several databases. The study was conducted using the Comprehensive Meta-Analysis (CMA) software, using a total of eight studies published between 2006-2021. The results revealed that the selected studies were heterogeneous. Therefore, a random effects model was applied in the study. The overall effect size value of data literacy education was calculated as 2.16, suggesting that a data literacy education makes a positive high contribution to data use knowledge and skills of school administrators and teachers. The subgroup analyzes conducted to determine the source of heterogeneity in results have shown that data literacy education did not differ by type and country of publications, but varied by type of participants, where studies conducted with mixed participants had high effect values. Based on these results, it can be suggested that data literacy education given to school administrators and teachers should be expanded in all countries and education levels, and a meta-analysis of studies conducted in correlation between data literacy and different variables.

The aim of the present study was to identify student misbehaviours in private high schools, and the reasons for and teachers’ reactions to such behaviours. The study was designed as qualitative research. In this qualitative case study, the participants were 21 teachers working in two different branches of a private school and 188 students registered in those schools. The data were collected utilizing two semi-structured interview schedules consisting of three questions each which were directed to students and teachers. The data were analysed using content analysis technique. Student misbehaviours included; noise, student-sourced misbehaviours, misbehaviours aimed at peers and misbehaviours aimed at teachers. The reasons for student misbehaviours were determined and classified as; student-sourced, family-sourced, peer-sourced, teacher-sourced, and education system and school-centred reasons. Teachers’ reactions towards misbehaviours included; warning, shouting, scolding, having one-on-one or whole class conversations with students, explaining the consequences if the same behaviour is repeated, referring students to school administrators or the counselling service, and informing families. Ensuring that teachers understand the reasons for and how to react to student misbehaviours can make significant contributions to their main duty in classrooms which is “realizing learning objectives”. As such, the present study informs teachers about the reasons for student misbehaviour as well as their solutions., Bu araştırmanın amacı, özel liselerde öğrencilerin istenmeyen davranışlarını ve bu davranışlara öğretmenlerin tepkilerini ve nedenlerini belirlemektir. Araştırma nitel araştırma olarak tasarlanmıştır. Bu nitel durum çalışmasının katılımcıları bir özel okulun iki farklı branşında görev yapan 21 öğretmen ve bu okullarda kayıtlı 188 öğrencidir. Veriler, öğrencilere ve öğretmenlere yönelik her biri üç sorudan oluşan iki yarı yapılandırılmış görüşme çizelgesi kullanılarak toplanmıştır. Veriler içerik analizi tekniği kullanılarak analiz edilmiştir. Öğrencilerin istenmeyen davranışları; gürültü, öğrenci kaynaklı istenmeyen davranışlar, akranlara yönelik istenmeyen davranışlar ve öğretmenlere yönelik istenmeyen davranışlardır. İstenmeyen öğrenci davranışlarının nedenleri öğrenci kaynaklı, aile kaynaklı, akran kaynaklı, öğretmen kaynaklı ve eğitim sistemi ve okul merkezli nedenler olarak belirlenmiştir. Öğretmenlerin istenmeyen davranışlara yönelik tepkileri ise uyarmak, bağırmak, azarlamak, öğrencilerle bire bir veya tüm sınıf ile konuşmak, aynı davranışın tekrarlanması durumunda sonuçlarını anlatmak, öğrencileri okul yöneticilerine veya rehberlik servisine yönlendirmek, aileleri bilgilendirmektir. Öğretmenlerin, öğrencilerin istenmeyen davranışlarının nedenlerini ve bunlara nasıl tepki vereceklerini anlamalarının sağlanması, sınıflardaki temel görevleri olan “öğrenme hedeflerini gerçekleştirme”ye önemli katkılar sağlayabilir. Bu nedenle, bu çalışma, öğretmenleri yanlış öğrenci davranışlarının nedenleri ve çözümleri hakkında bilgilendirmektedir.

Bu araştırmada Sosyal Bilgiler öğretmenlerinin aile katılımlı inceleme gezilerine yönelik görüşlerinin değerlendirilmesi amaçlanmıştır. Bu kapsamda 2019 eğitim öğretim yılı güz döneminde Kilis il merkez ilçede bulunan özel ve devlet ortaokullarında çalışan 42 Sosyal Bilgiler öğretmeninden aile katılımlı inceleme gezilerine ilişkin görüşleri alınmıştır. Araştırma, nitel araştırma yöntemlerinden biri olan durum çalışmasına göre yürütülmüştür. Araştırma kapsamında elde edilen veriler Maxqda 12 programı kullanılarak analiz edilmiştir. Açık uçlu sorulardan oluşan veriler içerik analizine tabi tutulmuş ve tek tek kodlanmıştır. Ardından Maxqda 12 programında “Karma Metotlar” sekmesinden “Çapraz Tablolar” oluşturularak araştırmanın tanıtıcı/kapalı uçlu soruları açık uçlu sorularıyla ilişkilendirilerek analiz edilmiştir. Araştırma sonucunda Sosyal Bilgiler öğretmenlerinin büyük bir bölümünün (%85,7) velilerin eğitim öğretim amaçlı aile katılımlı inceleme gezilerini gerçekleştirebileceğini; azının (%14,3) ise bu tür gezileri velilerin gerçekleştiremeyeceğini ifade ettikleri ve yine öğretmenlerin yarısından fazlasının (%57,1) inceleme gezilerinin yürütücüsü olarak veliyi tercih ettikleri sonuçlarına varılmıştır. Dahası araştırmada cinsiyetin, yaşın, mezun olunan lisans programının, mesleki deneyimin öğretmenlerin inceleme gezilerini gerçekleştirmeleri üzerinde etkili olduğu buna ek olarak inceleme gezilerine yönelik eğitim alma durumu ile inceleme gezilerini gerçekleştirmeye dönük yeterlik algısının az da olsa Sosyal Bilgiler öğretmenlerinin görüşleri üzerinde etkili olduğu sonucuna ulaşılmıştır., In this research, it was aimed to examine the views of Social Studies teachers about family-participated field trips. In this context, the views of 42 Social Studies teachers working in private and state secondary schools in the central district of Kilis in the fall semester of the 2019 academic year regarding the field trips with family participation were obtained. The research was carried out according to the case study, which is one of the qualitative research methods. The data obtained within the scope of the research were analyzed using the Maxqda 12 program. The data consisting of open-ended questions were subjected to content analysis and coded one by one. Then, “Cross-Tables” were created from the “Mixed Methods” tab in the Maxqda 12 program and the introductory/closed-ended questions of the research were analyzed by associating them with the open-ended questions. As a result of the research, it was concluded that most of the Social Studies teachers (85.7%) thought that parents could conduct family-participated field trips for educational purposes; few of them (14.3%) stated that the parents could not carry out such trips and more than half of the teachers (57.1%) preferred the parent as the conductor of the field trips. Moreover, in the study, it was concluded that gender, age, undergraduate program graduated, professional experience were effective on the teachers' carrying out of the field trips, and in addition, the educational status of the field trips and the perception of efficacy to carry out the field trips had a small effect on the views of the Social Studies teachers.

It is increasingly common to find alarming news related to tragic events occurring in schools around the world. Being able to deal with these situations without getting hurt is a task not suitable for everyone. In general, teachers are the ones who must deal with this type of situation in addition to other daily problems that appear in any classroom that make the level of stress to which they are subjected can become dangerous. This research aims to know the current situation of teachers in a region of southeastern Spain in terms of their level of work stress, resilience, and other associated variables, for which an ex post facto quantitative approach study was designed. For this purpose, an ad hoc sociodemographic questionnaire, and questions based on the Teaching and Learning International Survey of the Organization for Economic Co-Operation and Development, the Maslach Burnout Inventory, and the Brief Resilient Coping Scale were applied. The participating sample consisted of 470 teachers. The main findings were that 6% of teachers had burnout (high emotional exhaustion, high cynicism, and low professional effectiveness simultaneously). Resilience correlated inversely with stress, emotional exhaustion, cynicism, excessive teaching, and difficulty maintaining classroom discipline. In conclusion, knowing the needs of teachers allows us to reflect on what kind of prevention and intervention programs are necessary to improve the well-being of teachers and thus improve the quality of education.

