Journal articles on the topic 'Home economics teachers Training of'

Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.

Home Economics is a mandatory subject in Japanese schools. While the subject teaches valuable life skills, few understand the significance and the science behind this important topic. Professor Akiko Suzuki from the Graduate School of Our Humanities and Social Sciences at Hiroshima University, believes in the value of developing and teaching Home Economics in schools to prepare the children of today for the challenges of tomorrow. Akiko has been working on the curriculum for training Home Economics teachers at the University. In such an uncertain global environment, with the home becoming the centre of not only family life, but also work life, Home Economics is even more important than ever before. Suzuki believes that, through this work, her team can have a big impact on improving and supporting teacher training to provide students with lifelong skills and competencies.

This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home Economics teachers in Upper Basic schools in Anambra State of Nigeria. A structured questionnaire, designed on a 5-point scale, was used to collect data. Findings indicated that some of the challenges faced by the teachers include how to: improvise materials to arouse and sustain learners’ optimism and enthusiasm; access expert assistance and technical support; stay informed of innovative developments; have confidence to share ideas with other teachers; interpret research and statistical data; diplomatically handle students’ resistance; align improvised materials with curriculum guidelines and timelines; and develop materials to cater for individual learner’s needs in overcrowded classrooms. Some strategies bothering on teachers’ self and group professional development, training, and Internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.

Based on an ecological model of teacher agency, the purpose of this study was to examine the relevance of HE (home economics) subjects and CSE (comprehensive sexuality education) for HE teachers, and their implementation in HE classes. To achieve this, a survey was conducted with HE teachers nationwide for which 243 responses were collected, and interviews were conducted with five HE teachers who were actively practicing CSE. The results of the survey and interview were as follows. First, HE teachers strongly recognized the relevance of HE subjects and the topic of CSE with an average score of 4.63 (out of 5 points), and practiced CSE at an average of 72.23% (97.12%~43.21%) in their class. Second, based on the ecological approach model of teacher agency, the factors facilitating the CSE practice of HE teachers included: childbirth and parenting experienced as parents, experiences of students encountering sexual problems in school, the philosophy and content of HE subjects, positive feedback from students and support from fellow teachers, and intention to help students in their lives. Conversely, HE teachers cited a lack of sexual education experience as learners, complaints from parents, weakness of HE teacher networks, lack of specific statements in curriculum and textbooks, insufficient class content and teacher training, and lack of absolute class time. This study is significant in revealing that CSE is highly relevant to the contents of HE subjects and is already being practiced in HE classes.

With the development of global economy and science, the research on ESP teaching has become increasingly the focus of scholars at home and abroad, and the development of ESP teachers is the key factor to ESP teaching. Through the research on professional development of ESP teacher in University of Science and Engineering of Shaanxi Province, we analyze the factors that have influence on ESP teachers development, finally put forward the idea that training mode of ESP teachers in University of Science and Engineering must be based on students' occupation demand, and ESP teachers should constantly update their knowledge structure. Only in this way, can the quality of ESP teacher in University of Science and Engineering be promoted, and they will develop into applied teachers who can be in line with the future direction of economic development in China.

The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.

