Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Study and teaching (Secondary).
Zeitschriftenartikel zum Thema „Study and teaching (Secondary)“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Study and teaching (Secondary)" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Beisenherz, Paul C., und Marylou Dantonio. „Preparing secondary teachers to study science teaching“. Journal of Science Teacher Education 2, Nr. 2 (Juni 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.
Der volle Inhalt der Quelle
2
Barad, Mr Sadashiv, und Prof Prasanta Kumar Acharya. „Attitude of Secondary School Students’ towards Smart Classroom Teaching: An Explanatory Study“. International Journal of Research Publication and Reviews 5, Nr. 1 (24.01.2024): 2162–66. http://dx.doi.org/10.55248/gengpi.5.0124.0348.
Der volle Inhalt der Quelle
3
Kothawade, Dr Pravin Laxman. „Correlative Study of Teaching Effectiveness & Job Satisfaction of Higher Secondary School Teachers“. Indian Journal of Applied Research 4, Nr. 7 (01.10.2011): 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.
Der volle Inhalt der Quelle
4
Das, Sijila, und Nalinilatha M. „A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS“. International Journal of Research -GRANTHAALAYAH 5, Nr. 6 (30.06.2017): 508–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2063.
Der volle Inhalt der QuelleAnnotation:
The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.
5
Mardiani, Ridha, und Sifa Prasasti. „Capturing Secondary English Teachers' Teaching Style in the 21st Century: A Case Study at one Secondary School“. Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 9, Nr. 1 (26.02.2023): 9–23. http://dx.doi.org/10.35569/biormatika.v9i1.1507.
Der volle Inhalt der QuelleAnnotation:
The demand of teaching in the 21st century has centered on the four Cs, critical thinking, creativity, collaboration and communication. How English teachers become aware of these characteristics and adapt their teaching styles to this demand needs to be researched. Therefore, this study aimed to (1) investigate the types of two English teachers teaching styles and (2) find out whether the teaching styles are still relevant to the 21st century teaching. This study employed a qualitative case study with descriptive data analysis. The study was conducted in one secondary school in Cimahi with two English teachers as participants. Two techniques were used in obtaining the data: 1) classroom observation, and 2) teachers’ interviews. Data were analysed in the lense of teaching style types from Grasha (1996), then juxtapose with the characteristics of learning in 21st century. The findings showed that T1 applied formal authority teaching style, while T2 implemented personal model category. T2 is more adaptable to the challenges of English teaching in 21st century by facilitating the students to be more critical in thinking, discussing current learning issues, helping the students using learning media proficiently and solving learning problems by collaborating and co-creating in real and virtual world
6
Zain, Azrani Mohd, Soaib Asimiran, Abu Bakar Razali und Nor Aniza Ahmad. „The Implementation of Teaching Supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools“. International Journal of Human Resource Studies 11, Nr. 4S (25.11.2021): 243. http://dx.doi.org/10.5296/ijhrs.v11i4s.19251.
Der volle Inhalt der QuelleAnnotation:
This study explores the implementation of teaching supervision in Excellence Cluster National Secondary Schools and Daily Secondary Schools. This study adopts the qualitative exploratory approach and involves eight study samples selected by purposive sampling. Methods of interview, observation and document analysis were used as the main tools in collecting the study data. The data collected were analysed using in-depth reading, open coding and axial coding. The results of the study as a whole show that the two categories of schools do not show differences in the characteristics studied in the implementation of teaching supervision in secondary schools. The study’s findings show that teaching supervision in Excellence Cluster Secondary Schools and Daily Secondary Schools is implemented through the devolution of power to middle leaders. Teaching supervision is guided by the teaching supervision form found in SKPMG2 standard 4. Teaching supervision in both school categories is done three times a year involving three phases. Moreover, teaching evaluation is done through direct observation in the classroom with full guidance on the teaching supervision form. The similarity in the implementation of teaching supervision is due to the same challenges faced by principals in both school categories, namely time constraints and administrative workload. The findings also show that supervisors use no specific approach for teaching supervision. The implication of this study is that it provides an insight into the implementation of teaching supervision by school administrators and that strengthening the skills and knowledge of middle leaders could improve teaching supervision effectiveness and positively impact the students, teachers and the school.
7
Jena, Prakash C. „A Study of Techno-Pedagogical Competence among Secondary School Teachers“. JOURNAL OF TEACHER EDUCATION AND RESEARCH 18, Nr. 02 (20.12.2023): 1–2. http://dx.doi.org/10.36268/jter/18201.
Der volle Inhalt der QuelleAnnotation:
To attain efficiency in every aspect of teaching, a teacher must have a high level of professional commitment. Teachers having appropriate techno-pedagogical skills can make teaching a more pleasurable experience without feeling much pressure. Techno-pedagogy has three ranges of information such as content, pedagogy and technology. Techno-pedagogical competence is teachers’ ability to use technology technology effectively in teaching. A teacher with competency in technology and pedagogy must know the existence, components, and capability of various technologies used in teaching and learning settings
8
Kim, ShinYoung. „An Evaluation Study on Teaching Practicum in Secondary Schools“. Korean Society for Educational Evaluation 31, Nr. 4 (30.12.2018): 831–63. http://dx.doi.org/10.31158/jeev.2018.31.4.831.