Currently, in the conditions of the war, there are intensive searches for ways of functioning and development of continuous pedagogical education in Ukraine as the basis of national-patriotic, social, spiritual-cultural, intellectual development of society and the state. One of the effective ways to improve the quality of continuous pedagogical education is the transition to resource-oriented learning. In the article, the authors present a subsystem of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, which is positioned as a set of three interrelated components: conceptual, didactic and effective. The conceptual component is represented by the goal of resource-based learning of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education, and tasks that are reflected in the program of professional development of teachers of the subject "Defense of Ukraine" in the system of continuous pedagogical education. The didactic component is characterized by a number of components: classroom work (lectures, practical classes, trainings, seminars, master classes, etc.) during the organization of professional development courses for teachers of the subject "Defense of Ukraine"; extracurricular work (online training with lecturers, trainers of continuing education institutions); practice (attending classes organized and conducted by instructors of the Armed Forces of Ukraine on the basis of territorial recruitment and social support centers); methods of active learning from teachers of the subject "Defense of Ukraine"; active teaching methods at professional development courses from lecturers/trainers; consolidation of resources for the acquisition of military applied knowledge, skills and abilities. The effective component reflects the degree of formation of new military didactic knowledge in the teachers of the discipline "Defense of Ukraine", the system of knowledge by areas (military-historical, legal foundations of the defense of Ukraine; pre-conscription training; civil protection; pre-medical assistance, tactical medicine), military applied skills and skills for effective conducting of classes on the subject., У статті автори презентують підсистему ресурсно-орієнтованого навчання вчителів предмета «Захист України» у системі неперервної педагогічної освіти, котру позиціонують як сукупність трьох взаємопов’язаних компонентів: концептуального, дидактичного та результативного. Концептуальний компонент представлений метою ресурсно-орієнтованого навчання вчителів предмета «Захист України» у системі неперервної педагогічної освіти, та завданнями, які віддзеркалені у програмі підвищення кваліфікації вчителів предмета «Захист України» у системі неперервної педагогічної освіти. Дидактичний компонент характеризується низкою складників: аудиторна робота (лекції, практичні заняття, тренінги, семінари, майстер-класи тощо) під час організації курсів підвищення кваліфікації для вчителів предмета «Захист України»; позааудиторна робота (онлайн-навчання з лекторами, тренерами закладів неперервної освіти); практика (відвідування занять, які організовують та проводять інструктори ЗСУ на базі територіальних центрів комплектування та соціальної підтримки); методики активного навчання від вчителів предмета «Захист України»; активні методи викладання на курсах підвищення кваліфікації від лекторів/тренерів; консолідація ресурсів для набуття військово-прикладних знань, умінь і навичок. Результативний компонент відбиває ступінь сформованості нових військово-дидактичних знань у вчителів дисципліни «Захист України», системи знань за напрямами (військові-історичні, правові основи захисту України; допризовна підготовка; цивільний захист; домедична допомога, тактична медицина), військово-прикладних умінь і навичок для ефективного проведення занять з предмета.

The aim of this study is to examine the relationship between teachers' 21st-century teaching skills and their autonomy. The sample of the research, which was carried out with a relational survey design, consists of 297 teachers working in private and public schools in Mersin in the spring term of the 2020-2021 academic year. The data of the study were collected using the "21st-century teacher skills scale" and "teacher autonomy scale". In the analysis of the research data, t-test, ANOVA and Pearson correlation coefficient, which are parametric statistical techniques, were used. While it was found that the teachers’ autonomy differed significantly according to the education level worked, no significant difference was found in other variables, either in the 21st-century teacher skills scale or in the teacher autonomy scale. In addition, a positive relationship was revealed between 21st-century teacher skills and teacher autonomy., Bu çalışmanın amacı, öğretmenlerin 21. yy. öğretme becerileri ile özerklikleri arasındaki ilişkiyi incelemektir. İlişkisel tarama deseni ile gerçekleştirilen araştırmanın örneklemini Mersin ilinde 2020-2021 eğitim öğretim yılı bahar döneminde özel ve devlet okullarında görev yapan 297 öğretmen oluşturmaktadır. Araştırmanın verileri "21. yy. öğreten becerileri ölçeği" ve "öğretmen özerkliği ölçeği" kullanılarak toplanmıştır. Araştırma verilerinin analizinde parametrik istatistiksel tekniklerden t-testi, ANOVA ve Pearson korelasyon katsayısı kullanılmıştır. Öğreten özerkliğinin çalışılan eğitim düzeyine göre anlamlı düzeyde farklılaştığı tespit edilirken, gerek 21. yy. öğretmen becerileri ölçeğinde gerekse öğretmen özerkliği ölçeğinde diğer değişkenlerde anlamlı bir farklılık bulunamamıştır. Ayrıca 21. yy. öğreten becerileri ile öğretmen özerkliği arasında pozitif bir ilişki olduğu ortaya çıkmıştır.

Bilgi okuryazarlığı bireyin bilgi becerileri olarak nitelendirilebilecek bilgi edinme, değerlendirme ve kullanma yetilerini içeren çok yönlü bir okuryazarlık türüdür. Bu noktada etkin vatandaş yetiştirmede önemli bir ilkokul ve ortaokul dersi olan sosyal bilgiler dersinde öğrencilerin bilgi okuryazarlığı becerilerine sahip olması gerekliliği önem kazanmaktadır. Öğrencilerin söz konusu becerileri kazanmasında ise sosyal bilgiler öğretmenlerine önemli görevlerin düştüğü aşikardır. Bu araştırmanın amacı, sosyal bilgiler öğretmenlerinin bilgi okuryazarlığına ilişkin görüşlerini ortaya koymaktır. Araştırmada nitel metodoloji kapsamında olgubilim yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında resmî kurumlarda görev yapan toplam 44 sosyal bilgiler öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analizi aracılığıyla çözümlenmiştir. Araştırma sonucunda katılımcıların bilgi okuryazarlığı konusunda kuramsal olarak farkındalık sahibi oldukları görülmüştür. Buna ilaveten katılımcılar öğrencilerin bilgi okuryazarlığı açısından yetersiz olduğunu ve bu durumun nedeni olarak da kaynak sıkıntısını ve okulların fiziki şartlarının yetersiz olmasını göstermişler, bilgi okuryazarı bireylerin yetiştirilebilmesi için okul ortamının yeterli donanıma sahip olması gerektiğini vurgulamışlardır. Araştırma bulgularına dayalı olarak öğrencilerin bilgi okuryazarlık düzeylerini inceleyen araştırmaların nicelik ve nitelik bakımından artırılması gerektiği düşünülmektedir. Bilgi okuryazar öğrencilerin yetiştirilmesi için uygun öğrenme ortamlarının sahip olması gereken özelliklerin neler olması gerektiğine ilişkin araştırmalar yapılmalıdır., Information literacy is a versatile type of literacy that includes the ability to acquire, evaluate and use information, which can be described as an individual's information skills. At this point, the necessity for students to have information literacy skills in the social studies course, which is an important primary and secondary school course in raising active citizens, gains importance. It is obvious that social studies teachers have important duties for students to acquire these skills. The aim of this research is to reveal the opinions of social studies teachers about information literacy. In the research, the phenomenology method was used within the scope of qualitative methodology. The study group of the research consists of 44 social studies teachers working in public institutions in the 2019-2020 academic year. In the study, a structured interview form developed by the researchers was used as a data collection tool. The obtained data were analyzed through content analysis. As a result of the research, it was seen that the participants were theoretically aware of information literacy. In addition, the participants pointed out that the students are insufficient in terms of information literacy and that the reason for this situation is the lack of resources and the insufficient physical conditions of the schools, and they emphasized that the school environment should have sufficient equipment in order to raise information literate individuals. Based on the research findings, it is thought that studies examining the information literacy levels of students should be increased in terms of quantity and quality. Research should be conducted on the characteristics that appropriate learning environments should have in order to raise information literate students.

The article presents the results of research into the knowledge and experience of Polish primary school teachers. The main aim of the research was to identify the experiences of primary school teachers in educational work with cognitively gifted students. Within this framework, the following research tasks were selected: (1) investigate teachers’ preferred ways of supporting cognitively gifted students in the learning process and (2) investigate the difficulties experienced by teachers in working with cognitively gifted students. The research sought answers to the following questions: How do teachers recognize the individual needs of cognitively gifted students? How do they monitor their development? How do they evaluate their progress? What methods and forms of working with gifted students do they prefer? What difficulties do they experience in working with cognitively gifted students and what are the sources? How do they deal with these difficulties? The relationship between selected aspects of teachers working with gifted students in grades 1–3 versus grades 4–8 and the level of education were examined. The empirical data show that in Polish schools, cognitively gifted students are neglected and do not receive adequate educational support from their teachers. The preferred forms and methods of organizing the education of cognitively gifted students are mainly characterized by a teacher-centered attitude. The respondents indicated that difficulties working with cognitively gifted students result mainly from a lack of time, the need to evaluate the student against the background of the class, a lack from support from experts and parents, and their own insufficient competency. The research is important because it shows the desirable changes to teacher education programs and the process of supporting teachers in their professional practice.

