Defective Decision Making

Teacher burnout as the result of poor career choice and decision making plagues new teachers in the field of education, as well as special education. This chapter introduces theories of moral development and self-efficacy that explain the thought processes of teachers whose expectations in the field do not match the reality of teacher practice. Therefore, their decision making to enter the field contributes to early teacher burnout. Three case studies are described as examples to understand how the psychology of choice determines the factors that result in burnout. The chapter describes how the teachers' decisions relate to the psychology of moral development theory and self-efficacy theory for their career choice. Their behavior and attitude as a teacher relates to their catastrophic choices. The chapter presents suggestions that teachers can implement to make better decisions for their career choice.

Personalizacja w kształceniu polonistycznym. Potrzeby, dylematy, dobre praktyki

The article presents problems related to the individual educational needs of secondary school students in the field of Polish language education, as well as teachers’ dilemmas regarding the reconciliation of the implementation of curriculum requirements with the support that students expect from them. The author presents selected methods of personalizing the educational process developed by Polish language teachers participating in the project „Professional Polish teacher. Practice and personalization” at the Faculty of Polish Studies of the Jagiellonian University.

New Zealand violin teaching contexts and their impact on teacher practice in private studios and out-of-hours music centres.

<p>The out-of-hours music programme provides free instrumental music lessons to primary school aged children and has a long-standing history in New Zealand, dating back to 1929. While this government-funded programme has been part of the primary school sector for more than fifty years, there is little to no research about its teaching or how it functions. Out of hours music centres are unique to New Zealand and while being attached to the primary school sector are run independently outside school hours. Many of these centres offer violin lessons and generally, their teachers also work as private violin teachers. Are violin teacher’s pedagogical practices different depending on whether they teach in a centre, or in their own studios? This sociocultural study presents a critical analysis into beginner violin pedagogies and the similarities and differences between the out-of-hours music context and the private studio.</p>

New Zealand violin teaching contexts and their impact on teacher practice in private studios and out-of-hours music centres.

<p>The out-of-hours music programme provides free instrumental music lessons to primary school aged children and has a long-standing history in New Zealand, dating back to 1929. While this government-funded programme has been part of the primary school sector for more than fifty years, there is little to no research about its teaching or how it functions. Out of hours music centres are unique to New Zealand and while being attached to the primary school sector are run independently outside school hours. Many of these centres offer violin lessons and generally, their teachers also work as private violin teachers. Are violin teacher’s pedagogical practices different depending on whether they teach in a centre, or in their own studios? This sociocultural study presents a critical analysis into beginner violin pedagogies and the similarities and differences between the out-of-hours music context and the private studio.</p>

Teacher Practice in Teaching the Subject of Maharat Al-Quran Integrated Curriculum Tahfiz

This study aims to measure the level of teacher practice in teaching the subject of Maharat al-Quran Integrated Curriculum Tahfiz (KBT). A total of 621 teachers were made respondents in this study. This study is in the form of a cross-sectional survey involving teachers from KBT secondary schools throughout Malaysia. While the sampling method of this study uses stratified random sampling method. Data were analyzed using IBM Statistical Package for Social Science (SPSS) software version 25.0 Descriptively to determine the mean value, standard deviation and percentage. The findings of the study show that the level of teacher practice in teaching the subject of Maharat al-Quran KBT is at a high level. In conclusion, this study successfully highlights the uniqueness of the findings that teachers in secondary schools who implement KBT practice well the teaching of tajwid law, manners of the Quran, recitation, knowledge of Qiraat, practice of Qiraat and Rasm Uthmani in the subject of Maharat al-Quran. The science of tajwid is the main teaching emphasized by the teacher to enable students to learn the Quran. The implication is that tahfiz teachers have a role to teach Quranic skills because teachers are the driving force behind a built curriculum. Abstrak Kekurangan pengetahuan terhadap subjek yang diajar akan mengganggu kelancaran proses pengajaran dan pembelajaran (PdP). Kegagalan memahami isi kandungan pelajaran dapat menjejaskan kaedah PdP yang dirancang dan akan memberikan impak negatif kepada pendidikan itu sendiri. Kajian ini bertujuan untuk mengukur tahap amalan guru dalam pengajaran subjek Maharat al-Quran Kurikulum Bersepadu Tahfiz (KBT). Seramai 621 orang guru dijadikan responden dalam kajian ini. Kajian ini berbentuk tinjauan rentas silang (cross-sectional) yang melibatkan para guru dari sekolah menengah KBT di seluruh Malaysia. Manakala kaedah pensampelan kajian ini menggunakan kaedah pensampelan rawak berstrata (stratified random sampling). Data telah dianalisis menggunakan perisian IBM Statistical Package for Social Science (SPSS) versi 25.0 secara deksriptif untuk mengetahui nilai min, sisihan piawai dan peratusan. Dapatan kajian menunjukkan bahawa tahap amalan guru dalam pengajaran subjek Maharat al-Quran KBT berada pada tahap tinggi. Kesimpulannya, kajian ini berjaya menonjolkan keunikan dapatan bahawa guru di sekolah menengah yang melaksanakan KBT mengamalkan dengan baik pengajaran hukum tajwid, adab al-Quran, tilawah, ilmu Qiraat, amali Qiraat dan Rasm Uthmani di dalam subjek Maharat al-Quran. Ilmu tajwid merupakan pengajaran utama yang ditekankan oleh guru untuk membolehkan murid mempelajari al-Quran. Implikasinya, Guru Tahfiz mempunyai peranan untuk mengajarkan kemahiran al-Quran kerana guru merupakan penggerak sesebuah kurikulum yang dibina

"I didn't know it was normal": How student stress, anxiety, and confidence during COVID-19 influence student wellbeing

Students in 2020 experienced unprecedented levels of anxiety and stress as a result of the global COVID-19 pandemic. The pandemic affected not only students’ experiences of academic achievement in their first year of NCEA assessments, but also their wellbeing. This action research project, which was conducted with 23 female Pasifika Year 11 students, looked at the drivers of stress and anxiety in students, and investigated methods of minimising and managing these stressors. Another focus was the impact confidence has on agency and expectations of achievement in Level 1 NCEA. Data was collected through student voice, using small-group talanoa, one-on-one conversations, surveys, and conversations with staff. My research findings indicate that students are not aware of the prevalence, nor normalcy, of anxiety and stress experienced by people in daily life. Conversations are presented confirming that students struggle to know how to manage achievement-related anxiety or cope in a learning environment when it becomes overwhelming. This work finds that students would appreciate teachers and adults being more transparent and vulnerable about their own anxieties, and that teacher practice would improve in turn. It suggests that classrooms that serve as safe spaces for mutual sharing about anxiety allow for the sharing and construction of healthy methods for dealing with achievement-related anxiety.

Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.