Der volle Inhalt der Quelle
9
Bolden, Benjamin. „Teaching composing in secondary school: a case study analysis“. British Journal of Music Education 26, Nr. 2 (03.06.2009): 137–52. http://dx.doi.org/10.1017/s0265051709008407.
Der volle Inhalt der QuelleAnnotation:
This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.
10
SUGIYAMA, Sarina, und Yukinori UTSUMI. „Study on STEM Teaching Materials in Australian Secondary Schools“. Journal of Research in Science Education 63, Nr. 2 (30.11.2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.
Der volle Inhalt der Quelle
11
Lu, Huanhuan, Yanxia Jiang und Hualin Bi. „MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT“. Journal of Baltic Science Education 19, Nr. 6 (05.12.2020): 972–88. http://dx.doi.org/10.33225/jbse/20.19.972.
Der volle Inhalt der QuelleAnnotation:
Besides improving students' understanding of scientific concepts, chemistry teaching should also improve students' ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student's ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. Keywords: galvanic cells, modeling teaching, problem solving, proficiency level
12
Saha, Pinky, und Kausik Chatterjee. „A Study of the Effectiveness of ICT-Mediated Teaching Method over Traditional Teaching Methods on Life Science at Secondary School Level“. International Journal of Science and Research (IJSR) 13, Nr. 6 (05.06.2024): 119–26. http://dx.doi.org/10.21275/sr24530225150.
Der volle Inhalt der Quelle
13
Kaula Stephen. „The Teaching Methodology and the Behavior of Ordinary Secondary School Students in Learning Mathematics Subject: A case of selected Ordinary Secondary Schools in Mbeya, Tanzania“. Journal of Mathematics Instruction, Social Research and Opinion 2, Nr. 1 (01.03.2023): 1–10. http://dx.doi.org/10.58421/misro.v2i1.46.
Der volle Inhalt der QuelleAnnotation:
The study investigated the teaching methodology and the behavior of ordinary secondary school students in learning mathematics. This study sought to find behind the scenes why most students in ordinary secondary schools dislike mathematics, which leads to massive failures. To uncover this gap, the study applied a correlation research design. Systematic sampling technique of the interval 50th was used in which 100 respondents were selected; 20 respondents each from 5 selected secondary schools in Mbeya. Data were collected through a questionnaire. Data were analyzed descriptively and speculatively. The survey found that teaching materials/media were effectively implemented. Also, the findings indicate the non-adoption of informal behavior and non-reflection of mathematics teachings to the learner’s natural home environment. Thus, from these discrepancies, the study recommends that mathematics teachers be used to teaching simulation and visual aids/media. It is recommended that mathematics teachers use informal behavior such as courage words, remedial classes, and others for students adapted to mathematics-solving behavior. Lastly, it is suggested that mathematics teachings should be reflexive to students’ real-life environment.
14
Muhsen Al Harbi, Abdullah Abdul. „Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives“. English Language Teaching 10, Nr. 3 (02.02.2017): 26. http://dx.doi.org/10.5539/elt.v10n3p26.
Der volle Inhalt der QuelleAnnotation:
This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers’ negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.
15
Myrzakhmetova, Akbayan, Bahtiyar Smanov, Veli Ugur und Aida Zhaparova. „Methods of teaching folklore in secondary school“. Scientific Herald of Uzhhorod University Series Physics, Nr. 56 (04.03.2024): 1742–52. http://dx.doi.org/10.54919/physics/56.2024.174qk2.
Der volle Inhalt der QuelleAnnotation:
Relevance. Folk songs, fairy tales, riddles, and tongue twisters are important for their emotional impact on a person, and the study of folklore allows a better understanding and feeling the spirit of the people, their worldview, culture, and history. The relevance of the study is based on the fact that at the present stage, due attention is paid to the use of folklore in the educational process in secondary school. Purpose. The purpose of the study: determine the role of folklore in the educational process through the conducted analysis of knowledge in secondary schools of Kazakhstan, identify the main genres of folklore, show the main techniques and methods of teaching folklore. Methodology. Comparative, descriptive, deductive, axiomatic, dogmatic, and abstraction methods and the method of analysis and synthesis were used to clarify this subject. Results. The result of the study was the definition of the concept of folklore and consideration of the classification of genres. The empirical part of the study consists of a survey conducted among 44 pupils, and a survey of 15 teachers of the highest category of secondary schools in Kazakhstan on the methodology of teaching folklore, its impact on the upbringing of the younger generation, and the activation of the educational process in general. Conclusions. The study examines Kazakh folklore and its components, shows the model of teaching folklore at school. The study allowed identifying certain features and assessing the prospect of further introduction of folklore teaching methods into the educational system of Kazakhstan, and developing recommendations for studying Kazakh folklore for grades 5-6. The practical importance of this subject is due to the main methodological aspects that affect the effectiveness of the use of certain methods of teaching folklore in secondary schools. Keywords: learning process; teacher; educational system; oral folk art; traditions
16
Nguyen, Thanh Dac, und Van Dinh Pham. „The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam“. International Journal of ADVANCED AND APPLIED SCIENCES 8, Nr. 8 (August 2021): 113–17. http://dx.doi.org/10.21833/ijaas.2021.08.014.