Objective: In our study, it is aimed to determine the knowledge levels of pre-school teachers teaching in the city center of Ankara and related factors about Celiac.Materials and Methods: The universe of this descriptive study consists of 227 teachers working in public and private pre-school institutions located in the city center of Ankara. In the measurement of celiac knowledge level, each correct answer in the information form created by using the Ministry of Health Informing Guide for Celiac Disease Teachers was calculated as 1 point. Research data were collected by face-to-face interviews with teachers in all schools between 01.09.2019 and 01.03.2020.Results: Teachers were of the %96 female, their mean age was 34.68±8.45, and the mean celiac knowledge score was calculated as 25.71±10.14. When the knowledge point averages of the teachers are examined; Teachers who work in public schools (p=0.016), who have a nutrition-friendly school certificate in their school (p=0.019), who make specific plans for students who need special diets in classroom activities (p=0.024), and who find their celiac knowledge level sufficient with self-report (p, Amaç: Çalışmamızda Ankara il merkezinde eğitim veren okul öncesi öğretmenlerinin Çölyak ile ilgili bilgi düzeyleri ve ilişkili etmenlerinin belirlenmesi amaçlanmıştır. Gereç ve Yöntem: Tanımlayıcı tipte olan bu çalışmanın evrenini Ankara İl merkezinde bulunan kamu ve özel okul öncesi kurumlarda çalışan 227 öğretmen oluşturmaktadır. Çölyak bilgi düzeyi ölçümünde Sağlık Bakanlığı Çölyak Hastalığı Öğretmenlere Yönelik Bilgilendirme Rehberinden yararlanılarak oluşturulan bilgi formunda yer alan her bir doğru cevap 1 puan olarak hesaplanmıştır. Araştırma verileri, 01.09.2019-01.03.2020 tarihleri arasında tüm okullarda öğretmenlerle yüz yüze görüşme yöntemi ile veriler toplanmıştır.Bulgular: Öğretmenlerin %96’sı kadın, yaş ortalamaları 34.68±8.45, çölyak bilgi puan ortalaması 25.71±10.14 olarak hesap edilmiştir. Öğretmenlerin bilgi puan ortalamaları incelendiğinde; kamu okullarında çalışan (p=0.016) okulunda beslenme dostu okul sertifikası bulunan (p=0.019), sınıf içi etkinliklerde özel diyete gereksinimi olan öğrenciye özgün planlama yapan (p=0.024) ve öz bildirimle Çölyak bilgi düzeyini yeterli bulan öğretmenlerin (p

De nombreux enseignant·e·s choisissent d’organiser la construction des apprentissages de leurs élèves avec un temps de travail en groupe. Il consiste à étudier une situation-problème, à confronter leurs avis pour susciter du conflit socio-cognitif. De ces controverses peuvent naître des conflits cognitifs, associés à un état d’incertitude quant à la solidité des connaissances dont on dispose pour dépasser les obstacles. Nous avons étudié ces processus auprès de lycéen·ne·s. À partir d’une approche phénoménologique, nous avons collecté leurs avis grâce à des entretiens semi-directifs, en partie enrichis d’auto-confrontations simples. Les conclusions de cette recherche font apparaître plusieurs facteurs prépondérants pour l’organisation de séances d’enseignement avec du travail en groupe : du choix d’une situation-problème pertinente à la présence finale d’un temps individuel de mise en application immédiate rétroactée. (DIPF/Orig.) Many teachers organize student learning through group work sessions. These sessions unfold in two temporalities: after thinking individually about a situational problem, students must confront their opinions. The aim is to generate socio-cognitive conflict. Cognitive conflicts can arise from these controversies, along with uncertainties about the knowledge one possesses to solve the situational problem. We studied these processes among high school students who regularly experience working in groups. Using a phenomenological approach, we collected their opinions through semi-structured interviews, partly enriched with simple self-confrontations. The research concludes that several preponderant factors matter to the organization of group work sessions: the choice of a relevant situational problem as well as an individual and immediate retroactive application at the end of the session. (DIPF/Orig.)

Der Beitrag greift das erste Ziel «Professionen im Bildungsbereich» der Strategie 2021–2024 der Kammer Pädagogische Hochschulen von swissuniversities auf. Nach einer Ausleuchtung der eng damit verbundenen Begriffe Profession, Professionalisierung und Professionalität folgen Ergebnisse einer Analyse der Themenhefte der BzL über die vierzig Jahre ihres Bestehens nach den vier herausgearbeiteten Themenfeldern Lehrpersonenbildnerinnen und Lehrpersonenbildner als Profession, strukturelle Aspekte der Lehrpersonenbildung zur Professionalisierung von Lehrpersonen, Lehre zum Aufbau von Professionalität sowie Bezüge zwischen den Pädagogischen Hochschulen und den Professionen im Schulfeld. Der Beitrag schliesst mit weiterführenden Impulsen. English Version Teaching profession and/or professions in the field of education – A 40-year discourse The article focuses on the first goal «Professions in the education sector» as defined in the strategy 2021–2024 of the Chamber of Universities of Teacher Education of swissuniversities. After explanations of the closely linked terms profession, professionalization and professionalism, results of an analysis of the volumes of the journal BzL over the 40 years of its existence are presented according to the four themes teacher educators as a profession, structure of teacher education for professionalization, teaching for the development of professionalism, and connections between universities of teacher education and the professions in the school field. The article closes with impulses for additional areas., +repphzhbib2022A

Diemut Ophardt und Felicitas Thiel widmen sich den für gelungenes Klassenmanagement erforderlichen Kompetenzen der Lehrkräfte. Einleitend wird darauf verwiesen, dass sich effektives Klassenmanagement darin zeigt, dass eine das Unterrichtsgeschehen prägende Interaktionsordnung etabliert wird, die Unterrichtsinteraktion lernförderlich moderiert wird und Konflikte als solche erkannt und gezielt bearbeitet werden. Da Noviz*innenstudien vermuten lassen, dass angehende Lehrkräfte nicht ausreichend Gelegenheit erhalten, die für erfolgreiches Klassenmanagement maßgeblichen Kompetenzen zu erwerben, wird empfohlen, solchen Lerngelegenheiten in der Lehrer*innenbildung mehr Raum zu geben. Dazu werden Konzepte vorgestellt, die den Lehramtsstudierenden ermöglichen sollen, anwendungsorientiertes Wissen anzueignen. Unter anderem werden die Analyse störungskritischer Unterrichtssituationen in Video-Simulationen oder Enactment-Übungen im Rahmen von Rollenspielen genannt. Um die gemachten Erfahrungen jedoch zu tiefgreifenden Lernerfahrungen werden zu lassen, wäre sicherzustellen, dass die nachfolgende Reflexion in den universitären Begleitseminaren über bloßen Erfahrungsaustausch hinausgeht und ein Konzept entwickelt wird, das Wissen über Klassenmanagement mit verschiedenen Erprobungs- und Analyseszenarien kombiniert. Abschließend führen die Autorinnen einige (auch internationale) Programme und Trainings an, die auf diese Bedarfslage eingehen. (DIPF/Orig.)

Background:Education is an interaction between teachers and students to realize a learning process so that students actively develop their potential. To realize the above objectives, teachers are required to innovate the snowball-throwing learning model so that students are more responsive in receiving information. This study aims to see the effect of using the snowball-throwing learning model in improving the learning outcomes of Information and Communication Technology in class VII Junior High School 2 Bontolempangan, Bontolempangan Village, Gowa Regency. Methods:This research uses classroom action research method using 2 cycles. Result:This study found that student activities increased from the first cycle by an average of 24.27 and a percentage of 60.67% in the poor category (enough). In the second cycle, student activity increased to an average of 30.38 and a percentage of 75.95% in the good category. Conclusion:This study concludes that the more frequently applying the snowball-throwing learning model in the Information and Communication Technology learning process, students can understand the material presented quickly and student learning outcomes also increase.&nbsp

The present study aimed at analysing the impact of teachers’ perceived family and colleague support and work engagement on their well-being and life satisfaction during the first European wave of the COVID-19 pandemic. While implementing distance learning and complying with school closures, 1036 Italian teachers took part in an online survey. A structural equation path model showed that perceiving to be supported by family members directly influenced teachers’ well-being and life satisfaction. The perceived support of colleagues promoted life satisfaction directly and indirectly via increased teachers’ work engagement, whereas teachers’ well-being only indirectly. Our findings offer insights into how to better support teachers during times of crisis by creating a good and healthy work environment, which promotes teachers’ well-being.