Background: The ongoing global pandemic of SARS-CoV-2 (COVID-19) (WHO, 2020) utterly disrupted traditional modes of education nationally and internationally. Mastering online teaching imposed by the COVID-19 pandemic was challenging for many teachers. The purpose of the study was to illuminate the challenges experienced by food practical Home Economics teachers, investigating their ability to innovate, adapt and proceed with food practical classes during the COVID-19 pandemic. This study also aimed to discover best practical methodologies for online and face-to-face food practical classes while looking forward with reimagined approaches to teaching and learning for a post-pandemic world and documented teachers experiences, agency, adaptations and innovations. Methods: Both qualitative and quantitative research methods were employed to meet study objectives. Data was gathered in the Republic of Ireland via 132 questionnaires with Home Economics teachers and semi-structured interviews with six Home Economics teachers. Results: Results revealed that COVID-19 imposed serious challenges on teachers who nonetheless adapted well to the changing environment. They employed innovation and determination to proceed with practical classes in very challenging working environments, resulting in many positive educational advances. Teachers up-skilled, reflected and collaborated to proceed safely with practical’s and deduced best practice methodologies which in a number of cases arose from trial and error. Findings were employed to produce frameworks for best practice when conducting food practical Home Economics classes (both online and face-to-face). These frameworks have national and international relevance in considering new models of teaching in which authentic teaching can occur and provide alternative pedagogies and technologies to support the food practical. Conclusion: This study recommends more technological training for Home Economics teachers, specifically regarding practical classes, as well as support for physical working environments, collaboration and innovation. This research is focused on how teaching can be reimagined, strengthened and valued to inform future teaching and learning models.

Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.

The study examined how to revitalize Home Economics education in tertiary institutions through ICT use for skill acquisition and global relevance. Three research questions and one hypothesis guided the study. A descriptive survey was adopted for this study. 233 Lecturers and students constituted the population and 134 subjects were selected through simple random sampling method. A structured questionnaire was used to collect data and was analysed using mean, standard deviation and t-test analysis. Findings showed 30 skills that can be acquired through ICT use in Home Economics teaching and learning, such as; scaling of foods, meal planning, budgeting, selection, purchasing of foodstuffs and preparation. Factors affecting teaching and learning Home Economics include; insufficient personnel to teach practical, teaching more of theory than practical in the course. 10 ways proffered on how to revitalize Home Economics education include; equipping laboratory with adequate ICT facilities, teachers and students being ICT proficient, Carrying out assignment online, among others. It was concluded that since much skills can be learnt in Home Economics that enables learners to be relevant to self and the world, training and provision of ICT equipment is important in tertiary institutions.

This study was conducted to identify predictors of mathematics achievement among grade 9 learners of a random sample of five township schools. A series of regression analyses were performed for boys and girls separately to obtain Cohen's (1992) effect size estimate (uniquely explained criterion variance expressed as a proportion of unexplained criterion variance) for various predictor variables. Cognitive predictors were verbal and non-verbal General Scholastic Aptitude Test scores. Non-cognitive variables included the hierarchical levels of self-concept: Global (Rosenberg Self-Esteem Scale), and academic and mathematics self-concept (relevant scales of Brookover, Erickson and Joiner). Socio-economic predictors included home-related variables (parental education, parental occupation, family size) and school-related factors (class size, teacher's qualification, teacher's experience). Gender differences favouring boys were found. Non-verbal and verbal scholastic aptitude and teacher's general training correlated significantly with mathematics achievement for boys and girls, with nonverbal scholastic aptitude showing the highest correlation and effect size estimate for girls and teacher's general training occupying this position for boys. Teacher's mathematics training and class size showed correlations in excess of 0.35 for boys but not for girls. The negative corrrelation obtained for teacher's general training suggested that learners whose teachers held a three-year teaching diploma performed better in mathematics than did learners whose teachers held a degree and a teacher's diploma.

