Journal articles on the topic 'Geography Study and teaching (Secondary) Victoria'
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Dhakal, Keshav Raj. "Teaching Geography in Secondary School: Teachers Perceptions and Experiences." Geographic Base 6 (October 27, 2019): 32–41. http://dx.doi.org/10.3126/tgb.v6i0.26165.
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Geography has the feature of being a science by examining the relationship of human and nature. Geography occupies very important role in school education. In secondary level education within Nepal there is a provision of selection of geography as an optional subject. This paper examines the perception and experiences about geography as an academic discipline from the teacher of secondary levels. Qualitative research method is used in this study and the semi structured interview method is applied. A semi structured interview guideline is applied for the participant in this study. Data are categorized into seven different groups and the analysis is carried out through the interpretations. The Research findings are discussed in relation to the theme and some recommendations have been given. This article provides useful information on the topic of perceptions and experiences of geography teachers on geography teaching in secondary school of Nepal.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Markowska, Anna. "Using Area Cartograms in Teaching Geography in Secondary Schools." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-240-2019.
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<p><strong>Abstract.</strong> An area cartogram is one of the cartographic presentation forms. It is a unique way of presenting statistical data, in which the surface of the individual spatial units is proportional to the value of the phenomenon. Due to its specificity, the area cartogram is an interesting way of graphical representation of phenomena, in particular, the demographic and economic problems of the world.</p><p>In my research, I discuss an empirical study that I have conducted among pupils of the secondary school in Poland. On the basis of the list of advantages and disadvantages of area cartograms collected by B.D. Denta (1999), I assumed that contiguous area cartograms seem to be more useful in teaching in the secondary schools than non-contiguous cartograms. I compared the three types of contiguous area cartograms (preserving the spatial continuity of the presentation, having no gaps between neighboring units &ndash; Figure 1): square cartograms, mosaic cartograms and diffusion-based cartograms (Gastner-Newman algorithm).</p>
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Dhakal, Keshav Raj. "Availability and Utilization of Instructional Materials in Teaching Geography in Secondary Schools." Third Pole: Journal of Geography Education 17 (May 23, 2018): 51–58. http://dx.doi.org/10.3126/ttp.v17i0.19982.
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This study examines the availability and utilization of instructional materials in geography teaching in community secondary schools in Kathmandu district. There are altogether sixteen community secondary schools offering geography as an optional subject. Out of sixteen secondary schools offering geography as an optional subject eight schools are selected for the study on the basis of random sampling. The sample for this study comprised of one hundred seventy four students from selected secondary schools. The survey and observation are used for primary data collection. The data are analyzed using percentage. The results reveal that printed and graphic instructional materials for teaching geography in secondary schools are available and their utilization is of high extent while audio, visual and audio-visual instructional materials for teaching geography are not available sufficiently and they are used less often in the classrooms for teaching geography. The local materials are rarely utilized in schools by the teachers. All stakeholders in education must rise to the challenges of making instructional materials are available and utilized in secondary schools.The Third Pole: Journal of Geography Vol. 17: 51-58, 2017
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Yahaya, Abdulkadir Muhammed, Abdullahi Lawal Dutsinma, Salamatu Suleiman, and Abdulaziz Ahmed. "The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria." Journal of Social, Humanity, and Education 1, no. 2 (February 25, 2021): 143–55. http://dx.doi.org/10.35912/jshe.v1i2.369.
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Abstract: Purpose: This study analyzes the impact of teaching methods on Geography students’ performance in Zaria Local Government Area, Kaduna State, Nigeria. Six senior secondary schools: AlhudaHuda College, Barewa College, Government Secondary School Kofar Kibo, Government Girls Secondary School Kofar Gayan, Government Girls Secondary School Pada and Government Girls Secondary School, Kongo were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers’ actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers’ respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics. Keywords: Impact, Teaching method, Senior secondary schools Keywords: 1. Impact 2. Teaching method 3. Senior secondary schools
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Svobodová, Hana, Michaela Spurná, and Petr Knecht. "The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia." Geografie 125, no. 4 (2020): 501–26. http://dx.doi.org/10.37040/geografie2020125040501.
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The position of geography in Czechia at all levels of education has been declining. In order to improve this situation, it is necessary to innovate university pre-service teachers’ training. It is necessary, however, to first examine Czech pre-service geography teachers’ perspectives of geography as a discipline – and their perspectives of geography teaching. The analytical framework of the study is based on Simon Catling’s typology of geography perspectives. The survey was conducted with 183 pre-service geography teachers at nine geography departments in eight Czech universities. In the questionnaire survey the respondents ranked seven statements belonging to the perspectives of geography as a discipline and to geography teaching. In general, the most commonly held perspectives of geography as a discipline were “Interactionist”, “Earthist”, and “Globalist”. The “Globalist” perspective predominantly concerns perspectives of geography teaching. Research findings are used to formulate recommendations for the remedy of the image of geography.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Athumani, Mushi Saumu, Ismail Sheikh Ahmad, and Nik Suryani Nik Abdul Rahman. "Teachers’ conceptual understanding of inquiry-based approach (IBA) at secondary schools in Tanzania." International Journal of Education and Learning 3, no. 3 (December 29, 2021): 175–82. http://dx.doi.org/10.31763/ijele.v3i3.159.