Speech and language therapy services are relatively new in Turkey. Recognition of the profession is critical for early intervention since professionals can be recommended for language and speech issues now that the profession has been recognized. Orientation and early intervention are important aspects of the preschool period, and preschool teachers play an important part in this. Teachers who participate actively in referral process during the preschool period can ensure that children with language-speech impairments receive effective and timely rehabilitation by providing reliable information. Therefore, they should be knowledgeable of typical development, disorders, and precursor symptoms. In this study, it was aimed to determine the awareness levels and opinions of preschool teachers about language and speech disorders and the profession of speech and language therapy. A questionnaire was modified and prepared for the study, and it consisted of three parts: “general information”, “information about the profession of language and speech therapy” and “information about language/speech disorders”. The questionnaire was completed by 113 participants online and 64 participants in person. Descriptive analysis method was used in the analysis of the data obtained in the study. The majority of the participants had previously heard of the profession of speech and language therapy. It has been found that, in addition to having reliable information on the profession, there seems to be information that is inadequate or incorrect. The information related to the working group of speech and language therapists and the disorders that they deal with has been found to be limited., Dil ve konuşma terapisi hizmetleri Türkiye’de nispeten yeni bir alandır. Mesleğin tanınırlığı, dil ve konuşma bozukluklarında doğru profesyonellere yönlendirme konusunda yol gösterici olması itibariyle erken müdahalenin sağlanabilmesi için önemli bir unsurdur. Okul öncesi dönemde okul öncesi öğretmenleri, yönlendirme ve erken müdahale için aktif bir rol oynamaktadırlar. Okul öncesi dönemde yönlendirme için aktif bir rol üstlenebilecek öğretmenler doğru bilgi aktarımları sayesinde, dil konuşma bozukluğu görülen çocukların etkili ve zamanında bir rehabilitasyon süreci geçirmelerini sağlayabilir. Bu nedenle tipik gelişim, bozukluklar ve öncül belirtileri hakkında bilgi sahibi olmalıdırlar. Bu çalışmada okul öncesi öğretmenlerinin dil, konuşma bozuklukları ile dil ve konuşma terapisi mesleğine yönelik farkındalık ve görüşlerinin belirlenmesi amaçlanmıştır. Çalışmanın amacı doğrultusunda, alanyazında yer alan bir anketin revize edilmesiyle “genel bilgiler”, “dil ve konuşma terapisi meslek alanına yönelik bilgiler” ve “dil/konuşma bozukluklarına yönelik bilgiler” olmak üzere 3 bölümden oluşan anket hazırlanmıştır. 113 katılımcı anketi internet üzerinden, 64 katılımcı ise yüz yüze tamamlamıştır. Araştırmada elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Katılımcıların çoğunun dil ve konuşma terapisi mesleğini daha önceden duydukları belirlenmiştir. Mesleğe dair doğru bilgileri olmasının yanı sıra eksik ve yanlış bilgilerinin de olduğu saptanmıştır. Dil ve konuşma terapistinin çalışma grubunun ve ilgilendiği bozuklukların sınırlı bir seviyede olduğunun bilindiği belirlenmiştir.

In this study, it was aimed to determine the teachers’ perceptions of school principalsregarding their chaotic leadership roles and their levels of organizational happiness,and to reveal the relationship between these two concepts. The research was carriedout with the relational survey model, one of the quantitative research designs. Theuniverse of the research consists of 5088 teachers working in public schools in Sakaryain the 2021-2022 academic year. The sample of the study consists of 404 teachersworking in 59 schools selected by the stratified sampling method from the universe.Chaotic leadership and organizational happiness scales and a personal informationform developed by the researcher were used to collect data in the research. The analysisof the data was carried out using the SPSS 26.0 program. The t-Test, ANOVA and Tukeytest were used in the analysis of the data. The perceptions of the teachers participatingin the research regarding the chaotic leadership roles of school administrators are atthe level of "I agree very much". Teachers' perceptions of organizational happiness are"Moderately Agree" in the overall scale and in the sub-dimensions of TeachingProfession, Managerial Attitudes and Behaviors, Colleague Relations, WorkingConditions and Classroom Management. On the other hand, in the Positive Personalitysub-dimension, it is at the level of "I Agree Less". It has been found that there is astatistically significant and high level relationship between chaotic leadership andorganizational happiness., Bu araştırmada öğretmenlerin; okul müdürlerinin kaotik liderlik rollerine ilişkinalgıları ile örgütsel mutluluk algıları düzeylerinin belirlenerek bu iki kavramarasındaki ilişkinin ortaya çıkarılması amaçlanmıştır. Araştırma nicel araştırmadesenlerinden ilişkisel tarama modeli ile gerçekleştirilmiştir. Araştırmanın evreni2021-2022 eğitim öğretim yılında Sakarya ilinde devlet okullarında görevli toplam5088 öğretmen oluşturmaktadır. Araştırmanın örneklemi ise evrenden tabakalıörneklem yöntemi ile seçilmiş 59 okulda görev yapan 404 öğretmen oluşturmaktadır.Araştırmada veri toplamak üzere kaotik liderlik ve örgütsel mutluluk ölçekleri ilearaştırmacı tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Verilerin analiziSPSS 26.0 programı aracılığı ile gerçekleştirilmiştir. Verilerin analizinde t-Testi,ANOVA ve Tukey testi kullanılmıştır. Araştırmada katılımcı olarak yer alanöğretmenlerin, okul yöneticilerinin kaotik liderlik rollerine ilişkin algıları ‘’ÇokKatılıyorum’’ düzeyinde olduğu; öğretmenlerin örgütsel mutluluk algıları ölçeğingenelinde ve Öğretmenlik Mesleği, Yönetici Tutum ve Davranışları, Meslektaşİlişkileri, Çalışma Koşulları ve Sınıf Yönetimi alt boyutlarında ‘’Orta DüzeydeKatılıyorum’’; Pozitif Kişilik alt boyutunda ise ‘’Az Katılıyorum’’ düzeyinde olduğu;kaotik liderlik ile örgütsel mutluluk arasında istatistiksel açıdan pozitif yönde anlamlıve yüksek düzeyde ilişki olduğu bulgulanmıştır

La pandémie de COVID-19 a grandement affecté la profession enseignante au Québec. L’objectif du projet de recherche est de décrire le vécu des enseignants durant cette période. Vingt-cinq enseignants ont participé à la recherche par le moyen d’une entrevue individuelle semi-dirigée. Cet article présente le cas spécifique d’un des enseignants rencontrés, décrit l’analyse complexe par catégories conceptualisantes, puis discute des résultats à partir du cadre conceptuel de l’agir compétent. Les résultats démontrent l’évolution en dents de scie du ressenti de l’enseignant et les modalités adaptatives utilisées en période de crise. L’article expose aussi les apprentissages professionnels réalisés en situation critique, ainsi que leur réinvestissement subséquent., The pandemic has greatly affected the teaching profession in Quebec. The objective of this research project is to describe teachers’ experience during this pandemic linked to COVID-19. Twenty-five teachers participated to semi-structured individual interviews. This article specifically presents the case of one of the teachers in order to describe the complex analysis process by categorization, then, discuss the results based on the conceptual framework of competent action. The results present a sawtooth evolution of the teacher’s feelings, and the continuous adaptation modalities used in times of crisis. Also, results present professional learning in critical situations and their subsequent reinvestment.

International audience; "La gestion des enseignant·es contractuel·les intervient aux marges de la régulation de l’emploi enseignant dans les premier et second degrés : elle ne se fait pas à l’échelon central, mais au sein des académies et elle concerne les remplacements et les « matières en tension ». Le processus de recrutement des enseignant·es non titulaires du second degré étudié dans cet article à partir d’observations et d’entretiens réalisés en rectorat, donne à voir le rôle central joué par l’encadrement intermédiaire académique dans la construction d’un marché local de l’enseignement. En analysant les interventions des différents acteurs impliqués dans le recrutement, inspecteurs, gestionnaires et chef·fes d’établissement, l’article analyse les logiques de sélection administratives, pédagogiques et disciplinaires parfois concurrentes, et la manière dont est défini le « besoin » temporaire d’enseignement à l’intersection de ces logiques."

