Experiences of the Flipped Classroom method Does it make students more motivated?

The aim of this paper is to highlight use of the flipped classroom method, and how teachers perceive this teaching practice. More specific the research focus on whether the teachers’ experience that the model leads to increased motivation in the students learning process. The background for the research is generated from qualitative interviews with teachers, and the empirical data obtained is from semi-structured interviews with these informants. The results show that the flipped classroom method in fact did increase participation and cooperation, which in turn generated motivation and willing students. The teachers got more time for guidance of each student, which provided more solid knowledge on each student’s academic level

Exploring diversity in the relationships between teacher quality and job satisfaction in the Nordic countries : insights from TALIS 2013 and 2018

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Understanding and examining teacher resilience from multiple perspectives

In this chapter, I argue that differing conceptualisations of the construct of resilience shape and enrich the research questions and methodology used to examine it. In addition, the conceptual focus has implications for questions such as whose responsibility it is for the development of resilience. Research conducted within two Australian projects, Keeping Cool and BRiTE (Building Resilience in Teacher Education) is used as an illustration of the impact of a changing conceptual focus. For example, beginning with a psychological perspective led to an examination of risk and protective factors for individuals. More contextual approaches involved a comparison of countries. Recent systemic views support a model that encompasses both personal and contextual characteristics, as well as strategies used and outcomes achieved. It is argued that taking multiple perspectives in this programme of work has enabled the incorporation of a broad range of research methods and findings, and contributed to a deeper understanding of the construct of teacher resilience

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers guided by the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class that originates from the close proximity between teacher and student. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students, and changes teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research

Adolescents' perceptions of masculine and feminine values in sport and physical education: A study of gender differences

In present study we investigated possible gender differences in how 357 secondary-school students valued the importance of masculine and feminine characteristics within sport and physical education and how their ratings of values were related to their participation in gendered sport. The results indicated that boys rated appearance strength, sports competence, endurance strength, and masculinity as significantly more important than did girls. Girls rated appearance good looking face, appearance slender, and femininity as significantly more important than did boys. Further, more boys participated in traditionally masculine sports, whereas girls to a greater extent participated in traditionally feminine sports. A discriminant function analysis separated the masculine sport group from the feminine sport group, which suggests that higher scores on the masculine function were indicative of lower value on appearance slender and flexibility, accompanied by higher value on appearance strength and masculinity. For the feminine sport group, this pattern was the opposite. © 2005 Springer Science+Business Media, Inc

Stress Experienced by Teachers and Stressors in Dependence on the Institution of Education

Mokytojų darbas vykstant socialiniams pokyčiams ir besitęsiančioms švietimo reformoms atsidūrė nuolatinės kaitos proceso sūkuryje. Visa tai turi itin stiprų poveikį ir įtaką mokytojo profesinei veiklai, jos kokybei ir darbo efektyvumui, patiriamam stresui. Tyrimo tikslas – išanalizuoti pedagogų patiriamą stresą bei stresorius priklausomai nuo ugdymo įstaigos. Duomenys buvo renkami anoniminės anketinės apklausos metodu. Taikytas atsitiktinės atrankos metodas. Tyrimas atliktas dviejuose Jonavos ugdymo įstaigose: gimnazijoje ir lopšelyje – darželyje. Streso pedagogų darbe tyrime dalyvavo 56 respondentai: 36 gimnazijos ir 20 lopšelio – darželio pedagogų. Stresui pedagogų darbe įvertinti buvo taikoma J. Pikūno ir A. Palujanskienės metodika. Apklausos metu pateiktas klausimynas, atskleidžiantis vidinius stresorius, kurie tuo pačiu metu gali būti vertinami ir kaip vidinio streso požymiai. Duomenų statistinė analizė atlikta naudojant SPSS 17.0 programinį paketą. Tyrimas parodė, kad 30% lopšelio – darželio pedagogų jaučia nežymų stresą arba kad vidinių stresorių nepavyksta įveikti įprastu būdu (χ2=22,41; p<0,001). Nustatyta, kad gimnazijoje ir lopšelyje – darželyje jaučiamas vidutinis stresas bei trečdaliui lopšelio – darželio pedagogų nepavyksta įprastu būdu įveikti vidinių stresorių ir tai sukelia nežymų stresą.In the context of social changes and ongoing education reforms, teachers’ work found itself in the midst of continuous turnover. All those processes strongly affect and influence teachers’ professional activities, their quality and work efficiency, as well as their experienced stress. The aim of the research was to analyze stress experienced by teachers and stressors in dependence on the institution of education. The data were collected using the methods of questionnaire survey. The subjects were selected using the random sampling strategy. The study was conducted in two Jonava institutions of education: a gymnasium and a preschool. The study on stress in teachers’ work involved 56 respondents: 36 of them were from the gymnasium, 20 – from preschool. Stress in teachers’ work was evaluated applying the methodology of J. Pikūnas and A. Palujanskienė. The questionnaire used in the survey revealed internal stressors which at the same time could be evaluated as internal signs of stress. Statistical data analysis was performed using SPSS 17.0 programme package. Research showed that 30% of teachers at the preschool experienced low levels of stress, and their internal stressors could not be overcome in usual ways (χ2=22.41; p<0.001). It was established that teachers both in the gymnasium and preschool felt internal stress, and one third of preschool teachers were unable to overcome internal stressors, which caused low stres