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The purpose of this qualitative study was to explore conceptual understanding of geography teachers of Inquiry-Based Approach (IBA) for teaching Geography subject. The researcher adopted the case study research design, and the study was conducted on eleven geography teachers from four Secondary schools at Morogoro Municipality, Tanzania. The findings indicate a mixed conceptual understanding of the interviewed geography teachers on the meaning of IBA although some of them seems to experience the use IBA features in their teaching. A lesson can be drawn from this study to inform the area of teaching and teachers development in Tanzania. The study recommended that to make the most use of inquiry-based approach of teaching and learning especially in geography subject, teachers have to be updated now and then on how to effectively use it in the classroom.
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Wu, Li, Linying Li, Hongye Liu, Xianfu Cheng, and Tongxin Zhu. "Application of ArcGIS in Geography Teaching of Secondary School: A Case Study in the Practice of Map Teaching." Wireless Personal Communications 102, no. 4 (January 17, 2018): 2543–53. http://dx.doi.org/10.1007/s11277-018-5276-6.
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Andjelkovic, Sladjana, and Dragana Pavlovic. "New media in teaching of geography: Literature review." Glasnik Srpskog geografskog drustva 95, no. 4 (2015): 173–95. http://dx.doi.org/10.2298/gsgd1504173a.
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This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education studies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.
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Alam, Sarfaraz, and Sukhvinder Sukhvinder. "Analyzing Evaluation Process in Secondary School Geography of India." National Geographical Journal of India 66, no. 1 (March 31, 2020): 69–80. http://dx.doi.org/10.48008/ngji.1731.
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The process of evaluation of students is closely linked to their teaching-learning process in schools. However, the nature of evaluation techniques in a subject depends to an extent on grades at which it is taught as well as its philosophical and methodological orientation. In lower grades, for example, the focus is more on short and descriptive questions compared to higher grades where long and explanatory questions become important. The nature of school geography is different from other subjects for it focuses mainly on the spatial dimension of reality. For learning the spatial dimension of reality of the earth, maps and globes are the key teaching tools. While most techniques of evaluation in school geography are similar to other school subjects, it also uses certain techniques for evaluating students which are generally not popular in other subjects. This paper discusses use of various techniques of evaluation in school geography. It analyses how techniques of evaluation vary with grades. It identifies those techniques of evaluation that are unique to school geography. The study informs that mapping, map reading and fieldbased exercises are generally associated with geography.
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Charles Kibet Kiptum. "Challenges of Acquiring Non-Projected Media Resources for Teaching in Secondary Schools in Kenya." Editon Consortium Journal of Educational Management and Leadership 2, no. 1 (June 30, 2021): 129–43. http://dx.doi.org/10.51317/ecjeml.v2i1.249.
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This study sought to analyze the constraints in acquisition and use of non-projected media resources in teaching Geography in public secondary schools in Koibatek S. A sample of 70 Geography teachers, 35 head teachers and 314 students were sampled using purposive and stratified random sampling. Data collection was done by use of questionnaires, observation and content analysis. Data was analysed using descriptive statistical methods. The results were then presented in pie charts, graphs and tables. The study established that most schools had non-projected resources, though a limited supply and were rarely used. However, some schools lacked some important resources such as Geography rooms, facilities for fieldwork, weather station and library services. Constraints emanating from heavy workload, heavy curriculum and inept administration were found to undermine to effective use of these resources in teaching Geography. The study has recommended for an urgent review of curriculum and increased supervision to ensure that curriculum is hilly implemented, and refresher courses be given to teachers on the use of these resources There have been concerns over declining performance in Geography at national examination, especially areas that test students’ knowledge of field work, map work and physical Geography. Coincidentally these are the areas where non-projected media resources are most used. Yet few studies done in Geography have not adequately examined the non-projected media resources despite their critical role in the teaching of Geography.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Ahammad, Faiyaz. "A study of teaching effectiveness, scientific attitude and achievement in geography among higher secondary school students." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 124–36. http://dx.doi.org/10.5958/2278-4853.2021.00235.4.
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Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.
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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Ivkov-Dzigurski, Andjelija, Ljubica Ivanovic, and Milana Pasic. "Possibilities of computer application in modern geography teaching process." Glasnik Srpskog geografskog drustva 89, no. 1 (2009): 139–51. http://dx.doi.org/10.2298/gsgd0901139i.
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Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.