This study aims to examine the direct effect of teacher teaching variations and student interest in learning outcomes of class X IS students of SMA Pertiwi 1 Padang on economic subjects in the 2018/2019 school year. The population in this study were all students of class X IS in SMA Pertiwi 1 Padang. The sample used is the total sample. Data collection techniques using questionnaires, observations, interviews and documentation. This type of research is quantitative descriptive. Test analysis conducted is a test of normality, homogeneity and path analysis. The results of this study indicate that (1) there is no effect of teacher teaching variations on student learning outcomes, (2) there is no effect of student learning interest on student learning outcomes, (3) there is an influence between variations in teacher teaching methods on student learning interests. the suggestions of the researchers in this study are (1) to the principal to provide training to teachers in an effort to improve teaching skills to all teachers in the field of study in SMA Pertiwi 1 padang especially the ability to implement varied, effective and efficient learning methods. (2) to teachers to attend training held by schools to be able to hold teaching methods that are not only varied but also effective and efficient. And pay attention to the development of student learning outcomes, so that they can be evaluated so that students can obtain satisfying learning outcomes and strive to pay attention to other factors beyond which the researcher is careful to improve student learning outcomes that are more dominant.(3) students are advised to be serious in following the learning process, increase interest in reading more books or articles on economics and repeat lessons when at home so they do not forget and have difficulty answering exam questions.(4) to researchers to conduct deeper research regarding the factors that influence student learning outcomes, especially those outside of the current research researchers. Keyword: variations in teaching, interest in learning, economic learning outcomes

Die fachspezifische Förderung der Medienkompetenz angehender Berufsschullehrkräfte im Berufsfeld Ernährung und Hauswirtschaft verbessert die Gestaltung zeitgemäßer Unterrichtsszenarien. Fachdidaktische Medienpädagogik stellt die Anwendung, Gestaltung und Reflexion digitaler Tools in den Mittelpunkt der Lehre. Ziele sind die Professionalisierung der Lehrkräfte beim Umgang mit digitalen Medien.

The present time brings a number of emergency and crisis situations, including floods, fires or Covid-19, the management of which requires the active involvement of citizens. Lower secondary education in the Czech Republic includes the subject of Health Education, in which this topic is addressed. Education of students in the area of lifestyle and health is included in Health Education and Home Economics, the latter being delivered in Slovenia. In terms of content, both courses are similar and can enrich each other by sharing valuable experience both in teaching students and in preparing future elementary school teachers. The objective of this paper is to present the concept of elementary education in human protection in emergency and crisis situations in the Czech Republic and the related concept of undergraduate teacher training. The research methods used were document review (of curricular documents and study plans) and questionnaire survey. The paper presents the results of an analysis of the curricular document governing elementary education in the Czech Republic (Framework Education Programme for Elementary Education), as well as the results of an analysis of a health education textbook focusing on the area of safety issues. The paper also presents the results of an analysis of the study plans of selected faculties of education in terms of human protection in emergency and crisis situations, as well as the results of a questionnaire survey focusing on the awareness of future teachers in the area of human protection in emergency situations. The results and main findings of the analysis of the curricular document suggest that the topics of the human protection in emergency situations should be strengthened in the context of Health Education (and throughout elementary education). The studies on teachers’ and future teachers’ awareness of human protection in emergency situations (including first aid) point to some shortcomings in undergraduate teacher training (for example, the optional course in first aid and human protection in emergency situations at the Faculty of Education, Masaryk University). Conclusions and recommendations for practice: the current revision of the Framework Education Programme for Elementary Education should allow the strengthening of emergency issues in Health Education. Based on the inquiry, the following is recommended: due attention should be paid to all emergency issues in the course of education; further teacher training in all emergency issues should be promoted; emergency issues in undergraduate teacher training should be integrated in the form of compulsory common base courses.

Der gesellschaftliche Megatrend der Digitalisierung macht ein Umdenken eingefahrener und traditioneller Strukturen von Lehr-/Lernszenarien notwendig und unumgänglich. Erklärvideos sind zum festen Bestandteil der Lernkultur junger Menschen geworden und beeinflussen Rezipierende oftmals unbewusst. Die Relevanz der Eigenproduktion von Erklärvideos für das Berufsfeld und die berufliche Fachrichtung Ernährung und Hauswirtschaft wird in diesem Beitrag aufgezeigt.

