Coping strategies used by second-career student teachers.

BACKGROUND: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. AIM: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied. SAMPLE: Twenty-four SCTs in the alternative teacher training programme (ATTP) at the University of Amsterdam participated in this study. These SCTs aspired to become teachers of mathematics, physics, economics, computer science or chemistry. METHOD: For each participant, written logbook fragments and interviews were analysed in Atlas-ti. RESULTS: The SCTs used in decreasing order: intrapersonal approaching (e.g., resolving problems autonomously), interpersonal approaching (e.g., consulting others) and intrapersonal avoiding strategies (e.g., ignoring an undesired situation). Interpersonal avoiding strategies were not mentioned at all. While the SCTs reported approaching strategies (inter- and intrapersonal) as being useful for their development, we also found disadvantages to intrapersonal approaching strategies and advantageous uses of avoiding strategies. The SCTs noted several inter- and intrapersonal approaching coping strategies that they considered typical for SCTs. CONCLUSION: Intrapersonal approaching coping strategies can be a risk because of the invisibility of these strategies. Interpersonal strategies should be stimulated because SCTs benefit from the social network in school. Avoiding strategies may serve a purpose for managing the complexity of the teaching profession.

Professional Development among Secondary Teachers in Spain: Key Associated Factors as of PISA 2018.

Professional development for teachers is fundamental in the configuration and functioning of smart schools. This paper aims to characterize professional development with the participation of compulsory secondary teachers in Spain and to detect key factors in the functioning and organization of schools associated with higher levels of ongoing teacher training. A cross-cutting non-experimental design was used to conduct a secondary analysis of data from PISA 2018 tests, including over 20,000 teachers and more than 1000 schools in Spain. Descriptive results show great variability in teachers' commitment to their professional development; this variability is not associated with the grouping of teachers by school. The decision tree model completed with data mining tools shows that intensive professional teacher development in schools is associated with a better school climate and higher levels of innovation, cooperation, taking on shared goals and responsibilities, and leadership distributed among the education community. The conclusions highlight the importance of ongoing teacher training and how this improves educational quality in schools.

What is the concordance between parent- and education professional-reported adaptive functioning in autistic children using the VABS-II?

Adaptive functioning of autistic children is traditionally measured through informant-report, often from parents. Behaviour varies across settings though, and context-specific reports should be considered. Limited and inconsistent results show low parent-education professional concordance, but no research has yet explored item level response variation. We investigated Vineland Adaptive Behaviour Scales-II concordance using 233 lower ability autistic children from the PACT-G sample. Domain and item level agreement was low, but better on objectively measured behaviours. Higher child nonverbal ability improved concordance. Where disagreements occurred, education professionals identified emergent skills more and parents were more likely to rate present/absent. Parents and education professionals view the adaptive abilities of autistic children differently and both should be considered when developing personalised interventions and support.

Construction of the training mode of English teaching ability for medical professional teachers / 中华医学教育探索杂志

Objective To explore the reasonable construction of the bilingual teaching training mode for medical professional teachers so as to improve the effectiveness of the bilingual teacher training,promote the development of faculties and the quality of bilingual teaching in colleges and universities.Methods First,need analysis was done on 45 medical teachers who had taught medical scienc.e in English or intended to do it in Third Military Medical University and four basic modules were formed lectures in class,one on one instruction,self training,simulation teaching.Lectures in class are related to how to improve students' ability of language,make PPT and design teaching plans.One on one instruction focuses on pronunciation,lecture notes writing in English,trial teaching and teaching attitude;self training includes human-computer interaction in listening and speaking,independent preparation for lessons and video learning;simulation teaching is composed of trial lecture in class,teacher-student comments and demo lessons.Then 3 students participating the training was investigated and the analytic hierarchy process (AHP) was applied to calculate the weights of every indices.Results Primary index weights are:0.490 for one-on-one tutoring;0.240 for simulated teaching;0.180 for having English lessons;0.082 for independent learning.Weights of secondary indices are as the following.Trial teaching,the lecture notes writing in English and the training for English pronunciation and teachers' classroom language which are subordinate to the primary index of one-on-one tutoring are 0.180 0,0.150 0 and 0.096 0 respectively;teachers' comments and peer feed-back and demo class under the primary indices of simulated teaching are 0.120 0 and 0.091 0.Conclusion In order to improve the teaching ability in English,it is necessary to strengthen the one-onone tutoring for medical professional teachers,highlight English teachers' comments and peer assessment and excavate the effect of demo classes in the training program.

Survey on the present condition of bssic structure about undergraduate nursing education teachers in Heilongjiang province / 中国实用护理杂志

Objective To understand the basic structure of undergraduate nursing education teachers in Heilongjiang province in order to provide the scientific reference for the construction of our provincal nurse teachers troop.Methods Using self-made questionnaires and in the form of mail,the investigation about the basic structure and existing problems of undergraduate nursing education teachers in Heilongjiang province was carried out from December 2006 to March 2007.Results The finding was that at present some disparities existed between the basic situation of the teachers troop and higher nursing education development request.Number of professional and part-time teachers bad very wide difference;the professional title distribution was unreasonable in various schools and the proportion of double-teacher type was somewhat low,education background levels were different and the teachers who had hish education qualification were scarce;the teachers'insufficient teaching experience caused the poor teaching basic skills and so on.Conclusions There exists certain problems in undergraduate nursing education teachers in Heilongjiang province.Not until the positive countermeasures according to the cause were taken,can we construct a nursing teachers troop which has the required education background,the reasonable structure and the developmental potential.