Der volle Inhalt der QuelleAnnotation:
Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.
17
Askarkyzy, Samal, und Aziza Zhunusbekova. „EXPERIMENTAL STUDY OF EMOTIONAL BURNOUT OF SECONDARY SCHOOL TEACHERS“. 3i intellect idea innovation - интеллект идея инновация 3 (2023): 176–84. http://dx.doi.org/10.52269/22266070_2023_3_176.
Der volle Inhalt der QuelleAnnotation:
The article is dedicated to an experimental study of the burnout of secondary school teachers. The authors conducted a study based on the concept of experimental testing of the program of correctional and developmental work with secondary school teachers to prevent burnout. The article shows the study results of the extent of professional burnout of secondary school teachers and it substantiates the need to establish a systematic approach to the prevention of burnout syndrome among school teachers, since the majority of teachers, as indicated by statistical data of the Republic of Kazakhstan, are women, who are exposed to chores and a shortage of time required for family and personal life in addition to their occupation stressors. The article explores the potential for secondary school teachers to nurture and refine their professional skills. It also describes the development of new teaching methods and technologies, participation in professional trainings and courses, reading special literature and following current trends in education. The paper underlines that mitigating burnout is not only vital but also paves the way for the development of a teacher's personal brand, which hinges on continuous self-reflection, feedback from both students and peers, and a commitment to ongoing professional growth.
18
Andreani, Wiwik, und Annisa Gendis Ayu Astrini. „Secondary School Students’ Perceptions of Grammar Teaching: A Case Study“. Advanced Science Letters 22, Nr. 5 (01.05.2016): 1745–48. http://dx.doi.org/10.1166/asl.2016.6757.
Der volle Inhalt der Quelle
19
Yeo, Robert. „Teaching Singaporean Literature in Secondary Schools: A Singapore Case Study“. Singapore Journal of Education 11, Nr. 2 (Januar 1991): 54–61. http://dx.doi.org/10.1080/02188799108547672.
Der volle Inhalt der Quelle
20
Dalnaik, Sagar Kumar. „A Study on Problems of Teachers in Teaching Mathematics at Higher Secondary Level of Mayurbhanj District, Odisha“. International Journal for Research in Applied Science and Engineering Technology, Nr. 12 (31.12.2022): 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.
Der volle Inhalt der QuelleAnnotation:
Abstract: The key objectives of the research work are to find the problems of teachers in teaching mathematics at higher secondary level. This study was administered on 120 mathematics teachers teaching in different higher secondary schools of Mayurbhanj district, Odisha, India. A self developed questionnaire was used to collect data from higher secondary school mathematics teacher to investigate the problems of teaching mathematics. The finding of the study emphasized that there is a significant difference between high and low experienced mathematics teachers’ attitude towards problems in teaching mathematics at higher secondary level. The outcome of research work revealed that there is no significant difference between male and female mathematics teacher’s attitude towards problems in teaching mathematics at higher secondary level. In addition to this, there is a significant difference in attitude among rural and urban mathematics teachers towards the problems in teaching mathematics at higher secondary level. Further, recommendations were given on the basis of obtained finding of the study.
21
Nigam, Shivangi. „Study of teacher effectıveness of secondary school teachers ın relatıon to theır servıce stream and caste category“. E-methodology 5, Nr. 5 (23.04.2019): 72–78. http://dx.doi.org/10.15503/emet.v5i5.524.
Der volle Inhalt der QuelleAnnotation:
Aim. The present study tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams.
Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers.
Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.
22
Kim, Somin. „예비 고등 수학교사들의 Geometer’s Sketchpad를 이용한 수업 시연에 관한 다중 사례 연구“. Korean School Mathematics Society 20, Nr. 3 (30.09.2017): 303–23. http://dx.doi.org/10.30807/ksms.2017.20.3.005.
Der volle Inhalt der QuelleAnnotation:
This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer’s Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers’ pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.
23
Kalita, Anju, und Kaberi Saha. „A Study on the Effectiveness of Teachers Teaching English in the Secondary Schools of Kamrup District“. Paripex - Indian Journal Of Research 2, Nr. 3 (15.01.2012): 76–77. http://dx.doi.org/10.15373/22501991/mar2013/28.