ABSTRAKPandemi Covid-19 mengakibatkan pembelajaran tingkat pendidikan SMA dilaksanakan dari rumah atau pembelajaran jarak jauh. Berdasarkan analisis survei yang telah dilakukan pada kelompok guru MGMP Ekonomi SMA Kabupaten Bangkalan dapat ditemukan fakta bahwa kurangnya keahlian guru dalam menggunakan teknologi terutama mengembangkan bahan ajar jarak jauh yang dapat membuat suasana belajar menyenangkan dan dapat dipahami oleh peserta didik. Solusi yang dapat dilakukan untuk mengatasi permasalahan tersebut yaitu dengan mengadakan pelatihan penggunaan AnyFlip untuk penyusunan e-book dalam rangka optimalisasi pembelajaran jarak jauh di masa pandemi Covid-19. Metode yang dilakukan dibagi menjadi beberapa tahapan yaitu persiapan, sosialisasi, pelaksanaan pelatihan serta pendampingan dan evaluasi. Dari hasil pelaksanaan pelatihan didapatkan bahwa penyusunan e-book berbasis AnyFlip sangat mudah diaplikasikan oleh guru MGMP Ekonomi Kabupaten Bangkalan dengan peserta rata-rata berusia 44 tahun dan rata-rata mengajar selama 17 tahun. Sehingga sebanyak 57,1% menyatakan sangat setuju dan 42,9% menyatakan setuju bahwa pelatihan penyusunan e-book AnyFlip dapat meningkatkan pengetahuan serta keterampilan para guru dalam menyusun bahan ajar berbasis teknologi agar dapat meningkatkan hasil belajar peserta didik. Peserta pelatihan yaitu guru MGMP Ekonomi Bangkalan mengharapkan adanya pelatihan lanjutan yang berkesinambungan seperti pelatihan media pembelajaran interaktif agar dapat meningkatkan minat belajar peserta didik. Sehingga dengan adanya pelatihan akan meningkatkan soft skill para guru. Kata kunci: anyFlip; e-book; MGMP ekonomi kabupaten Bangkalan; pelatihan ABSTRACTThe Covid-19 pandemic has resulted in high school education level learning being carried out from home or distance learning. Based on the survey analysis that has been conducted on the MGMP Economics teacher at Bangkalan High School, it can be found that there is a lack of teacher expertise in using technology, especially developing distance teaching materials that can make the learning atmosphere fun and understandable by students. The solution that can be offered to overcome these problems is by holding training on the use of AnyFlip for the preparation of e-books in the context of optimizing distance learning during the Covid-19 pandemic. The method is carried out in several stages, namely preparation, socialization, implementation of training as well as evaluation and monitoring. From the results of the training, it was found that the preparation of the AnyFlip-based e-book was very easy to apply by the MGMP Economics teacher at Bangkalan High School with an average participant of 44 years old and an average of 17 years of teaching. So as many as 57.1% strongly agree and 42.9% agree that the AnyFlip e-book preparation training can improve the knowledge and skills of participants in compiling technology-based teaching materials which are later expected to improve student learning outcomes. The training participants, namely the Bangkalan Economics MGMP teacher, hoped that there would be continuous follow-up training such as interactive learning media training to increase students' interest in learning. So that with the training, it will improve the soft skills of teachers. Keywords: anyFlip; e-book; economics teacher at Bangkalan high school; training

<p><em>The paper analyzes the requirements for the labor market at the beginning of the 21^st century, and overviews the novelties of employee assessment and selection which make a claim on the school and higher education, in particular teacher training. The priority for a creative society is a creative participant in the labor market. The needs of the multicultural market can be met by people who were brought up in a stable culture and are able to offer uniqueness and novelty, therefore, the paper focuses on the Baltic countries which are similar in their historical, political and geographical situation. The article analyzes the creativity of the trainee Technology teachers in their final years of study in the Baltic countries. Creativity breeds creativity, hence, the creativity of trainee teachers is analyzed as their readiness to educate learners who would meet the requirements of the labor market of the beginning of the 21^st century. The activity of a creative person is relevant in diverse contexts from the school to the employer. Technology teachers were selected due to the particularity of their subject. In classes of home economics different school subjects are applied practically, thus the creativity of Technology teachers is becoming exclusive in the context of preparing learners for life. Relating the literature review and the data of a qualitative analysis, it can be anticipated that a creative teacher of Technologies in the Baltic countries can be an indicator of an attractive and successful school of the beginning of the 21^st century.</em></p>