The aim of the conducted research was to show the educational activity of Helena Radlińska presented in „Ruch Pedagogiczny” in the years 1912–1933. Radlińska’s educational activity was analysed in the light of the content she included in „Ruch Pedagogiczny”, as well as information about her activities published in this periodical. The research concluded that the common relations between Radlińska and persons involved in pedagogy and psychology from the Kingdom of Poland and Galicia could prompt teachers in Galicia to make attempts to change their pedagogical work. Radlińska’s generation transferred its knowledge, experience and skills to the Galician school system. This generation participated in the process of creating a school on the foundations of modern pedagogy, it created a workshop for teachers who saw the need for changes. Celem prowadzonych badań historyczno-pedagogicznych było ustalenie wspólnej przestrzeni działania Heleny Radlińskiej i jej pokolenia historycznego na początku XX wieku w Krakowie. Pracę oświatową Radlińskiej analizowano w świetle treści zamieszczanych przez nią na łamach „Ruchu Pedagogicznego”, a także informacji o jej działalności publikowanych w tym czasopiśmie. Stwierdzono, że relacje Radlińskiej z osobami z Królestwa Polskiego i Galicji zajmującymi się pedagogiką, psychologią mogły pobudzać nauczycieli w Galicji do podejmowania prób zmiany ich pracy pedagogicznej. Pokolenie Radlińskiej przenosiło na grunt galicyjskiego szkolnictwa posiadaną wiedzę, doświadczenie, umiejętności. Uczestniczyło w procesie tworzenia szkoły na podwalinach nowoczesnej pedagogiki, tworzyło warsztat pracy nauczycielom dostrzegającym potrzebę wprowadzenia zmian.

The article deals with analyzing and revealing the pedagogical heritage of K.D. Ushynskyi, the main principles, namely (the principle of visibility, accessibility, awareness and activity, consistency and regularity, strength of knowledge, connection of learning with life, emotionality, combination of interest and responsibility, timeliness, independence of students, science, etc.,), as well as the content of education in educational institutions. Emphasis is focused on the importance of studying the pedagogical views of the outstanding teacher in terms of reforming and improving the system of higher education in Ukraine., У статті проаналізовано та розкрито педагогічну спадщину К.Д.Ушинського, основні принципи, а саме(:принцип наочності, доступності, свідомості й активності, послідовності й систематичності, міцності знань, зв’язку навчання з життям, емоційності, поєднання інтересу й відповідальності, своєчасності, самостійності учнів, науковості,та ін,), а також зміст навчання у закладах освіти. Акцентовано увагу на важливості вивчення педагогічних поглядів видатного педагога в умовах реформування та удосконалення системи вищої освіти України.

Bu araştırmanın temel amacı veli, öğretmen ve okul yöneticilerinin veli toplantılarına ilişkin yaşantılarını incelemektir. Çalışma, nitel araştırma desenlerinden olgubilim desenine göre tasarlanmıştır. Araştırmanın katılımcılarını, Bingöl il merkezindeki devlet ve özel ilkokullarda görev yapan yöneticiler, sınıf öğretmenleri ve çocukları bu okullarda öğrenim gören öğrenci velileri oluşturmaktadır. Katılımcılar, ölçüt örnekleme ve maksimum çeşitlilik yöntemlerine göre belirlenmiştir. Araştırma verilerinin toplanmasında, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formları kullanılmıştır. Elde edilen verilerin analizinde, betimsel analiz ve içerik analizi yöntemleri kullanılmıştır. Araştırma bulguları, veli toplantılarının planlanma süreci, toplantıda görüşülen konular, toplantı esnasında paydaş iletişimi, veli toplantılarında yaşanan güçlükler, veli toplantılarının eğitim öğretim sürecine etkisi başlıkları altında sunulmuş ve tartışılmıştır., The main purpose of this research is to examine the experiences of parents, teachers, and school managers on parent-teacher conferences. This research has been conducted based on phenomenological design, one of the qualitative research designs. The participants consist of public and private primary school managers in the central district of Bingöl, the classroom teachers working in these schools, and the parents whose children are studying at these schools. Participants in the research study group were determined according to the criteria and maximum diversity sampling method. The research data were collected with semi-structured interview forms developed by the researchers. Descriptive and content analysis methods were used in the analysis of the obtained data. The research findings were presented and discussed under the themes of planning parent teacher meetings, the topics discussed at the meeting, stakeholder communication during the meeting, the difficulties experienced, and the impact of the meetings on the education and teaching process.

The article considers ethical competence as a basic component of the teacher's professionalism. The process of forming ethical competence should be systematic and requires the application of a holistic mechanism of professional development of the student's personality during training. The teacher's abilities regarding ethical competence, as well as its components, are highlighted. A necessary condition for the formation of students' ethical competence is the use of the latest pedagogical technologies and teaching methods in addition to traditional ones. The process of forming a teacher's ethical competence is complex, dynamic, multifaceted and multifactorial. The substantive basis of ethical competence is pedagogical ethics. Pedagogical ethics studies the features, content, principles and functions of pedagogical morality, the nature of the teacher's activity and his moral relationships in the pedagogical environment, develops the basics of pedagogical etiquette, which is a set of rules for teacher communication and behavior. Ethics is not reduced to a certain system of sanctions in pedagogical activity, because its task is to explain the social and psychological expediency of observing certain professional norms and rules. It is ethics, from the standpoint of a holistic approach to the individual, that insists on considering the education and upbringing of the individual as its spiritual saturation, which unfolds in spiritual dialogue, communication between equal subjects. The vocation of a teacher is not only the transfer of knowledge, abilities and skills, but also the comprehensive development of the student's abilities and capabilities, the upbringing of a decent, responsible, conscious citizen of the country. The professional activity of a teacher is based on the supremacy of universal human values, norms and principles of morality. When performing it, the teacher acts as the bearer of responsibilities in relation to: the student, the student's parents, the professional pedagogical community as a whole and individual teachers, himself, society., У статті розглядається етична компетентність, як базова складова професійності педагога. Процес формування етичної компетентності має бути системним та вимагає застосування цілісного механізму професійного розвитку особистості студента під час навчання. Висвітлюються здатності вчителя, щодо етичної компетентності, а також її компоненти. Необхідною умовою формування етичної компетентності студентів є використання новітніх педагогічних технологій та методів навчання в доповненні до традиційних.

This paper presents the author's reflection on the training in Lady007 business accelerator. It describes the path of a hired and freelance teacher to an entrepreneur in the field of educational and translation services and denotes a rewarding experience of participating in the above-mentioned project.

With the study reported on here we aimed to investigate teachers’ beliefs and attitudes towards students who stutter. These aspects were investigated through a questionnaire developed for the study. A total of 382 Saudi teachers from public and private schools from different educational levels were included in this questionnaire-based study. The results show that most respondents believed that there was a high prevalence of stuttering in the general population. Male teachers had a better understanding of persons who stutter (PWS) than female teachers. Senior teachers had better insight into stuttering. The teachers commonly had a positive opinion of PWS. Participants reported that few sources on education about and experiences with PWS were available to them. The results confirm that the teachers had reasonably good knowledge about stuttering. The results show that the teachers knew about stuttering, that they also knew about the consequences of stuttering and the way in which these children should be treated in class. The teachers possessed knowledge and had a positive attitude towards children who stutter (CWS). The findings show a change in perspectives towards CWS as a positive impact of the media.

Bu araştırmanın amacı, pandemi döneminde uzaktan sosyal bilgiler derslerinin nasıl yürütüldüğünü öğretmenlerin deneyimleri doğrultusunda değerlendirmektir. Nitel araştırma yöntemlerinden olgubilim deseniyle gerçekleştirilen araştırmada Türkiye’nin çeşitli illerinde görev yapan 14 sosyal bilgiler öğretmeniyle yarı yapılandırılmış görüşmeler yürütülmüştür. Elde edilen veriler, içerik analiz yöntemiyle değerlendirilmiştir. Araştırma sonuçları, sosyal bilgiler öğretmenlerinin uzaktan eğitimi farklı materyal ve araçları kullanabilmeye, eğitimi sürdürmeye, teknolojiyi öğrenmeye, zaman ve mekân zorunluluğunu ortadan kaldırmaya olanak sağlayan bir sistem olarak algıladıklarını göstermektedir. Buna karşın öğretmenler, uzaktan eğitimin internet ve teknolojik araç eksikliğinden kaynaklanan bazı sınırlılıklara değinmişlerdir. Bunun yanında öğretmenlerin uzaktan eğitim döneminde öğretim için daha çok düz anlatım ve soru-cevap yöntemlerini, eğitim teknolojileri olarak EBA, Zoom ve bazı Web 2.0 araçlarını, ölçme değerlendirme için test ve soru cevap yöntemlerini kullandıkları tespit edilmiştir. Son olarak uzaktan eğitim sürecinde “teknolojik-sistemsel”, “iletişim-koordinasyon”, “öğrenci”, “aile” ve “diğer” başlıkları altında toplanan çeşitli sorunlar vurgulanmıştır. İncelenen deneyimler, tüm sorunların temelde internet bağlantısı, teknolojik araca ulaşma imkânı ve ailelerin çocuklarının eğitiminde nasıl rol oynadıklarıyla yakından ilgili olduğunu göstermektedir. Bu bağlamda alanyazındaki diğer çalışmalarla karşılaştırıldığında farklı branşlarda görev yapan öğretmenlerin de uzaktan eğitim döneminde benzer sorunlar yaşadıklarını, dolayısıyla geliştirebilecek yenilikçi uygulamaların tüm branşlara faydalı olacağını söylemek mümkündür., The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers’ experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of “technological-systemic”, “communication-coordination”, “student”, “family, and “other” in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children’s education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches.