Der volle Inhalt der Quelle
24
Efendi, Tri Achmad, und Alvin Apriliana Arijanto. „Typical English Teaching Methods Used in Secondary Level“. Foremost Journal 4, Nr. 2 (31.08.2023): 49–63. http://dx.doi.org/10.33592/foremost.v4i2.3687.
Der volle Inhalt der QuelleAnnotation:
This paper strived to portray the typical English teaching Methods applied by English Secondary teachers. To find the answer, there were twenty-two participants involved in this study, they were from public and private schools in East Java. The study employed qualitative methods with questionnaires, interviews and observations as the instruments. To gain the data, the researchers put all possible teaching activities or techniques taken from the theory of teaching English as a foreign language in the questionnaire. Then, the observations were done to see the actual teaching and learning process in the classroom. At last, the interview was employed to enrich the data. This current study found that mostly teachers under the study claimed to use various teaching activities in the teaching and learning process in their teaching. However, during the observations, teaching activities or techniques mainly were done with the Grammar Translation Method.
25
Stamatis, Panagiotis J., und Vasiliki E. Kostoula. „Nonverbal Immediacy in Teaching Process: A Case Study in Secondary Education“. European Journal of Education and Pedagogy 2, Nr. 1 (10.01.2021): 20–24. http://dx.doi.org/10.24018/ejedu.2021.2.1.25.
Der volle Inhalt der QuelleAnnotation:
Communication holds a leading position in education and more specifically in the learning process. Especially the communication which takes place between teacher and student is one of the most important skills in education. If teaching communication is well established, pedagogical relationships are promoted and a positive pedagogical environment is created. Within this framework this article aims at pointing out the positive impact of the teacher’s nonverbal immediacy in the teaching and learning processes. Teaching immediacy is a powerful learning incentive and renders the learning process more efficient. The results of a case study examining nonverbal immediacy of the secondary education teachers of an Upper Secondary General Education School (Lyceum) are presented.
26
Mutya, Romel, und Cristina Ramas. „Computer-Based Instruction in Teaching Secondary Biology“. International Journal of Science, Technology, Engineering and Mathematics 2, Nr. 3 (14.07.2022): 1–16. http://dx.doi.org/10.53378/352900.
Der volle Inhalt der QuelleAnnotation:
This study investigates the effectiveness of Computer-Based Instruction (CBI) in teaching Biology to 7th graders of a secondary night school in Cebu City, Philippines. A pretest and posttest quasi-experimental design with a control group was utilized to two groups of students, of which one was exposed to CBI and the other to the conventional lecture method (CLM). An Instructional Materials Motivation Survey (IMMS) was used to assess its motivational characteristics. Data gathered were analyzed using descriptive statistics, frequency count and percentage, mean and standard deviation, t-test. Findings revealed that both groups had Fairly Satisfactory performance in the pretest, which implies that the students had low knowledge on the topic. The study also found that both groups had significantly increased their performances from the pretests to the posttests, implying the essence of CLM and CBI use. Ultimately, the study revealed that the use of CBI is more effective than CLM, as seen in the enhanced students’ performance, signifying the effectiveness of the instruction using a computer in teaching Biology concepts. The students commended the CBI for being a user-friendly, autonomous, self-paced, and self-regulating instructional design that helped them enhance their performance in the least learned competencies. A contextualized CBI in Biology was crafted to serve as a guide for teachers and enable the students to pave the way for the mastery of the different competencies in Biology.
27
Sahoo, Suruchi, Mahendra Prasad Behera und Sanjaya Sahu. „Metacognitive Awareness on Teaching and Teaching Competence of Secondary Prospective Teachers“. Shanlax International Journal of Arts, Science and Humanities 8, Nr. 3 (01.01.2021): 77–85. http://dx.doi.org/10.34293/sijash.v8i3.3466.
Der volle Inhalt der QuelleAnnotation:
Metacognition is the individual’s awareness of how he learns and what he does, employment of proper knowledge to gain his ends; the ability to employ cognitive skills that are required in an ordinary test, the knowledge of which strategies be employed with which goals, and the assessment of individual processes before and after the performance” (Flavell, 1997). Here, an attempt was made to investigate the relationship and differences of metacognitive awareness on teaching and teaching competence of prospective secondary teachers. The main objective of the study was to compare the significant mean differences and relationship of of metacognitive awareness on teaching and teaching competence of male and female secondary prospective teachers. A sample of 100 secondary prospective teachers consisted of 50 males and 50 females from Dr. PMIASE, Sambalpur, and Panchayat College, Bargarh, were selected randomly. For this study, both correlational and causal-comparative method was employed by the researcher. To collect data, the researcher used the Inventory of Metacognitive Awareness for Teachers (MAIT) developed by C. Balcikanli (2011) and the General teaching Competence scale (GTC) developed by B.K. Passi and Lalitha (1994). The obtained data were analyzed using”t” test and Pearson correlation coefficient “r.” It was that found the mean scores of male teachers are significantly better than the female teachers when metacognitive awareness was compared with teaching and teaching competence. Lastly, the result indicated there existed a strong positive correlation of metacognitive awareness on teaching and teaching competency concerning male and female student teachers.
