Teachers occupy a special and high role in our traditional culture. However, due to recent westernization, the role of teachers as mentors and fathers has tended to become more like professionals and laborers. Upon the enactment of Teachers¡¦ Act in 1995, teachers in Taiwan began to own the right of organizing associations, although there is still some significant gap from labor unions. This research studies how the teachers participate in the teacher¡¦s association and the recognition and intention of teachers in joining the teachers¡¦ unions. Teachers¡¦ unions, as yet illegal, is a process of social movement, in which mobilization of members, resources and ideology, and the solidarity of members, are all crucial for the possible success of Teachers¡¦ Unions. Adopting the methods of questionnaires and in-depth interviews, using teachers from two comprehensive high schools in Kaohsiung area as samples, this research applies for SPSS, and use statistic methods such as descriptive statistics, t-test, correlations, one-way ANOVA, chi-square test, reliability test, factor analysis and logistic regression, to examine how demographic attributes, teachers¡¦ cognition on their roles, teachers¡¦ cognition about the functions of Teachers¡¦ Association and Teachers¡¦ Union, as well as teachers¡¦ cognition on the Labor Act, on their intention of joining Teachers¡¦ Union. The results show that, being a member of the Teachers¡¦ Association is the most important and consistent predictor of teachers¡¦ intention in joining the Teachers¡¦ Union. As for the impact of teachers¡¦ cognition on their role, contrary to traditional knowledge, those who see teachers as more of ¡§sacred teachers¡¨ tend more likely to join Teachers¡¦ Union. Those who consider ¡¥rights protection¡¦ and ¡¥professional image¡¦ as important functions of Teachers¡¦ Association, tend more likely to join the Teachers¡¦ Union, whereas no impact was found on the function of ¡¥strike¡¦. On the other hand, teachers¡¦ perspective on the functions of Teachers¡¦ Association has no any impact on their intention of joining Teachers¡¦ Union. Finally, teachers who see ¡¥the right of negotiation¡¦ and ¡¥the right of strike¡¦ as more important for the Teachers¡¦ Union, tend more likely to join the Teachers¡¦ Union.

Made available in DSpace on 2014-07-29T16:10:33Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25 / This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country / Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país

Made available in DSpace on 2014-07-29T16:15:26Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25 / This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country / Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país

The concept of reflection expressed as different types of thinking is explicitly given an essential role in specific strands of international discourses on lifelong learning and education. Meanwhile, some researchers consider reflection problematic and point to the lack of consensus on its meaning in theory and practice. Assuming that there are varied conceptualizations and that arguments for learning of reflective skills are deemed sound, it follows that it would be especially meaningful to find out how professionals responsible for educational practices understand the concept. As this kind of research appears scarce in adult education, an exploration may contribute to knowledge underlying what teachers do ‘in the name of reflection’. The pedagogy in Swedish popular education is of special interest as it ideally centers adults' participation and reflection with others to facilitate learning. Furthermore, the curriculum is not regulated in law which may indicate a wide variety of interpretations of the teaching mission including its key concepts. Therefore, the aim of this phenomenography inspired study is to identify the variation in folk high school teachers’ (n=7) conceptions of reflection in Swedish popular education. Based on analysis of semi-structured interviews, it is argued that the results in some sense broaden the understanding of reflection in revealing three different categories of descriptions. These categories are; reflection as a process fostering understanding of experiences, reflection as a tool facilitating learning and development, and reflection as a pedagogy enacting ideals of popular education and emancipation. On basis of the theoretical idea that teachers’ thought is important to and influence their professional action, the potential influences of these varying conceptualizations on folk high school teachers’ professional practice are elucidated.