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Nazarenko, Tetiana, Oksana Braslavska, and Liudmyla Ozerova. "STUDY OF GEOGRAPHY IN GENERAL SECONDARY EDUCATION INSTITUTIONS THROUGH THE INTEGRATED CONTENT OF ELECTIVE COURSES." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 39–49. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261084.
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The article examines current issues that arise in the teaching of geography. The integrative nature of the subject of geography requires the use of a variable factor to strengthen the basic geographical courses in the school, so there is a need for a variety of elective courses. The practice of introducing integrative elective courses in school geographical education has been studied.Elective courses play an important role in the school system. These are required subjects of the student’s choice that support the chosen profile. Unlike typical courses, elective courses are compulsory. The purpose of studying elective courses is to focus students on individualization of learning and socialization; to prepare for a conscious and responsible choice of future professional activities.In the process of content selection, it is necessary to find out: what laws, theories, ideas, principles, concepts, skills, and types of student activities are offered for mastering, how the study material will contribute to the internal specialization of education and the formation of specialized skills; for which professions, fields of activity the selected content is required, which students must know and be able to do before studying the elective course.Researchers have proved the effectiveness of the implementation of integrated geographical courses, the need to develop comprehensive curricula in natural subjects on the basis of a single educational field of state standard, and the importance of forming holistic (integrated) knowledge, and a scientific worldview. However, the lack of specialists and general teaching methods makes it difficult to implement an integrative approach in elective courses.
Keywords: integrative learning; natural education; elective courses; geography studies; formation of subject competencies; institutions of general secondary education; educational material; competence approach.
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Bin Manining, Mohamad Amran, Soon Singh A/L Bikar Singh, and Laila Meiliyandrie Indah Wardani. "A CONCEPTUAL FRAMEWORK FOR EVALUATING THE EFFECTIVENESS OF ROBOTIC GAME APPROACHES TO MOTIVATION AND PERFORMANCE IN GEOGRAPHY." Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta 6, no. 1 (July 29, 2022): 646. http://dx.doi.org/10.22441/biopsikososial.v6i1.15880.
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In 2017, the standard secondary school curriculum (KSSM) replacing the previous curriculum was introduced as a continuation of curriculum changes in the 21st century. However, these changes still make Geography a compulsory subject for middle and upper secondary subjects. As a result of this change, fewer schools in Malaysia offer geography in the upper middle class and if so, the choice is given to middle school students. This situation is especially critical as most Geography teachers still practice conventional teaching methods in the classroom. The implication is that students are less motivated to study Geography and this phenomenon has also influenced their geographical achievement. Therefore, various 21st century teaching methods have been introduced in classroom learning and facilitating activities. One of the things that started to catch the attention of teachers was the game method. This is because the use of the game approach as a teaching tool has a positive impact on students' engagement and motivation to learn geography. However, unlike in Malaysia, the game's approach has been less widely introduced, especially in geography learning and facilitation in secondary schools. This is due to the lack of appropriate resources and the ability of teachers to apply the skills in learning and facilitating. Therefore, this conceptual framework was developed to evaluate the effectiveness of using a robotic game approach in improving student motivation and achievement in secondary school.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Mavuso, Mzuyanda Percival, Kayode Babatunde Olawumi, Xolani Khalo, Babalwa Kafu-Quvane, and Busiswa Mzilikazi. "Implementation of Teacher Capacitation Programs to Integrate Climate Change Education: The Case Study of Geography Teaching in South African Secondary Schools." International Journal of Learning, Teaching and Educational Research 21, no. 11 (November 30, 2022): 73–86. http://dx.doi.org/10.26803/ijlter.21.11.5.
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Countries all over the world are experiencing the devastating havoc of climate change. Drastic efforts directed at integrating climate change education into the school curriculum in South African Secondary schools have been unsuccessful due to a lack of training support for teachers teaching Climate Change Education in secondary schools. The purpose of this paper was to explore the role of teacher capacitation programs in assisting Geography teacher to integrate climate change education in their lessons. Shulman’s Model of Pedagogical Reasoning served as theoretical lenses for the study. Five secondary schools out of twenty which participated in the five days’ training program conducted by one higher education institution were purposefully selected. Data for the study was generated through one-on-one semi-structured interviews conducted with five participating Geography teachers in the selected schools according to the geographical location and close proximity to the training provider. It emerged from the data that teachers were lacking content and pedagogical knowledge on Climate Change Education and this capacitation program assisted in bridging that gap. The study concludes that training programs were according to selected Geography teachers’ views responsible for the improved pedagogical practices in the classroom. It is therefore recommended that teacher professional development programs on Climate Change Education for Geography teachers be organized on a continuous basis.
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Iatenko, Vladimir. "Fundamentals of implementation of the integrated content of learning geography and economy." Univers Pedagogic, no. 2(70) (July 2021): 10–13. http://dx.doi.org/10.52387/1811-5470.2021.2.02.