28
Hu, Shanshan. „Study on Teaching Strategies in Secondary School Physics under the Perspective of Core Literacy“. International Journal of Education and Humanities 12, Nr. 3 (28.02.2024): 139–42. http://dx.doi.org/10.54097/cfjhad29.
Der volle Inhalt der QuelleAnnotation:
Taking the perspective of core literacy as the starting point, this thesis discusses in depth the current problems in the teaching of secondary school physics subject and puts forward corresponding countermeasures. By analyzing the problems in teaching resources and conditions, students' interests, integration of core literacy, teachers' teaching level and assessment system, five countermeasures are targeted to optimize hardware facilities, update teaching materials, diversified teaching methods to stimulate interests, teachers' training and enhancement programs, and reform of the assessment system. Through the implementation of these countermeasures, it aims to promote the teaching of secondary school physics subject to better adapt to the needs of contemporary students and promote their comprehensive development.
29
Assefie, Birhan. „Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus“. SMART MOVES JOURNAL IJELLH 8, Nr. 10 (29.10.2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
Der volle Inhalt der QuelleAnnotation:
The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers
30
AKHARRAZ, Mohamed. „Culture Teaching in Moroccan EFL Secondary Schools“. International Journal of Language and Literary Studies 3, Nr. 2 (29.06.2021): 127–44. http://dx.doi.org/10.36892/ijlls.v3i2.579.
Der volle Inhalt der QuelleAnnotation:
To empower Moroccan students to join the rapidly growing globalized world, the Ministry of education, through multiple official documents, incessantly calls for culture incorporation in the teaching of foreign languages. While the existing research studies on culture in the Moroccan EFL context have considerably revolved around textbook analysis, no study known to the researcher, has explored the real classroom practices of culture teaching in Moroccan secondary schools. Hence, this study explores how culture is being treated by the teaching practitioners at Moroccan secondary EFL classrooms – second-year Baccalaureate level. The thematic analysis of the data collected from 76 EFL instructors at Souss Massa Academy, through online questionnaires and interviews, has shown that the research participants demonstrated a good understanding of the culture teaching. However, the findings exhibited that plenty of challenges have made the linguistic components continue to pre-empt the significant portion of time in the classroom teaching. Based on the reported hurdles, a set of recommendations for the EFL teachers, ELT supervisors, textbook and curriculum designers, and further research were highlighted.
31
Wang, Meixin. „Innovative Teaching Strategies: A Breakthrough to Traditional Teaching IN Secondary Vocational Schools“. International Journal of Education and Humanities 14, Nr. 3 (16.06.2024): 89–95. http://dx.doi.org/10.54097/mh8zk191.
Der volle Inhalt der QuelleAnnotation:
With the reform of China's education sector, secondary vocational schools have begun to notice the shortcomings of the traditional teaching model. Although the traditional teaching mode is very advantageous for teaching students' theoretical knowledge, the practical knowledge still stays at the book level, which is not in line with the cultivation goal of vocational and technical education. Therefore, the traditional vocational and technical education model does not meet the current social demand for students' employment. The research design used in this study was quantitative descriptive and the participants were teachers from secondary vocational and technical schools in Jilin Province, totaling 35. The results of the study showed that the practice of using innovative strategies for classroom instruction, by introducing a project-based teaching methodology that allows students to explore and learn knowledge by engaging in real-world projects, not only promotes high-quality vocational-technical education, but also is in line with the direction of the development of vocational-technical education. The results of this study will also contribute to the innovation of teaching strategies and may also influence the localized vocational and technical education teaching model to provide some reference suggestions.
32
Han, Eunjung, und Hyejoo Jung. „A Study on the Perception of Secondary Teacher Competency and Secondary Teacher Training Curriculum“. Korean Association For Learner-Centered Curriculum And Instruction 24, Nr. 10 (31.05.2024): 721–41. http://dx.doi.org/10.22251/jlcci.2024.24.10.721.
