TEACHERS’ PEDAGOGY FROM THEIR NATIVE COUNTRY, MATTERS TO STUDENTS?

Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives

The purpose of the study was to identify the components of holistic school pedagogy as identified by a sample of Finnish secondary school teachers and students from two schools. Holistic pedagogy concerns the development of the whole student and acknowledges the cognitive, social, moral, emotional and spiritual dimensions of education. The data were gathered in spring 2008 and include 19 interv...

Teachers implementing pedagogy through REDEEM

Previous research has shown that teachers, working in computer supported classrooms, are often unhappy with what they perceive is the diminution of their role as educators. One solution to the problem of loss of control over the teaching and learning process is to provide teachers with tools to develop their own computer-based learning environments. The investigation presented here is a case-ba...

Primary School Teachers’ Ability to Recognise Resilience in their Students

This study investigated teachers’ knowledge of, and capacity to identify resilience, in 92 primary school children in Far North Queensland. It was found that although teachers’ knowledge of resilience was apparently strong, and they reported a significant level of confidence in their ability to assist children in building resilience, their capacity to identify levels of resilience in their stud...

efl teachers job satisfaction and social capital in relation to students’ motivation

abstract this mixed method study examines whether there is any relationship among the variables of the study (job satisfaction, social capital and motivation). the researcher considered job satisfaction and social capital as independent variables; motivation is the dependent variable of the study. the researcher applied a questionnaire to assess each variable. to measure efl teachers’ job sati...

How do teachers teach? Insights from teachers and students