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In September 2020, Ukraine adopted the State Standard for Basic Secondary Education (No. 898 of September 30, 2020), which defined new requirements for the Model and Model Curricula. The article reveals the methodological foundations for the implementation of the intellectual content of teaching geography and economics, which is very important for the professional formation and development of both future teachers and practicing teachers. Attention is focused on the formation of a holistic natural-scientific picture of the world through the study of geographical concepts, objects and subjects of study of physical, social and economic geography, the main goal and tasks of integrating the content of teaching geography, research methods. Methodological recommendations are given for additional research of complex, interrelated topics (problems), geographical patterns, global processes, basic principles on which modern geographical knowledge is based. Designed for future teachers (students of institutions of higher education) and practicing teachers of institutions of general secondary education, methodologists of postgraduate education.
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Richards, Deidra Margaret, Roland Birbal, and Mala Ramdass. "The Use of a Constructivist Blended Approach to Teaching Geography in a Secondary School." Asian Education Studies 5, no. 2 (December 18, 2020): 38. http://dx.doi.org/10.20849/aes.v5i2.819.
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This action research study used qualitative and quantitative methods to investigate students’ performance in assessments and their perceptions and experiences with the use of a constructivist blended approach to teach secondary school geography. The constructivist blended model which used the 5-E strategy (Engage, Explore, Explain, Elaborate and Evaluate) informed teaching and assessment. Methods of data collection were test scores, an open-ended questionnaire, and a focus group interview.Findings suggest that although students’ performance in the assessment and their perceptions and experiences of the constructivist blended classroom strategy were generally positive, several students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, and performed better in the assessments, their experiences of schooling in an authoritarian, post-colonial education system challenged its effective use.
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Constance, Suzanne Marle, and Charles Musarurwa. "Integration of ICTs into the teaching and learning of Secondary School Geography: The Seychelles Experience." Journal of Geography Education in Africa 1 (October 30, 2018): 14–26. http://dx.doi.org/10.46622/jogea.v1i.2535.
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This study aimed to establish the extent to which Information and Communication Technologies (ICTs) have been integrated into the teaching and learning of Geography in Seychelles Secondary Schools. The focus was on key issues such as policy provisions for the integration of ICTs into the Seychelles curriculum; teachers’ and students’ perceptions about the use of ICTs in teaching and learning of Geography; the types of ICTs used; and challenges faced in the integration of ICTs. Possible solutions are also explored. The researchers opted for a qualitative methodological approach to generate rich and in-depth data. The aim was to learn and understand from the case rather than to prove and establish cause and effect. Thus, various methodologies such as document analysis, focus group discussions and interviews were employed. Geography teachers and students were the main participants in the study, although other participants such as Ministry of Education officials were also interviewed. It is anticipated that the research findings and recommendations will benefit policymakers and practitioners in the Seychelles education system.
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Nuwategeka, Expedito, and Stephen Odama. "Training of Geography Teachers for Secondary Schools at University in Uganda: An Analysis of Gulu University Teacher Trainees’ Teaching Practice." Advances in Social Sciences Research Journal 7, no. 6 (June 22, 2020): 271–79. http://dx.doi.org/10.14738/assrj.76.8194.
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The changes in learner characteristics and the learning environment in the twenty first century calls for adjustments in teacher training to meet the needs of the contemporary learners. This study analyses training of geography teachers at Gulu University with the view of assessing the application of contemporary geography teaching methodologies for the twenty first century learners. Time- series data were collected from teacher trainees’ lesson plans used during school practice running for three consecutive years of 2016, 2017, and 2018. Teaching methods as well as types of instructional materials were extracted from eighty one lessons taught by teacher trainees in thirty six schools in both rural and urban Uganda. Using SPSS 16.0 software, data was analysed to generate frequencies, counts and cross-tabulations. Findings reveal that question and answer method was the most used while guided discovery was the least used, followed by demonstration. Fieldwork and project methods were not used at all. It was also found out that in 12% of all the lessons, there was no use of instructional materials in the teaching/learning process. The study recommends that the curriculum structure of future geography teacher trainees be improved to factor in contemporary teaching styles which use modern teaching equipment relevant to the current generation of technology and learners, and the training of lecturers who mentor geography teacher trainees at universities be institutionalized.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Tenha, John. "The Effecitveness of Fieldwork in the Teaching and Learning of Geography at Rukariro Secondary School in Zimbabwe." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 2 (February 28, 2019): 36–42. http://dx.doi.org/10.36344/ccijhss.2019.v05i02.003.