Das Konstrukt Führungsstil beschreibt die Art und Weise, wie Lehrkräfte im Unterricht über eine Vielzahl an Situationen hinweg auf das Interagieren von Schüler*innen einwirken, um ein lehr-lernbezogenes Interaktionsgeschehen im Klassenzimmer zu verstetigen. In psychologischen Studien wird dieses Konstrukt als Prädiktor für den Lernerfolg von Schüler*innen beforscht. Darüber, wie Führungsstile durch die Realisierung von Interaktionspraktiken hergestellt werden, ist allerdings wenig bekannt. Der vorliegende Beitrag greift dieses Desiderat auf, indem Grundlinien eines Forschungsansatzes skizziert werden, der es ermöglicht, Stile interaktiven Führungshandelns als soziale Praxis im Umgang mit situativen Anforderungen der Interaktionssteuerung zu rekonstruieren. Vor dem Hintergrund einer kommunikationstheoretischen Beschreibung pädagogischen Handelns als Kontingenzbearbeitung werden gesprächsanalytische Vorschläge zur Analyse von Stilen interaktiven Führungshandelns adaptiert und für die mikroethnografische Untersuchung videographierter Unterrichtsinteraktionen aufgeschlossen. Anhand der Kontrastierung zweier Fallbeispiele wird gezeigt, wie mit einem solchen Ansatz neue Einsichten in die mikrologische Konstitution von Führungsstilen generiert und empirische Befunde zu situationsübergreifenden Selektionspräferenzen gewonnen werden können, die das Handeln von Lehrkräften in Auseinandersetzung mit alltäglichen Herausforderungen der Klassenführung kennzeichnen. The construct leadership style describes ways in which teachers deal with student behaviors across a variety of situations in order to produce educational interactions in classrooms. In psychological studies, this construct is seen as a predictor of student learning success. However, little is known about how different styles of leadership are produced by means of interactional practices. This article addresses this question by outlining the basics of a research approach that offers the possibility to analyze styles of leadership in classrooms as social practice in dealing with situational demands of classroom management. Against the background of a communication-theoretical description of pedagogical action as dealing with contingency, conversation-analytical approaches for analyzing styles of leadership action are adapted and opened up for the microethnographic investigation of videotaped classroom interactions. By contrasting two case studies, it is shown how such an approach can generate new insights into the micrological constitution of leadership styles, providing empirical findings on cross-situational preferences that characterize teachers' actions in dealing with everyday challenges of classroom management.

The aim of this study is to determine curriculum fidelity levels of teachers and examine their curriculum fidelity according to some variables such as gender, age, teaching experience, level of school, field, the faculty they graduated from, in-service training and getting postgraduate degree. The survey research model was utilized in the research. The sample of the study consists of 500 teachers chosen according to stratified sampling and working at different levels of school in Salihli district of Manisa in the fall semester of the 2021-2022 academic year. Data were collected through the Curriculum Fidelity Scale. Descriptive statistics (mean, standart deviation) and MANOVA were used in the analysis of the data. According to the research results, the curriculum fidelity levels of teachers are at a medium level in sub-dimensions of adherence, duration and program differentiation while they have a high level of curriculum fidelity in the sub-dimensions of quality of program delivery, participant responsiveness, teacher training and school climate. According to MANOVA results it was found that there were no significant differences in teachers’ curriculum fidelity levels according to gender, the faculty they graduated from and having postgraduate degree. However, it was found that age, teaching experience, level of school in which they worked, field and getting in-service training variables had significant differences in teachers’ curriculum fidelity levels in some sub-dimensions of the scale. Based upon the results of the study, it can be suggested that more quality and frequent in-service training activities should be provided for teachers., Bu araştırmada öğretmenlerin öğretim programlarına bağlılık düzeylerinin belirlenmesi ve bağlılıklarının cinsiyet, yaş, mesleki kıdem, çalıştıkları kademe, branş, mezun olunan fakülte türü, hizmetiçi eğitim durumu ve lisansüstü eğitim durumu değişkenleri açısından incelenmesi amaçlanmaktadır. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklem grubunu 2021-2022 eğitim-öğretim yılının güz döneminde Manisa’nın Salihli ilçesinde farklı kademelerde görev yapmakta olan ve tabakalı örnekleme yöntemiyle seçilmiş 500 öğretmen oluşturmaktadır. Araştırma verileri “Öğretim Programına Bağlılık Ölçeği” ile toplanmıştır. Verilerin analizinde betimsel istatistikler (ortalama, standart sapma) ve çok faktörlü varyans analizi (MANOVA) kullanılmıştır. Araştırma sonucunda öğretmenlerin öğretim programına bağlılık düzeylerinin; uyma, süre ve program farklılıkları alt boyutlarında orta düzeyde; uygulamanın kalitesi, katılımcı tepkileri, öğretmen eğitimi ve okul iklimi alt boyutlarında ise yüksek düzeyde olduğu bulunmuştur. MANOVA sonuçlarına göre öğretmenlerin öğretim programına bağlılık düzeylerinin cinsiyet, mezun olunan fakülte türü ve lisansüstü eğitim yapma durumuna göre anlamlı düzeyde farklılaşmadığı belirlenmiştir. Bunun yanı sıra, araştırmada yaş, mesleki kıdem, çalışılan kademe ve hizmetiçi eğitim alma durumlarının öğretim programına bağlılık ölçeğinin bazı alt boyutlarında anlamlı farklılığa yol açtığı sonucuna varılmıştır. Araştırma sonuçlarından yola çıkılarak programa bağlılık konusunda öğretmenlere yönelik nitelikli ve daha sık hizmetiçi eğitim düzenlenmesi önerilebilir.

The Covid-19 pandemic has affected almost every aspect of life in the world, including education. The learning process, which was originally done face-to-face at school is diverted to the home using the online learning model. The inequality of the teacher's ability to utilize technology affects the achievement of this online learning goal. The ability of teachers to conduct online learning depends on knowledge and experience in online teaching before the Covid-19 pandemic. Objective: This study was conducted to expose information related to teachers’ experience toward online learning before the Covid-19 pandemic. Method: The study was carried out by implementing a descriptive quantitative method. The instrument used in this study was questionnaires distributed online using the Google Form application. The data were analyzed through the stages of data reduction, data interpretation, and conclusion drawing. Finding: The results showed that 75% of teachers stated that they already had basic knowledge about online learning before the Covid-19 pandemic. 45.80% of teachers said they obtained information about online learning through school-facilitated training while 16.70% gathered information about online learning before the Covid-19 pandemic from government-facilitated training, and 37.50% obtained information about online learning from independent learning. A total of 54.10% of teachers stated had conducted online learning before the Covid-19 pandemic. However, only 20.80% of them stated that online learning is very effective to be implemented. Conclusion: The readiness of teachers to implement online teaching-learning depends on their knowledge and experience related to online learning. Inadequate teaching training causes the lack of understanding of teachers towards the benefits of supported information technology-based learning media.

