The effect of gender on teaching dispositions: A Rasch measurement approach

Ehrich, John; Woodcock, Stuart; West, Conor

doi:10.1016/j.ijer.2019.101510

Cited by 17 publications

(6 citation statements)

References 45 publications

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“…Ao focar no contexto da docência, a maioria dos professores de Biologia tem formação em Ciências Biológicas e são do sexo feminino (61,5%), porém, existem profissionais formados em áreas distintas atuando no ensino de Biologia, principalmente, nas escolas em que a predominância de professores biólogos é menor, conforme constatação de pesquisa em escolas públicas da educação básica (Sousa et al, 2017). Isso mostra que a profissão docente é majoritariamente feminina tendo relação direta com a desvalorização e precarização do trabalho docente ou o fato de as mulheres apresentarem mais traços disposicionais para comunicação e ensino (Ehrich;Woodcock;West, 2020).…”

Section: Ensino De Biologia E O Cotidiano Docenteunclassified

Abordagens educacionais entre ciências da natureza e ciências ambientais: revisão de literatura

Sousa,

Nápolis,

Moita Neto

2024

Cad. Pedagógico

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No processo educacional, a discussão de temas socioambientais deve ser abordada de modo mais dialógico, interdisciplinar e contextualizado. Na educação básica, perspectivas de Ciências Ambientais e de Ciências da Natureza facilitam o estudo do meio ambiente e de possíveis soluções para os problemas socioambientais, na busca de alcançar um currículo para além de competências e habilidades resumidas a finalidades mecânicas e corriqueiras. Objetivou-se verificar perspectivas educacionais entre Biologia e educação ambiental (EA), no contexto curricular do novo ensino médio. Foi realizada revisão bibliográfica no Portal Periódicos Capes e na base de dados Google Scholar e selecionados artigos científicos que traziam narrativas educacionais sobre EA, ensino de Biologia e Base Nacional Comum Curricular (BNCC). Sobre a expressividade das narrativas educacionais, o contexto sobre interconexões entre os temas EA, Ensino de Biologia e BNCC foi o mais expressivo (36,54 %). De forma isolada, o tema Ensino de Biologia (28,85 %) se sobressaiu aos demais, EA (15,38 %) e BNCC (19,23 %). Perspectivas sobre contexto escolar, cotidiano docente, desafios para o processo educacional e interconexões temáticas corresponderam às descrições e discussões das narrativas educacionais. A EA corresponde a tema transversal contemporâneo da BNCC e, no ensino de Biologia, costuma ser relacionada ao contexto da conscientização socioambiental. As narrativas aqui tratadas possibilitam abordagens de EA no ensino de Biologia do ensino médio para além do contexto disciplinar e suas limitações e situam para relações com as orientações curriculares mais recentes.

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Section: Ensino De Biologia E O Cotidiano Docenteunclassified

Abordagens educacionais entre ciências da natureza e ciências ambientais: revisão de literatura

Sousa,

Nápolis,

Moita Neto

2024

Cad. Pedagógico

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“…Female teachers have acceptable teaching dispositions, such as teaching efficacy, communication, and teaching practices (Alnahdi & Schwab, 2023;Ehrich et al, 2020). When female teachers teach females, their feedback can improve female students' social adjustment and learning motivation (Gong et al, 2017).…”

Section: 2mentioning

confidence: 99%

Teaching Approaches of Madaris Teachers in Pakistan: A Gender and Location Based Study

Ali,

Tahir

2023

REAL

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The teachers use teaching methods and techniques in their classrooms with clear goals and intentions to teach. These teaching approaches might be teacher-centred, intended to transfer information, or student-focused, intended to change students’ understanding. Apart from various contextual and personal factors, such as gender and institutional location, they can also explain the differences and variations in these teaching approaches. Literature on approaches to teaching in public schools is available. However, there is insufficient literature about Madaris teachers across the globe. In Pakistan, Madaris are parallel educational entities that cater to millions of students. Therefore, the current study identified the teaching approaches of Madaris teachers in relation to the gender and location of Madaris. Under a survey research design, data were collected from 790 Madaris teachers in Punjab. An ANOVA statistical test revealed that the interaction of gender and location could explain the difference in Madaris teachers’ preferred teaching approaches in Madaris in Punjab. Male teachers in rural and urban areas had a higher conceptual change student-focused approach and a higher information transfer teacher-focused approach. The Pakistani government and private sectors should design teaching training programs according to the particular curriculum in Madaris and assist Madaris with instructional teaching reforms.

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“…The teaching system in colleges and universities is a special system containing stable elements such as teachers, students, and various equipment and tools, these elements impact and interact with each other and together constitute an organic whole [29]. From macroscopic to microscopic scales, the teaching effect of higher educational schools is affected by many influencing factors, wherein the macroscopic factors mainly have two aspects, the society, and the school.…”

Section: The Influencing Factorsmentioning

confidence: 99%

Evaluation of Teaching Effect in Higher Educational Institutions and Identification of Its Influencing Factors

Wang¹,

Jing-hua

2021

Int. J. Emerg. Technol. Learn.

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For higher educational institutions, teaching effect evaluation is necessary for improving teaching quality and reforming teaching mode. The evaluation has a long-lasting effect on the growth of students, and a close correlation with the immediate interests of every teacher. This paper evaluates the teaching effect and its influencing factors for the undergraduate education in ordinary colleges. It was found that the teaching effect is mainly affected by factors in four dimensions: teacher, student, teaching method, and teaching environment. Then, the authors reformed the teaching method, and tested its performance. The results show that the reformed teaching method improved the professional English ability of students more significantly than the ordinary teaching method. Therefore, higher educational schools are suggested to establish a set of scientific, reasonable, and practical evaluation methods for teaching effect, reflecting the teaching requirements, policies, faculty, and capital investment. The research findings lay the foundation for the long-term healthy development of higher education.

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The effect of gender on teaching dispositions: A Rasch measurement approach

Cited by 17 publications

References 45 publications

Abordagens educacionais entre ciências da natureza e ciências ambientais: revisão de literatura

Abordagens educacionais entre ciências da natureza e ciências ambientais: revisão de literatura

Teaching Approaches of Madaris Teachers in Pakistan: A Gender and Location Based Study

Evaluation of Teaching Effect in Higher Educational Institutions and Identification of Its Influencing Factors

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