Der volle Inhalt der QuelleAnnotation:
Objectives This study aims to analyze the competencies of secondary school teachers recognized by novice teachers and the problems and improvement tasks of the secondary school teacher training curriculum they experienced. Through these results, we tried to derive implications for the future secondary school teacher train-ing curriculum. Methods We conducted individual online interviews with nine novice teachers who have less than five years of teaching experience. The data obtained from the interviews were analyzed according to the procedure of open coding, sub-topic derivation, and higher-topic determination using thematic analysis methods. Results The results of the analysis are as follows. Firstly, the competencies required for teachers recognized by novice teachers were communication skills, relationship-building skills, insight into human psychology and life, and continuous professional development capabilities. Secondly, the characteristics of the secondary school teacher training curriculum were theory-centered curriculum operation, efforts to strengthen practicality, student practice as a “valuable time”, presentation, discussion, team task-oriented operation, and systematic curriculum operation based on the formation of values as teachers. Thirdly, it was found that the problems of this school teacher training curriculum were an impractical curriculum, variations in the quality of the curriculum based on in-dividual differences between the professors or training instructors in charge, and the limitations of “eventuality” in student practice that lacked teaching opportunities and practical experience. Finally, it was proposed to improve the secondary school teacher training curriculum by restructuring the curriculum according to the growth process of pre-service teachers, strengthening the field of school education by inviting teachers and enhancing practical practice, operating a convergence curriculum, and enhancing student practice by systematizing it, strengthening educational services, and reducing supervisor work. Conclusions These findings suggest the following points. Firstly, the communication and relationship skills that novice teachers perceive as important competencies prove the fact that they are having difficulty communicating and establishing relationships. Secondly, it is necessary to consider transitioning to a curriculum that balances theory with a field-oriented approach. Finally, a paradigm shift is needed to focus on enhancing competencies through effective teaching methods.
33
Bhunia, Rajkumar, und Prabir Paul. „Awareness of Secondary School Teachers towards Blended Teaching-Learning“. International Journal of Research and Review 10, Nr. 8 (01.09.2023): 1021–26. http://dx.doi.org/10.52403/ijrr.202308128.
Der volle Inhalt der QuelleAnnotation:
This study was undertaken to study the Blended Teaching-Learning awareness among the secondary school teachers, and to compare the awareness among female and male teachers, rural and urban teachers, <10 years and ≥10 years teaching experienced teachers, as well as arts and science teachers. This study was followed descriptive survey research method. All the secondary school (under WBBSE) teachers of Howrah District, West Bengal was included as population of the study. The data was collected by self-made awareness scale form Stratified Randomly selected 242 Sample (14 secondary schools from rural area and 9 secondary schools from urban). Findings of the study were that: secondary school male teachers have significantly greater awareness towards blended teaching-learning than female teachers; urban teachers have significantly better awareness than rural teachers; secondary school teachers with lesser teaching experience has better awareness than the teachers with greater teaching experience; and science teachers has better awareness than arts teachers. In summary, blended teaching-learning transforms the teachers’ role from knowledge provider to coach, guide and mentor. So, it is primarily needed to make all the teachers as highly aware in blended teaching-learning irrespective of their gender, locality, teaching experience, and educational stream differences. Keywords: Blended Teaching-Learning, Teachers’ Awareness, Secondary School Education.
34
Alrefaei, Naif Salem, und Sultan Abdullah Almuhaimeed. „Creative Teaching in Secondary School EFL Classes: A Critical Study of a Proposed Training Program“. Theory and Practice in Language Studies 13, Nr. 12 (01.12.2023): 3291–98. http://dx.doi.org/10.17507/tpls.1312.27.
Der volle Inhalt der QuelleAnnotation:
This study aimed to determine the effectiveness of a proposed training program in creative teaching for secondary stage EFL teachers to enhance their teaching performance. The study adopted a quasi-experimental design with 36 English language teachers teaching at secondary schools in Yanbu, Saudi Arabia. Based on the available literature, proven teaching methodologies were identified and included in the training program and teachers trained in their application in the EFL classrooms. Data were collected via an observation sheet. Results revealed that the extent of application of creative teaching skills by the high school EFL teachers at a typical Saudi school is currently low. Additionally, the results showed statistically significant differences between the mean scores of the treatment and control groups in the post-teaching performance in favor of the former. Further, the proposed training program achieved high effectiveness in enriching the teaching performance of English language teachers in secondary stage with (1.21) average gain ratio. The study concludes with recommending that EFL teachers both pre-service and in- service be trained in creative teaching in the EFL classrooms.
35
Richit, Adriana, und Mauri Luís Tomkelski. „Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study“. Acta Scientiae 22, Nr. 3 (25.05.2020): 2–27. http://dx.doi.org/10.17648/acta.scientiae.5067.
Der volle Inhalt der QuelleAnnotation:
Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.
36
Hao, Shang Fu, Zhi Qiang Zhang und Ying Hui Wei. „The Study of Score Analysis for Secondary School Based on Data Mining Technology“. Advanced Materials Research 219-220 (März 2011): 396–99. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.396.
Der volle Inhalt der QuelleAnnotation:
Nowadays, the contents associated with deep score analysis is rarely involved in the existing secondary teaching management software, which is not conductive to fully develop the information implied by these data,without scientific teaching evaluation. Using data mining technology, multiple aspects of student score distribution will be shown accurately, identifying the regular factors affecting score changes. Standard score as the mathematical model is adopted in the system, choosing the standard SOA architecture model, and a scientific and efficient score analysis system based on JAVA, JSP is developed. The system provides decision support information for academic departments to promote better teaching work, and finally improve the quality of teaching.
37
DATOY, FLORAFEL C. „Teaching Competence and Challenges Encountered in Secondary Science Instruction“. International Journal of English Language Studies 2, Nr. 4 (30.10.2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
Der volle Inhalt der QuelleAnnotation:
The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.