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Fieldwork has long been central to the teaching and learning of geography at school and university levels. The purpose of fieldwork in geography stems from how geography was constructed as a discipline and how it was used to understand and make sense of the world. Fieldwork is at the heart of geography just as clinical practice is to medicine. For a geographer, the laboratory is the world outside. This study aimed at assessing the effectiveness of field work in the teaching and learning of geography at ordinary level in secondary schools. using the qualitative methodology. The main finding reveals that fieldwork was very beneficial to the learners and yet faced a number of challenges like lack of time, lack of resources as well as lack of experienced teachers. The researcher recommends that teachers should get adequate training on the fundamentals of fieldwork so that they properly guide the learners.
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Testrow, Sean, Ryan McGovern, and Vicki Tully. "Secondary care interface: optimising communication between teams within secondary care to improve the rehabilitation journey for older people." BMJ Open Quality 10, no. 1 (February 2021): e001274. http://dx.doi.org/10.1136/bmjoq-2020-001274.
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Effective communication between members of the multidisciplinary team is imperative for patient safety. Within the Medicine for the Elderly wards at Royal Victoria Hospital (RVH) in Dundee, we identified an inefficient process of information-sharing between the orthopaedics outpatient department (OPD) at the main teaching hospital and our hospital’s rehabilitation teams, and sought to improve this by introducing several changes to the work system. Our aim was for all patients who attended the OPD clinic to have a plan communicated to the RVH team within 24 hours.Before our intervention, clinic letters containing important instructions for ongoing rehabilitation were dictated by the OPD team, transcribed and uploaded to an electronic system before the RVH team could access them. We analysed clinic attendances over a 4-week period and found that it took 15 days on average for letters to be shared with the RVH teams. We worked with both teams to develop a clinical communication tool and new processes, aiming to expedite the sharing of key information. Patients attended the OPD with this form, the clinician completed it at the time of their appointment and the form returned with the patient to RVH on the same day.We completed multiple Plan–Do–Study–Act cycles; before our project was curtailed by the COVID-19 pandemic. During our study period, seven patients attended the OPD with a form, with all seven returning to RVH with a completed treatment plan documented by the OPD clinician. This allowed rehabilitation teams to have access to clinic instructions generated by orthopaedic surgeons almost immediately after a patient attended the clinic, essentially eliminating the delay in information-sharing.The introduction of a simple communication tool and processes to ensure reliable transfer of information can expedite information-sharing between secondary care teams and can potentially reduce delays in rehabilitation.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Ogalo, Michael Odoyo, Carolyne Omulando, and Peter Barasa. "Assessment of Teachers’ Technological and Pedagogical Knowledge of Integrating ICT in teaching English in Secondary Schools in Nairobi County, Kenya." Scholars Journal of Arts, Humanities and Social Sciences 10, no. 1 (January 24, 2022): 9–23. http://dx.doi.org/10.36347/sjahss.2022.v10i01.003.
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The purpose of this study was to assess teachers’ technological and pedagogical knowledge of integrating ICT in teaching English in secondary schools in Nairobi County, Kenya. The study was guided by two frameworks: Technological Pedagogical and Content Knowledge (TPACK), and Teacher Cognition. The study employed an explanatory sequential mixed-methods approach to collect both qualitative and quantitative data. The study adopted a descriptive survey research design, and pragmatic world view as a philosophical orientation. The sample consisted of 20 secondary school teachers of English from Nairobi County. Simple random and purposive sampling techniques were used. Data was collected using an interview schedule and a teacher questionnaire. Data were analysed using descriptive statistics: frequencies, percentages, means, standard deviations and presented in tables and short descriptions and content analysis procedures and presented in narrations based on thematic areas derived from the study variables. The findings revealed among other things that, 75% of the teachers of English sampled lacked TPACK to effectively integrate ICT in their teaching, the training required by teachers of English to integrate ICT in their teaching and the resources needed to deliver this were inadequate in many schools under study. The study concluded that: teachers of English needed sufficient technological pedagogical knowledge and adequate ICT skills to effectively integrate ICTs in their teaching, the aspirations of national educational authorities because of establishing ICT competencies does not automatically result in changes in classroom practices. The study recommended that teachers be provided with professional development as a continuous process on the integration of ICT in teaching; underscoring the importance of the continued teacher development in ICTs to enhance English language teaching. The study further challenges policymakers in the secondary school context to develop ....
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Kaitho, Simon Sila. "Effect of Teaching Using Preferred Learning Styles on Students’ Performance, in Biology and Geography in Secondary Schools in Nairobi County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (September 30, 2019): 23–31. http://dx.doi.org/10.51317/ecjces.v1i1.97.
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The purpose of this study was to determine the effect of teaching using preferred learning styles on students’ performance, in Biology and Geography in secondary schools in Nairobi County. Students in both private and public schools in Nairobi County have not been performing satisfactorily in sciences. A study, therefore, was done to establish the effect of matching teaching styles with preferred learning styles on students' performance in Biology and Geography. Multivariate analysis of variance in Geography F (1, 1315) = 2870.1, p = .000) and in Biology F (1, 1315) = 2994.1, p = .000), and linear regression in Geography, F (1, 1315) = 2870.056, p = .000, and in Biology, F (1, 1315) = 2994.137, p = .000 analysis showed statistically significant effect on performance of students taught using preferred learning styles. The findings lead to a conclusion that there is a need to inform teachers to identify and teach their learners according to the learners' preferred learning styles to enhance their performance in sciences.