I ett flertal teorier inom fältet vuxnas lärande, liksom i dokument i specifika skolformer inom svensk vuxenutbildning, ges begreppet reflektion en frontposition i relation till lärande. Begreppet är dock problematiskt i att det har flera olika innebörder som inte nödvändigtvis harmonierar med varandra. Vidare saknar skolformer i utbildningssystemet didaktiska riktlinjer för utformningen av undervisning. Ett spänningsfält kan skönjas här, mellan å ena sidan explicita krav på reflektion i dokument med bäring på specifika skolformers verksamhet, och å andra sidan teoretisk och didaktisk oklarhet kring begreppet reflektion.     Syftet med uppsatsen är att identifiera folkhögskollärares beskrivningar av hur de utformar undervisning för deltagares reflektion. Den kvalitativa metodansatsen är tematisk analys och det empiriska datamaterialet består av intervjuer med sex folkhögskollärare.     Resultaten av analysen gestaltas i fem övergripande teman av beskrivningar: samtal utformas som perspektivvidgning och återkoppling både i det fysiska och virtuella klassrummet; skrivande utformas via chatt eller för hand genom dikt- och brevskrivande eller som textframställningar i linje med olika skrivgenrer. Dessutom som formuleringar i punkt- eller verbform, som skrivstafett eller som reflektion utifrån givna frågor och uppgifter; frågor utformas dels med öppna frågor som inleds med Vad, Hur, Varför, Vilka och Var och dels som ja/nej-frågor; samspel utformas i helgrupp, i smågrupper eller enskilt med läraren; intryck utformas med textbaserade och visuellt baserade material, auditivt och audiovisuellt material, dofter och gemensamma upplevelser. / In several theories within the field of Adult learning, as well as in specific documents in Swedish Adult education, reflection is given a front position in relation to students’ learning. However, the concept of reflection is problematic in that it has various meanings that do not necessarily harmonize. Furthermore, school forms in the educational system lack guidelines for the design of teaching. A conflict can be discerned here. A conflict between, on the one hand, explicit demands on reflection in documents relevant to specific school forms, and, on the other hand, a lack of clarity concerning the theory and design of reflection in teaching. The aim of this paper is to identify Folk High School teachers’ descriptions of how they design teaching to facilitate their students’ reflection. The qualitative method is thematic analysis and the empirical material consists of interviews with six Folk High School teachers. The results of the analysis are illustrated in five overall themes of descriptions; discussion is designed as broadening of perspectives and feedback in the virtual, as well as physical class room; writing is designed as online chat or by hand, with poetry and letter writing or as texts of various genres. In addition/moreover, as expressions in point- or verb form, as “writing relay” or as reflection based on given questions or assignments; questions are partly designed open-ended, beginning with What, How, Why, Who, and Where, and partly as yes-no questions; interaction is designed plenary, in small groups, or individually with the teacher; impressions are designed with text-based and visually-based materials, auditory and audiovisual materials, fragrances, and shared experiences.

As a high school teacher I took to authoritarian methods in order to give students education and ultimately formation. It was an original force that made me react to chaos and harassment in classroom. In the essay, I examine my own reactions and frustrations in my efforts to create endurable and friendlier environment in class. The discussion is about authority and freedom and to what extent it is reasonable to use authoritarian methods to facilitate for students to reach potential freedom. The conclusion is that methods that can be described as authoritarian are not consistent with modern education, but teachers have to get means and resources to meet all pupils. An other conclusion is that we have to change perspective from the individual teacher to an overall discussion on authority and freedom in high school education. / Uppsatsen utgår från ett exempel där den dagliga samvaron präglas av kaos och trakasserier och där jag som lärare använder mig av auktoritära metoder för att ge elever en möjlighet att klara studierna på gymnasiet. I essäform beskriver jag mina tankar och utmaningar för att skapa ett bättre arbetsklimat i skolklassen. Diskussionen handlar om auktoritet och frihet, om utbildning och bildning och i vilken utsträckning det är rimligt att ta till auktoritära metoder för att ungdomar ska kunna nå sin potentiella frihet. Samhället lägger stort ansvar på enskilda lärare när det gäller att få arbetet att fungera i klassrummet. Min slutsats är att auktoritära metoder inte har en plats i dagens skola men att lärare måste få resurser för att kunna möta alla elever och att frågan om hur vi ska förstå begreppet auktoritet som medel för att elever ska kunna nå sin potentiella frihet bör diskuteras och behandlas inte bara inom skolan utan även i samhället i ett vidare sammanhang.

Unmanaged stress in teachers often triggers burnout, which leads to a rise in healthcare costs and absenteeism. Therefore, teachers' resiliency needs improvement to lower the risk of burnout. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose of this study was to examine if the personality trait, conscientiousness, moderates the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. The results of this study might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions. The outcome may be a more positive social, academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

No description available.

The Swedish secondary upper school organization, leadership and staff activities are governed by and construed by the Education Act (SFS 2010:800). The Act states that the principal can delegate its desicion rights. The Swedish Schools Inspectorate have shown that principals need to work for greater involvement. In this qualitative pilot study are nine semi-structured questions to teachers and principals about their experience of delegation. The overarching question is how principals leadership looks in reality. Who receives delegation, when, how and why? The transcription was done by the investigator who compiled meaningful quotes. Themes and dimensions was made by triangulation of an experienced Head of unit within a social-educational work outside the municipal school. The results showed some similarities between the thesis theoretical background and the empirical survey on leadership and delegation.

No description available.