38
Mondal, Dr Bhim Chandra. „The Effect of Computer Animation in the Teaching of Chemistry at Higher Secondary level: An Experimental Study“. Indian Journal of Applied Research 2, Nr. 1 (01.10.2011): 84–86. http://dx.doi.org/10.15373/2249555x/oct2012/29.
Der volle Inhalt der Quelle
39
Thangarajan, M. „A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS“. International Journal of Technical Research & Science 3, Nr. 04 (25.05.2018): 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
Der volle Inhalt der QuelleAnnotation:
The main purpose of the research was to study the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers as they are the future teachers and many at times become the role models for their students. The researcher took 650 prospective secondary school teachers from 10 colleges of education under Nagarjuna university. Teacher attitude inventory by Dr. S.P. Ahluwalia and Teaching aptitude test developed by S.C Gakhar and Dr. Rajnish were used to measure the Teacher attitude and Teaching aptitude of the prospective teachers. The analysis and interpretation of the data was done by calculating the co-efficient of correlation. The major findings of the study were: 1) The Teacher attitude and Teaching aptitude have significant positive correlation 2) Academic qualifications do not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers. 3) Methodology opted does not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of the prospective secondary school teachers.
40
Szeredi, Éva, und Judit Török. „Teaching polygons in the secondary school: a four country comparative study“. Teaching Mathematics and Computer Science 5, Nr. 1 (2007): 29–65. http://dx.doi.org/10.5485/tmcs.2007.0133.
Der volle Inhalt der Quelle
41
김중수. „A study on the pre - service secondary school teachers’ teaching conversation“. korean language education research ll, Nr. 48 (Dezember 2013): 153–83. http://dx.doi.org/10.20880/kler.2013..48.153.
Der volle Inhalt der Quelle
42
Kanmaz, Ahmet. „A study on interdisciplinary teaching practices: Primary and secondary education curricula“. African Educational Research Journal 10, Nr. 2 (24.06.2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
Der volle Inhalt der QuelleAnnotation:
This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.
43
Singh, Tejinder. „A Study on Modern Teaching Methodology of Secondary School for Student“. Circulation in Computer Science 3, Nr. 3 (28.05.2018): 6–9. http://dx.doi.org/10.22632/ccs-2018-252-82.
Der volle Inhalt der QuelleAnnotation:
In this paper, it shows concentrate on new showing technique of different student and teachers use for making a more successful line of study. Some other reasons, one of the biggest problem during student course is high failure rate in the various subject knowledge and twice the time student having needed to pass this course. This Phenomenon is reflected mainly to further graduation course during rapidly discourage before conventional classes. In the background as indicated by Federal Council of Engineering, in Brazil, the Engineers shortfall is assessed at 20,000 every year on a few territories of designing. There is finding the actual meaning of e-learning of given various researchers and what type of role e-learning in secondary school education relation with teaching and learning processes. In the current time, everyone is considering development and Educational Improvement. In this exploration paper advancement through E-learning in India is watched mostly in Secondary Schools. On the off chance that it arranged appropriately at that point, appropriate outcomes are influencing emphatically.
44
Lee, Jocelyn Yee Vun, und Alice Su Chu Wong. „Teaching reading in rural secondary schools in Sabah: A preliminary study“. Borneo Akademika 4, Nr. 4 (01.10.2020): 59–69. http://dx.doi.org/10.24191/bav4i4/80758.
Der volle Inhalt der QuelleAnnotation:
Several studies have indicated education inequality between rural students and urban students. In language learning, students in rural areas have lower proficiency in English than those in urban areas.The aims of the present study were to investigate the perceptions,instructional knowledge and classroom practices of English teachers in teaching reading in rural areas in Sabah.An online survey was conducted on a sample of 20 secondary English teachers in a teacher professional development programme in Kudat, Sabah. The implications of these findings for future practice in rural high schools are discussed.
45
a, Aashish, und Vishal Kumar. „TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY“. International Journal of Advanced Research 9, Nr. 5 (31.05.2021): 487–96. http://dx.doi.org/10.21474/ijar01/12863.
Der volle Inhalt der QuelleAnnotation:
The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.
46
URIEN,, James, und Courage Enoja SILAS. „Passion for Teaching and Teachers’ Teaching Effectiveness in Secondary Schools in Delta State“. Social Science and Humanities Journal 8, Nr. 07 (03.07.2024): 4188–96. http://dx.doi.org/10.18535/sshj.v8i07.1170.