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Asghari, Hamid. "Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden." Educare - vetenskapliga skrifter, no. 3 (May 13, 2022): 160–85. http://dx.doi.org/10.24834/educare.2022.3.7.
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This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational upper secondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area. This is a period when many unaccompanied children and adolescent refugees arrived in Sweden. The study aims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths can influence teaching in a vocational school. The methodological and theoretical starting point for the study is based on a narrative perspective. The stories are analysed thematically and show that these students have great solidarity with each other, are ambitious, and create a good mood in the classroom. In addition, there is always “someone” who does not believe in democratic values, although most of the students value the Swedish democracy and equality between men and women. The expulsion decision that some students receive affects the teachers’ teaching as well, since it means that they also have to deal with teaching situations where their students’ lives and deaths are involved in the sense that they are refugees threatened by expulsion.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Rizou, Ourania, Aikaterini Klonari, and Dimitris Kavroudakis. "Investigating the Impact and Effectiveness of an ICT-based Teaching Scenario on Secondary School Students’ Geospatial and Statistical Literacy: A Case Study from Greece." European Journal of Geography 13, no. 3 (May 30, 2022): 50–69. http://dx.doi.org/10.48088/ejg.o.riz.13.3.050.069.
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The case study investigates students’ statistical and geospatial literacy and their reaction to an ICT-based teaching scenario. The study involved 41 High School students’ in Lesvos Island, Greece. The intervention was applied in the ICT lab, in the context of a second-semester project on Geography. The means we employed to carry out students’ activities included worksheets and the web-based platform statistics4school. In order to check the effectiveness of this intervention, the sample completed assessment sheets and an anonymous self-reporting questionnaire. According to the results, students declared that they became more confident with statistical concepts and geospatial thinking. The same perspective was also reflected in their responses regarding developing cognitive and social skills and literacy in general. The intervention’s findings establish the basis according to which implementing new ICT-based teaching scenarios will support statistical, geospatial, and digital literacy.
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Nurbol, Ussenov, Zhoya Kairat, Аbdimanapov Bakhadurkhan, Mamadiyarov Marat, Tleubergenova Kenjekey, and Malika Ussenova. "Students’ Views on the Use of Technology in Geography Course." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 42. http://dx.doi.org/10.3991/ijet.v15i23.18781.
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Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.
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Caesar, Mohd Iqbal Mohd, Rosmawijah Jawawi, Rohani Matzin, Masitah Shahrill, Jainatul Halida Jaidin, and Lawrence Mundia. "The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons." International Education Studies 9, no. 2 (January 25, 2016): 51. http://dx.doi.org/10.5539/ies.v9n2p51.
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<p class="apa">Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines the potential benefits of adopting a PBL approach in teaching and learning in secondary geography classrooms. It takes into account the inputs needed from both teacher and students in determining the success of the approach implementation. The study shows how, through careful planning and preparation, PBL activities can effectively enhance students’ engagements and improve their grasp of geographical content knowledge. However, the teacher’s shortcomings in performing the role of facilitator did highlight a limitation for the research, which hindered the success of the implementation. Future research should continue to actively examine experiences from teachers in PBL applications, discussing the circumstances to identify the conditions necessary for successful implementation of PBL within a variety of contexts.</p>
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Martín-Núñez, José Luis, Juan Luis Bravo-Ramos, Susana Sastre-Merino, Iciar Pablo-Lerchundi, Arturo Caravantes Redondo, and Cristina Núñez-del-Río. "Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions." Sustainability 14, no. 6 (March 10, 2022): 3272. http://dx.doi.org/10.3390/su14063272.
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The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This study analyzed the perceptions of students in a master’s degree in secondary school teacher training, who have experienced the transition to bimodal teaching during the 2020–21 and 2021–22 academic years carried out by professors with high digital teaching competence. Data from two academic years are available, with a total of 207 students. The results indicate that the experience has been positive, and no significant differences were found in the follow-up of the contents when the class was followed online. However, the feeling of belonging to the group is lower in online classes than in face-to-face classes, and the perception of online teaching is more favorable in the academic year immediately developed after the COVID crisis. The bimodal modality has become a useful solution as long as the conditions of the equipment and networks are guaranteed as well as the training of teachers in digital teaching competence. In addition, the students’ perception of this modality is that it can continue once the exceptionality of the pandemic has been overcome.
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Rouf, Md Abdur, and Harun Rashid. "Online Teaching during COVID-19 in Bangladesh: Challenges Faced by the EL Teachers." Journal of NELTA 26, no. 1-2 (December 31, 2021): 1–14. http://dx.doi.org/10.3126/nelta.v26i1-2.45370.
