Influence of Self-Efficacy on Achievement Motivation among Adolescents.
Relationship between Academic Self-Concept, Some Selected Variables and Science Course Achievement.
Thinking Styles and Academic Achievement of XI Standard Students.
Enhancement of Emotional Intelligence and Spiritual Intelligence among B.Ed. Stuent-Trainees
A Study of Teacher Efficacy and Burnout among School Teachers in Tamil Nadu
Editorial: Indian Educational Researcher Volume 9 Issue 2, July- December 2016
Dr. A. Alma Juliet Pamela
Editorial Notes December 12, 2016. Pages: 01-02.
"It is the supreme art of the teacher to awaken joy in creative expression and knowledge." -
Albert Einstein.
Education plays an indispensable role in the world by creating new knowledge, transmitting it to students and fostering research and innovation. Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn. "Loris Malaguzzi (1920-1994). Teacher education is an essential element for the improvement of education by producing highly qualified teachers. Quality teaching in education matters for student learning outcomes. Fostering quality teaching needs education institutions to ensure that the education they offer meets the expectations of students and the requirements of employers, both today and for the future (Henard and Roseveare 2012). In the process of becoming and being a teacher, doing research in teaching not only promote reflection about personal performance in the classroom, but also seem to stimulate a valued process of self-assessment, in challenging future teachers to identify their personal strengths and weaknesses. Teacher education should equip teachers with self-evaluation and problem-solving skills that are based on research-oriented education. In Teacher preparation institutions, Research in education is necessary in order to provide a basis for transfer of knowledge and practice for new role of producing knowledge in the knowledge era.
Mrs. P. Nalini and Dr. Doreen Gnanam made a study on the influence of self-efficacy on achievement motivation among adolescents and found that there exists significant difference in self-efficacy and achievement motivation based on gender, medium of instruction and self-efficacy is positively correlated to achievement motivation. Mr. A. Vaiyadurai investigated the relationship between academic self-concept and student's achievement in the science subject among high school students and found a positive relationship between science achievement and academic self-concept. P. Vel Murugan and M. Aiswarya attempted to study the relationship between thinking styles and academic achievement of eleventh standard students and found that no significant difference existed between thinking styles and academic achievement but found significant relationship between synthetic and realistic thinking styles and academic achievement. An experimental study on enhancement of emotional intelligence and spiritual intelligence among B.Ed student trainees was made by Mr. G. Thanigaivel and Dr. K. Vanitha and they claim that enhancement programmes were effective in terms of raising the emotional and spiritual intelligence level of student trainees. Dr. Vijula Suresh in her articles "Teaching approach in Physics" has identified some misconceptions in Physics and has suggested a few remedial measures. Mrs. N. Krishnapriya attempted to study about teacher efficacy and burnout among school teachers in Tamil Nadu. She found that higher the personal efficacy, higher their personal accomplishment and lower their emotional exhaustion and depersonalization.
To all the contributors to this issue, we express our sincere gratitude. We welcome Research articles on Philosophy of Education, learning theory and technology and the recent trends in teacher education. Quality articles based on first-hand experience, reflection and reading will be considered for publication.