The purpose of this paper is to reconstruct the types of sentimental work that mothers perform in the context of their children’s difficult school experiences. The interpretative framework for the analysis of women’s actions is the category of sentimental work developed by Anselm Strauss and his colleagues. The analyzed material consists of autobiographical narrative interviews with women-mothers, collected as part of the international ISOTIS project. The empirical data was subjected to the coding procedure used in generating grounded theory, which allowed for the identification of six different types of sentimental work: interactional work, composure work, trust work, biographical work, identity work and rectification work. The results of the study indicate that mothers are key figures in the institutionalised learning process, performing a range of complex but unnoticed activities in the course of their daily practices. Identifying and characterising mothers’ sentimental work allowed to describe its relevance to teachers’ professional tasks and children’s functioning in school. Celem niniejszego artykułu jest rekonstrukcja typów pracy nad odczuciami, jaką wykonują matki w kontekście trudnych doświadczeń szkolnych swoich dzieci. Ramą interpretacyjną dla analizy działań kobiet była kategoria pracy nad odczuciami opracowana przez Anzelma Strauss’a i jego współpracowników. Analizie poddane zostały autobiograficzne wywiady narracyjne z kobietami-matkami, gromadzone w ramach międzynarodowego projektu ISOTIS. Dane empiryczne zostały poddane procedurze kodowania, stosowanej w generowaniu teorii ugruntowanej, co umożliwiło wyodrębnienie sześciu typów pracy nad odczuciami: pracę nad interakcjami, nad zachowaniem spokoju, nad zaufaniem, biograficzną, nad tożsamością i naprawczą. Wyniki analiz wskazują, że matki są kluczowymi postaciami zinstytucjonalizowanego procesu kształcenia, które wykonują w toku codziennych praktyk szereg złożonych, ale niezauważanych działań. Zidentyfikowanie i charakterystyka pracy matek nad odczuciami pozwoliła opisać jej znaczenie dla realizacji zadań zawodowych przez nauczycieli, a także funkcjonowania dzieci w szkole.

Certain phenomena have been found within our target for Community Service activity of the Faculty of Psychology Education, the State University of Jakarta, which is taking place at SMPN 139, Jakarta. The issue that arose from the target school is despite being an inclusive school, the understanding among the teachers still lacks regarding particular special needs of students. The stigma said that Gifted children were considered an advantage; they thought Gifted children didn't need special treatment and managing adaptable programs to facilitate Gifted children. In fact, special need children even Gifted one still need to optimize their capacities with the proper program that could be managed by the school. In an effort to increase this awareness, teachers will be involved this community service, which includes several activities. Our program mainly focused on Psychoeducation in the form of webinars through material presentations, video, discussion. The result of the community Service program at SMPN 139 Jakarta showed the significant differences between the results before giving psychoeducation program, and after the program, it means there was an effect of providing Psychoeducation about gifted students to increase the awareness of teachers at SMPN 139 East Jakarta., Permasalahan yang muncul di lokasi yang menjadi target kegiatan Pengabdian Masyarakat Fakultas Pendidikan Psikologi Universitas Negeri Jakarta adalah di SMPN 139, Jakarta. Permasalahan yang ditemukan di sekolah ini yang merupakan salah satu sekolah inklusi adalah mengenai kurangnya pemahaman dan informasi guru-guru di SMPN 139, mengenai salah satu jenis kebutuhan khusus anak didik yang selama ini dinilai sebagai kelebihan yaitu Gifted. Kebutuhan khusus Gifted, selama ini dirasa tidak memerlukan penanganan dan program yang disesuaikan, sementara itu penanganan dan program yang tepat diperlukan untuk mengoptimalkan kapasitas anak Gifted khususnya anak didik di SMPN 139, Jakarta. Jadi salah satu solusi pertama yang dilakukan untuk permasalahan ini adalah memberikan Psikoedukasi untuk meningkatkan Awareness mengenai Anak Gifted pada Guru-Guru Di SMPN 139, Jakarta. Kegiatan ini dilakukan sebagai upaya untuk menciptakan sekolah inklusi yang lebih efektif dan efisien dalam menangani anak didik dengan kebutuhan khusus Gifted, serta mengetahui cara penanganan dan program yang paling tepat untuk diterapkan pada anak Gifted, sehingga anak Gifted dapat mengoptimalkan kapasitas yang dimiliki. Dalam mengupayakan peningkatan kesadaran tersebut, guru akan dilibatkan dalam kegiatan pengabdian masyarakat ini, yang mana terdapat beberapa kegiatan didalamnya. Kegiatan akan berupa psikoedukasi yang disampaikan dalam bentuk webinar melalui pemaparan materi, pemutaran video terkait ABK, serta tanya jawab terkait materi. Hasil dari program Pengabdian Masyarakat di SMPN 139 Jakarta adalah terdapat perbedaan bermakna antara hasil sebelum pemberian psikoedukasi dengan setelah pemberian psikodukasi, sehingga dapat disimpulkan bahwa terdapat pengaruh pemberian psikoedukasi mengenai siswa Gifted terhadap peningkatan awareness guru – guru SMPN 139 Jakarta Timur

Emotional exhaustion negatively influences teachers' professional development. The main aim of this study was to analyze how the perception of attention to diversity, emotional dissonance, and social support were related to emotional exhaustion. To carry out this study, 567 teachers (64.9% women, mean age = 44.80, SD = 0.48) answered a questionnaire. Emotional dissonance mediated the relationships that established with emotional exhaustion the perception of attention to diversity (a) derived from special educational needs and (b) derived from cultural diversity. These mediations were moderated by social support, by confirming the interaction effect between social support and (a) the perception of attention to cultural diversity and (b) emotional dissonance. Teachers' perceptions of having to attend to diversity and not being able to express the real emotions they feel to students are stressor factors that influence emotional exhaustion levels. Moreover, social support acts as a protective factor that diminishes the negative effects of perception of attention to diversity and emotional dissonance on emotional exhaustion. These results highlight the need to promote strong support networks in educational settings within the center's cloister, to stimulate a healthier educational environment that reverts to lower levels of emotional exhaustion among teachers.

Celem artykułu jest analiza sposobów przedstawienia nauczycieli podczas zdalnego nauczania w tekstach opublikowanych na łamach polskich tygodników opiniotwórczych. Tygodniki opinii, spełniając w ograniczonym stopniu funkcje informacyjne, koncentrują się na kształtowaniu opinii publicznej i postaw społecznych czytelników. Poznanie prasowego wizerunku instytucji, zdarzeń czy zjawisk jest sprawą nader ważną, gdyż sposób pisania o nich rozstrzyga o tym, jak ludzie je rozumieją i jak wobec nich się zachowują. Krytyczna analiza dyskursu, jako metoda analizy wybrana do badania 18 prasowych tekstów, posłużyła do odpowiedzi na następujące pytanie badawcze: jakich środków językowych użyto w dyskursie na temat zdalnej pracy nauczyciela i jakie mogą być efekty tego dyskursu. W analizowanych tekstach o zdalnej edukacji stosowane są głównie wyrażenia o jednoznacznie negatywnym nacechowaniu semantycznym, co w rezultacie prowadzi do dyskredytacji nauczycieli oraz kształtuje przekonanie o kryzysowej sytuacji w edukacji. The aim of the article is to analyze the ways of presenting teachers during distance learning in texts published in Polish opinion-forming weeklies. Opinion weeklies, having a limited informational function, focus on shaping the public opinion and social attitudes of readers. Getting to know the press image of institutions, events or phenomena is very important, because the way of writing about them determines how people understand them and how to behave towards them. The method of analyzing the 18 press texts selected for the study is a critical discourse analysis, which was used to answer the following research question: what linguistic means were used in the discourse on remote teacher work and what the effects of this discourse may be. In the analyzed texts on distance education, mainly expressions with a clearly negative semantic character are used, which in turn leads to the discrediting of teachers and shapes the belief that there is a crisis situation in education.

Polski system edukacji eksponuje znaczącą rolę nauczyciela w procesie kształcenia wychowania dzieci i młodzieży. Jego podmiotowość i autonomia ma swoje źródło w osobowej naturze nauczyciela i zarazem w normach prawa oświatowego. Podmiotowość określa obowiązki i prawa nauczyciela, natomiast autonomia zobowiązuje do twórczego rozwoju siebie i własnych kompetencji. Podmiotowość i autonomię nauczyciela charakteryzuje dynamika, ich progresję warunkuje doskonalenie osobowe i wzrost profesjonalizmu pedagogicznego. The Polish education system emphasizes the significant role of the teacher in the process of educating children and youth. His subjectivity and autonomy stem from the teacher’s personal nature and, at the same time, from the norms of educational law. Subjectivity determines the duties and rights of the teacher, while autonomy obliges them to creatively develop themselves and their own competences. The teacher’s subjectivity and autonomy are characterized by dynamics, their progression is conditioned by personal improvement and an increase in pedagogical professionalism.