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The study explored the challenges faced by secondary and higher secondary English language (EL) teachers in Bangladesh while teaching their learners online during the COVID-19 pandemic. Like teachers in most countries across the world, Bangladeshi EL teachers had to abruptly switch to online mode of teaching from in-person classes without much preparation. Following the constructivist research paradigm and a qualitative multiple case study approach, four secondary and four higher secondary EL teachers were interviewed to gather in-depth data on the challenges they encountered. The findings showed that the main challenges for the teachers included: unavailability of devices, falling interest, poor attendance of learners, less interaction in classes, lack of technological skills and training, financial hardship, unstable internet connections, almost no practice of language skills, lack of online testing schemes, negative mental and physical impacts, and the overall perceived inefficacy of online EL classes. The paper also discusses the implications of the main findings and proposes some recommendations for the teachers and other stakeholders concerned.
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Huang, Jing. "Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity." Sustainability 13, no. 16 (August 12, 2021): 9025. http://dx.doi.org/10.3390/su13169025.
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This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.
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Virranmäki, Eerika, Kirsi Valta-Hulkkonen, and Jarmo Rusanen. "Powerful knowledge and the significance of teaching geography for in-service upper secondary teachers – a case study from Northern Finland." International Research in Geographical and Environmental Education 28, no. 2 (January 26, 2019): 103–17. http://dx.doi.org/10.1080/10382046.2018.1561637.
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Handtke, Kevin, Lisa Richter-Beuschel, and Susanne Bögeholz. "Self-Efficacy Beliefs of Teaching ESD: A Theory-Driven Instrument and the Effectiveness of ESD in German Teacher Education." Sustainability 14, no. 11 (May 25, 2022): 6477. http://dx.doi.org/10.3390/su14116477.
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Self-efficacy beliefs are important for teachers to conduct Education for Sustainable Development (ESD). Self-efficacy instruments for teaching ESD mainly focus on primary education, and theory-driven instruments are lacking. Thus, we developed an instrument for secondary education reflecting eight subcategories of a science teaching pedagogical content knowledge (PCK) model, transferred to teaching ESD. We conducted an exploratory factor analysis (n1 = 162) and a confirmatory factor analysis (n2 = 236) with mainly pre-service biology, politics, and geography teachers for secondary education. We identified seven self-efficacy beliefs of teaching ESD factors. Six of these factors showed an expected low or middle correlation with self-rated content knowledge of SD-relevant issues (divergent validity). Pre-service teachers’ ESD teaching self-efficacy beliefs were rather positive, missing clear differences due to studying biology, politics, and geography. Bachelor students had higher self-efficacy beliefs than Master of Education students regarding four factors. Only 32 of 113 Bachelor students completed any ESD course at that time. They could have overestimated their own skills or underestimated teaching ESD. Current participation in at least one ESD course positively influenced three self-efficacy factors. Since barely any pre-service teacher currently participated in or completed more than three ESD courses at the time of the study, there is room for a stronger focus on ESD in German teacher education.
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Yang, Xiuying, and Pengfei Chen. "Applying Active Learning Strategies to Develop the Professional Teaching Competency of Chinese College Student Teachers in the Context of Geography Education." International Journal of Learning, Teaching and Educational Research 21, no. 7 (July 30, 2022): 178–96. http://dx.doi.org/10.26803/ijlter.21.7.10.
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Developing the professional teaching competence of college student teachers is a vital task in initial teacher education institutions. The aim of this research, based on a quasi-experimental design, was to apply active learning strategies to develop the professional teaching competence of Chinese college geography student teachers. In total, 96 geography student teachers in China participated in this research; 50 of them were placed in the experimental group, and the remaining 46 were placed in the control group. The intervention on active learning strategies was based on Bloom’s taxonomy and the Standards for The Professional Competence of Teachers majoring in Secondary Education for Student Teachers. The experimental group received the experimental intervention for 16 lessons, while the control group was exposed to the traditional teaching in the same teaching schedule. The results of the one-way ANCOVA undertaken show that the intervention consisting of active learning strategies significantly improved the professional competence of the Chinese college student geography teachers in the experimental group. This study contributes empirically to the universities, educators, and researchers involved in initial teacher education programmes in the geography field.
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Matviichuk, Iryna. "STUDY OF MENTAL OPERATIONSAS BASIS FOR PLANNING CORRECTIONAL COMPONENT AT GEOGRAPHY LESSONS." Psychological and Pedagogical Problems of Modern School, no. 2(8) (October 27, 2022): 60–67. http://dx.doi.org/10.31499/2706-6258.2(8).2022.268055.
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The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement.
Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.