Der volle Inhalt der QuelleAnnotation:
This study aimed to examine the association between passion for teaching and teaching effectiveness among secondary school teachers in Delta State. A correlational research design was employed, and three hypotheses were tested. The study initially recruited 370 teachers, evenly distributed between genders, but ultimately 333 participants completed the study. Data collection involved the use of a validated questionnaire, with reliability indices of 0.91 for the Passion for Teaching Rating Scale and 0.85 for the Teaching Effectiveness Rating Scale. The data were analyzed using Pearson's product moment correlation coefficient and regression statistics, with a significance level set at 0.05. The findings of the study revealed a significant relationship between passion for teaching and teaching effectiveness among secondary school teachers. However, no moderating effects of gender or teaching experience on this relationship were observed. Based on these results, it is recommended that teacher education programs and professional development initiatives place importance on fostering and developing passion for teaching. By emphasizing the cultivation of passion for teaching, these programs can contribute to enhancing teaching effectiveness and ultimately improving the educational experiences and outcomes of students.
47
Saxena, Preeti, und Dharmesh Patel. „A Study of Online Teaching Strategies During Covid-19 of Secondary School Teachers“. RESEARCH REVIEW International Journal of Multidisciplinary 9, Nr. 2 (15.02.2024): 39–59. http://dx.doi.org/10.31305/rrijm.2024.v09.n02.005.
Der volle Inhalt der QuelleAnnotation:
During the advent of COVID-19, it became inevitable to switch from traditional face-to-face teaching to online teaching mode. Switching to the online teaching process was the only option left for uninterrupted learning. One of the ways to make the online teaching-learning experience was the ability to energize the class environment. Creating a classroom community where students can communicate after lectures and can share their ideas and thoughts. Recording of the lectures must be given to students so that they can see them later for better understanding. Effective teaching strategies implementation was utmost required to improve the online teaching and make online learning a successful experience for both teachers and the students. Descriptive survey method was used for the present study. Objectives were to study the role of teacher in online class during covid -19 pandemic, to find different types of educational strategies for making online classes, to study the role of parents and students in implementation during online classes. Sample was selected from the 7 Secondary Schools affiliated to the State Board of Gujarat in Vadodara city taking as random sampling technique which included 70 teachers. Self made questionnaire was used to achieve the objectives of the study. It has been found in present study that the maximum number of teachers were able to perform their role in helping students according to their needs, perform as a mentor, guide and friend, to inspire the students and the remaining have faced difficulty motivating their students. Able to maintain the proper interpersonal relationships, interactions were also possible between the teacher & students in online mode of teaching, but very few teachers face the difficulty in fulfilling or maintaining the interpersonal relationships. Different types of educational strategies were used in which maximum number of teachers were able to perform their interactive classroom though various activities. All the teachers were able to perform stories as strategies to clear the concept, majority of teachers are able to inspire the students and the remaining have faced difficulty with an inductive deductive approach & ICT based lesson plan in online mode of teaching. Majority of teachers were able to make good rapport with the students & Use teaching aids, various online quiz platforms in online mode of teaching, but very few teachers face the difficulty in fulfilling open forum or discussions & encourage Group feedback for engagement. The maximum number of teachers agreed that parents and students were found able to perform their roles, to perform online cultural programs, competitions & activities, to motivate online morning assemblies, dignity of online assessments, to connect in online parents and teacher meeting during online class.
48
Azizah, Shofiah Nur, Yusup Supriyono und Agis Andriani. „PROJECTING COMMUNICATIVE LANGUAGE TEACHING (CLT) IMPLEMENTATION IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL“. Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 5, Nr. 2 (05.10.2022): 179. http://dx.doi.org/10.20527/jetall.v5i2.12873.
Der volle Inhalt der QuelleAnnotation:
The interconnected between communicative competence and Communicative Language Teaching (CLT) has been recognized as the most common approach to promoting communicative competence in language teaching. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills.
49
Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang und Erikson Saragih. „SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER“. JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, Nr. 2 (02.02.2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.
Der volle Inhalt der QuelleAnnotation:
The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.
50
Vo Thi Kim Anh. „VIETNAMESE SECONDARY TEACHERS’ RESPONSES TO EMERGENCY ONLINE TEACHING“. International Journal on E-Learning Practices (IJELP) 4 (11.10.2021): 33–40. http://dx.doi.org/10.51200/ijelp.v4i.3422.
Der volle Inhalt der QuelleAnnotation:
Early 2020 witnessed one of the greatest pandemics in the history of human beings. All aspects of life have changed since then. In Vietnam, due to the unexpected pandemic, most schools nationwide have been occasionally closed for up to four months, leading teachers to a new way of teaching: online teaching. This study aimed at investigating how Vietnamese secondary teachers reacted to such a sudden change. The study employed sequential explanatory mixed method with the survey and the in-depth interview as the main instruments. The findings of the study revealed that Vietnamese secondary teachers used a mass variety of ways to maintain their teaching from sending exercises through Zalo and email to online meetings. In light of teachers’ view, their remote teaching was not very effective due to a lack of skills and knowledge. It was also found that secondary teachers of English in Vietnam need pedagogical, financial support, and resources to better implement their online teaching. The study recommends that the peer mentoring method and an immediate change in pre-service teacher education should be conducted as an effective way to help teachers overcome their challenges in the new teaching context. In addition, instant financial help from the government should be provided.