Celem artykułu jest zwrócenie uwagi na problematykę zadań nauczyciela w zakresie interwencji kryzysowej w środowisku szkolnym. Prezentowany artykuł dotyka wybranych zagadnień z zakresu działań interwencyjnych podejmowanych przez nauczycieli w obliczu sytuacji trudnych i kryzysowych doświadczanych przez uczniów. Dynamicznie zmieniająca się współczesność dostarcza wielu różnych nowych i nierzadko trudnych sytuacji naznaczonych wysokim poziomem stresu. Dotykają one również dzieci i młodzież i stanowić mogą zarówno pewnego rodzaju szansę jak i zagrożenie dla ich rozwoju. Z uwagi na częstość kontaktów z uczniami warto przyjrzeć się sytuacji nauczycieli i ich działaniom w obliczu kryzysu doświadczanego przez ucznia. Nadmienić należy, iż zawód nauczyciela obarczany jest wysokimi oczekiwaniami społecznymi w zakresie kompetencji, a także coraz częściej większą akceleracją zadań charakterystycznych dla innych profesji np. psychologów, pracowników socjalnych, terapeutów. Zadaniem nauczyciela jest zatem nie tylko realizacja zadań dydaktycznych i wychowawczych, ale również z uwagi na dynamikę relacji interpersonalnych i wyzwań współczesnego świata podejmowanie działań o charakterze interwencyjnym. Artykuł może stanowić przyczynek do pojęcia dalszych rozważań i badań dotyczących kompetencji nauczycieli w zakresie interwencji kryzysowej. The objective of this paper is to shed light on the issue of teachers’ tasks in the sphere of crisis intervention in a school setting. The paper discusses selected issues covering intervention activities taken by teachers in the face of difficult and crisis situations which their pupils experience. The rapidly changing present-day reality provides numerous diverse and often challenging situations, characterised by high stress levels. They also affect children and teenagers, and might constitute both a certain type of opportunity and a threat to their development. Due to the frequency of contacts between teachers and their pupils, it is worth taking a close look at the situation of teachers and the measures they adopt in the face of a crisis being experienced by a pupil. It is worth mentioning that the teacher’s profession is marked by high social expectations regarding their competence and by a growing number of tasks characteristic of other professions, e.g. psychologists, social workers or therapists. A teacher’s task is not only to provide knowledge and educate, but also to carry out intervention activities due to the dynamics of interpersonal relations and the challenges of contemporary world. The article could serve as a contribution to further deliberations and studies concerning teachers’ competence in the sphere of crisis intervention.

Assumptions: This article is part of a wider study on adults with autism. The main assumption of the series of studies is concerned with listening to and hearing the voices of those most affected – those with a diagnosis of autism. The material, which is based on the experiences of people with autism, allows us to present views on the role of the teacher – the creator of the educational space. Thus far, we have presented the experiences and comments of teachers and therapists; now we can listen to the voices of not only students and parents, but people with autism. The research problem was to present the educational experiences described by autistic people in a paper on pedeutology. The aim of the study was to investigate the opinions on education held by people with autism. Method. This study employed the netnographic method and involved a group of people with a diagnosis of autism who met online and agreed to participate. Results. Reaching out to a large group made it possible to analyze their statements by ranking and creating meaning bundles. Conclusions. The first conclusion is that there is a difference in the approach to the teaching/learning process. This is due to symptoms that are specific to autism, as well as to the different educational and therapeutic approaches. The second conclusion is related to the use of punishment that, in addition to forbidden forms (such as physical punishment), often evolve into psychological and social punishment, such as isolation, marginalization, or a lack of interest. It seems to be equally important to draw attention to the ineffective attempts to impose recognized normative forms of functioning (often referred to as a violation), as well as treating these people as not fully intellectually capable, which is not a condition (intellectual disability can co-occur in a few cases [see Casanova et al., 2000]).

BACKGROUND: A healthy diet is a major factor in childhood for proper mental and physical development, and schools are valuable settings for promoting nutritional health. Teachers have a key role as educators and as a link between children, families, and institutions. OBJECTIVES: The study aims at describing the teachers’ profile and to evaluate the level of adherence of their schools to the recommendations by Health Promoting Schools concerning nutritional issues. METHODS: A cross-sectional study was conducted on a sample of 131 Spanish and Italian teachers from kindergartens and primary schools. RESULTS: The lack of a structured approach to school food emerged, as well as a low quality level of food consumption at school. Among the positive aspects, there is the compliance with the dietary reference values for the intake of nutrients and energy of meals supplied by cafeterias and the collaboration with nutritionists in health services, but other desirable circumstances are neglected (e.g. training courses for staff, the involvement of students, supply of water and vegetables such as healthy drinks and snacks). CONCLUSION: The study confirmed the need to train teachers and to strengthen school action plans, particularly the agenda around the sustainability of the school food and nutrition environment.

The term student–centered learning describes the shift in power from the expert teacher to the student learner, driven by a need for a change in the traditional environment where in this ‗socalled educational atmosphere, students become passive, apathetic and bored‘. In the College system, the concept of Student–centered education has been derived, in particular, from the idea that the teacher should not ‗interfere with this process of maturation, but act as a guide‘. It was highlighted that this was linked with the process of development or ‗readiness‘, i.e., the student will learn when he/she is ready. Through this paper made an attempt to study how student centric model affected learning style of students in Mangalore. In this study both direct interview and secondary data has been taken into consideration.

O presente artigo problematiza a formação de professores de matemática no ensino a distância (EAD).Tem como objetivo principal mostrar a importância da formação nessa modalidade para os futuros professores que irão atuar na educação básica. Também reflete sobre as vantagens e desvantagens dos cursos e asnecessidades educacionais que precisam ser supridas pelo EAD na formação desse professor. A reflexão realizada neste trabalho também busca mostrar o EAD como impulsionador da democratização da educação. Ao longo da discussão, a problematização se aprofunda nos desafios de ser professor de matemática dentro da realidade das escolas; discute também os paradigmas do ensino da matemática no ambiente escolar e a utilização das TICs na formação docente e no ensino em sala de aula. A linha de pesquisa utilizada foi a bibliográfica baseada na leitura e reflexão de textos que tratam do assunto. Ao final, baseado na contribuição dos autores trabalhados, concluiu-se que o EAD tem um papel socialmente importante na expansão do ensino superior e na busca de novas possibilidades educativas para o ensino matemático nas escolas.&nbsp

Bielefeld : transcript Verlag 2023, 324 S. - (Bildungsforschung; 17), Was bedeutet es, Lehrer:in an einer Schule im 'Brennpunkt' zu sein? Hauke Straehler-Pohl stellt die gemeinsamen Reflexionen von Lehrer:innen in den Vordergrund, die sich dieser Frage widmen. Dabei entsteht nicht nur ein differenziertes Bild der Arbeit von Lehrer:innen, sondern auch davon, wie der Arbeitskontext - der 'Brennpunkt' - sich auf diese Arbeit auswirkt und ihr zuweilen eine dilemmahafte Struktur verleiht. Es wird deutlich: Die Herausforderung, sich tagtäglich in einem von Segregation geprägten Sozialkontext behaupten zu müssen, prägt die Art und Weise, wie Lehrer:innen auf sich selbst, ihre Schüler:innen, ihre Arbeit und die Gesellschaft blicken. (DIPF/Orig.)

This thesis is submitted for the completion of a Master of Fine Arts Degree in Drama from the University of Virginia. It includes a digital portfolio comprised of a filmed introduction, a scene, and two monologues. The written component of this document contains a transcription of the filmed performances, an actor’s head-shot, resume, biography, journal of process, and a statement of philosophy.

This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.

The needs of Ukraine’s economic development require the creation of new, innovative technologies that take into account changes in the social and spiritual life of young people, the need to form a harmonious personality and optimize the learning process. New pedagogical technologies are aimed primarily at “providing conditions for self-realization of student’s essential capabilities in various kinds of theoretical and practical activities, in dynamic life in the new market conditions”. An essential feature of modern innovation processes in the field of education and upbringing is their technologization – a strict compliance with the content and sequence of stages of innovation implementation. The difference between technology and methodology is a fundamental issue for modern pedagogics. Technology and methodology are distinguished by two main points: the guarantee of the final outcome and planning of the future educational process. The varieties of personality-centered pedagogical technologies include personality developmental teaching, productive teaching, personalized teaching and technology of higher labor, self-development, technology of humanism. Analyzing the features of higher pedagogical education technologization, the attention should be paid to an increase in the need for the use of new information technologies in the training of new generation specialists for modern educational systems. New information technologies (NIT) are defined as a set of methods and technological means of collecting, organizing, storing, processing, transmitting and presenting information that increases people’s knowledge and develops their capabilities to manage technological and social problems. Pedagogical technology is interpreted according to three aspects: the scientific aspect (pedagogical technology as a component of pedagogical science that creates pedagogical processes in pedagogical systems); procedural and descriptive aspect (description, process algorithm, a set of goals, content of methods and means to achieve guaranteed results according to the goal); procedural and effectual aspect (implementation of the technological process, functioning of all personal tools).