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Kadel, Purna Bahadur. "Teachers’ Perceptions of Critical Pedagogy in English Language Teaching Classroom." Journal of NELTA 25, no. 1-2 (December 31, 2020): 179–90. http://dx.doi.org/10.3126/nelta.v25i1-2.49740.
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Critical pedagogy practices are rarely followed in the traditional English Language Teaching (ELT) classes in which the focus is on transmitting knowledge to the learners, rather than transforming it. This study is an attempt to explore teachers’ experiences in and their perceptions of the existing practices of critical pedagogy and on its usefulness in ELT classrooms. This is qualitative research in which phenomenological research design was adopted to accomplish this study. Six respondents were selected from three secondary schools of Kathmandu district as a sample through a purposive non-random sampling procedure. In-depth-interview was used as a tool to assemble the required data to answer the research questions of this study. The findings of the study show that the ELT classroom in the district is teacher-directed but not learner-centered; the textbooks, teaching strategies, and methods are partially focused on marginalized groups and underprivileged learners. The ELT practices at the secondary level do not address multiple intelligences; and critical pedagogy is not adopted for the elevation of the marginalized learners though the teachers are aware of its usefulness.
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Álvarez-Martínez-Iglesias, José María, Jesús Molina-Saorín, Francisco Javier Trigueros-Cano, and Pedro Miralles-Martínez. "The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 137–51. http://dx.doi.org/10.26803/ijlter.20.4.8.
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This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.
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Thangmawia, L., and Jamal Hussain. "ICT USAGE STATUS IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS OF MIZORAM." International Journal of Advanced Research 10, no. 08 (August 31, 2022): 93–102. http://dx.doi.org/10.21474/ijar01/15153.
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The geography of the Mizoram state makes it a remote state. Due to its remoteness, connectivity and modern ICT application in teaching and learning remain a vital concern in the state. Therefore, it is an immediate need to know how teachers use information and communication technologies (ICT) in mathematics teaching. To understand how teachers use ICT, an investigation of the various factors that may impact ICT use in content areas such as mathematics is the need of the hour. This study investigates the availability and frequency of ICT use and examines factors contributing to the barrier to teachers ICT use in mathematics teaching. This analysis showed that ICT resources are available to all the teachers in the region, the lack of interest in teaching in ICT is depends on the teachers experience, the type of school does not determine the ICT implementation, whether it is government or private and ICT training programmes conducted by the government does not reach to all the teachers in the state. The finding can provide vital links to help stakeholders and the government for effective use of ICT in mathematics teaching.
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Raut, Dr Srikrishna. "A Study of impact of COVID-19 on Education Sector." YMER Digital 21, no. 02 (February 6, 2022): 176–79. http://dx.doi.org/10.37896/ymer21.02/.
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All learning institutions pre-maturely closed on 20 March 2020 and all Indian citizens advised to self-isolate mean quarantine in a bid to control the spread of COVID-19. The closure of schools, colleges and universities not only interrupts the teaching for students around the world; the closure also coincides with a key assessment period and many exams have been postponed or cancelled. Internal assessments are perhaps thought to be less important and many have been simply cancelled. But their point is to give information about the child’s progress for families and teachers. The loss of this information delays the recognition of both high potential and learning difficulties and can have harmful long-term consequences for the child. Results of this research paper revealed that there is likely to be a drop in the pass percentage of Secondary & Higher Secondary school students in this year’s examinations.
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Y.I., Jibril, and Dakur D.S. "Effects of Constructivist teaching Approach on Secondary School Students’ Geography Achievement in Jos North LGA of Plateau State, Nigeria." British Journal of Education, Learning and Development Psychology 5, no. 1 (November 9, 2022): 63–75. http://dx.doi.org/10.52589/bjeldp-ksfad77b.
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The study has investigated the effects of a Constructivist Instructional Approach on senior secondary (ii) school students’ geography achievement in Jos North Local Government Area of Plateau State, Nigeria. The study adopted the Quasi-experimental research design and random sampling method to select the sample of 110 students from the population of 859. The sample consisted of 46 students in the experimental group, 22 male and 24 females, and 64 students in the control 41 male and 23 females. Intact classes of two schools were used for the study. The research instrument was the Geography Achievement Test (GAT) that was adopted from the past questions of WAEC and NECO SSCE 2015 Gat was validated by three experts from the University of Jos in the department of science and technology education. A reliability coefficient of 0.73 was established through the Guttman split-half coefficient using SPSS 22. Two research questions were answered using mean and standard deviation while the null hypotheses were tested at α 0.05 level of significance using t-test, ANOVA and ANCOVA. Findings from the study revealed that there was a significant difference in the posttest score of the experimental and control group, in favour of the experimental group. The null hypothesis was rejected because (p ≤ 0.05). Furthermore, the study revealed that there was no significant score difference between male and female students of the experimental group that received the treatment on constructivist learning approaches. Based on the outcomes of the study, few recommendations were made.
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Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.
Full textAbstract:
Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.