Digital repository of Slovenian research organisations

Search the repository
A+ | A- | Help | SLO | ENG

Query: search in
search in
search in
search in

Options:
  Reset


Query: "keywords" (teachers’ educational need) .

1 - 2 / 2
First pagePrevious page1Next pageLast page
1.
Form teachers’ perceptions of the need for in-service training to manage their students’ problematic behaviour
Vladimíra Zemančíková, Adriana Poliaková, 2025, original scientific article

Abstract: This study aimed to identify Slovak form teachers’ educational needs to manage their students’ problematic behaviour. To this end, a custom questionnaire was developed and offered to form teachers in lower secondary education (ISCED2) and upper secondary education (ISCED3) (N = 266). Their views were then compared based on the type of schools they worked in, their years of experience, and their gender. The Kruskal-Wallis and Dunn’s post-hoc tests were then conducted, which revealed significant differences in the educational needs of those with different years of experience and those who work in different types of school: on average, the form teachers with more than 15 years of experience reported a lower need for in-service training than those with less experience, and the form teachers in four-year gymnasiums reported a lower need than the primary school (ISCED2 level) and secondary vocational school teachers (ISCED3 level).
Keywords: teachers’ educational need, form teacher, problem behaviour of students, teacher professional development
Published in DiRROS: 30.07.2025; Views: 527; Downloads: 258
.pdf Full text (241,98 KB)
This document has many files! More...

2.
National policy support for developing teachers’ social and emotional competencies and diversity awareness : comparative insights
Urška Štremfel, 2024, independent scientific component part or a chapter in a monograph

Abstract: The chapter aims to provide comparative insights into national policy frameworks supporting the development of teachers’ social and emotional competencies and diversity awareness in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project field trial countries (Austria, Croatia, Portugal, Slovenia, Sweden). The results show that, despite several good practices being identified, the field is not systematically supported in the mentioned countries. This is evident in the lack of clear definitions and goals in key national policy documents, the non-obligatory presence of the topic in both initial teacher education and continuous professional development, the absence of systematic monitoring of teachers’ well-being and social and emotional competencies and diversity awareness, coupled with the scarce policy-related research in the field. Nevertheless, significant differences between countries are established. These findings are important for determining fields in need of further improvement, identifying good practices for policy learning between European Union countries as well as providing one of the several backgrounds for understanding the complexity of the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges policy experiment results.
Keywords: education, teachers' well-being, social and emotional competencies, diversity awareness, national educational policy, comparative insights
Published in DiRROS: 27.01.2025; Views: 949; Downloads: 396
.pdf Full text (4,42 MB)
This document has many files! More...
Search done in 0.16 sec.
Back to top