It is the responsibility of not only parents but also teachers to take care children’s education and training. In the formation of healthy society where the children’s educational, economic, social and societal needs are to given importance. Their children’s training and character building are also important and in need of attention. Children of all ages have different interests. Therefore, instead of formal teaching of Iqbal’s diverse ideas, it is imperative to make regular arrangements for training for children at home and at educational institutions to adopt Iqbal’s bright thinking .We cannot abdicate our duties just by including a poem of Iqbal in every Urdu book. Because only through access to the purpose of Iqbal's ideas can children emerge in the form of a positive role in society. Instead of just literature use for entertainment, we can make Shaheen's image of Pakistani thinker a reality by creating children's characters through literature for training. Dr. Allama Mohammad Iqbal's ideas and thoughts should be given special importance to nurture the minds of children.so of course we as teachers, parents and the person of society can be make the children strong advocates. And can protect negative effects of society . Because Iqbal's thought is not for any particular era or century. It is for every era and every century.

Digitale Kompetenzen gehen weit über die Beherrschung von Medien hinaus und werden in Zukunft an Bedeutung zunehmen. Wie es gelingen kann, zukünftiges Lehrerbildungspersonal im Berufsfeld Ernährung und Hauswirtschaft in der 2. Phase der Lehrerbildung auf die Herausforderung vorzubereiten, solche Skills bei Lernenden in berufsbildenden Schulen auszubilden, wird in diesem Beitrag aufgegriffen.

University teachers have adapted to different situations during the development of distance learning due to the pandemic caused by the COVID-19 virus. This study was conducted by assigning a data collection instrument to 993 teachers who are part of 15 technological universities (TUs) and 7 polytechnic universities (PUs) to determine how they were affected by COVID-19. The questions asked were related to the social, economic, academic, emotional, and health effects experienced. The results show that 63% of the teachers working online complained that online teaching invaded their family privacy; 56% pointed out that working from home and the virtual classes affected their performance as teachers; 90% of the teachers thought that they dedicated too much extra to preparing for their classes; 15% were stressed; 4% felt negative under the new teaching scheme of virtual classes; finally, 38% of the teachers stated that repeated interaction with electronic devices had a lot of negative impacts on their emotional wellbeing. By means of a G-test, it was determined that gender was independent from the studied effects. Through a multiple correspondence analysis (MCA), it was determined that, of the total number of teachers who responded to the questionnaire, half were comfortable with the online teaching model and the other half were not. The most impacted effects were the economic, training and connectivity independently from the gender.

Currently, the process of improving the education system is actively underway in our country. Along with solving everyday problems, systematic measures are being taken to ensure that children have equal opportunities for all. The article considers the forms of organization of the inclusive education process in teaching computer science to schoolchildren. The experience of inclusive education poses a number of problems for secondary schools and teachers. These problems include the organization of lessons in an inclusive classroom, the choice of the form of education for children with special educational needs, as well as other issues of the organization of the educational and educational process. The article presents ways to solve the above problems. The importance of research in the field of organizing training in the context of inclusive education is due to the need to develop a flexible education system, taking into account the individual needs of students. The modern education system offers two interrelated forms of education for children with special educational needs, this is an inclusive form of education that allows you to directly participate in the life of a comprehensive school and home education, in which an individual training program is developed. The article considers the possibility of using the capabilities of internet services in the implementation of these forms of education.

Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as the main trend in the process of enhancing the system of foreign language teaching at higher education institutions which specialize in training students majoring in international economic and political relations. In view of the above the article focuses on the role of teaching home reading and analyzes the possibility of its integration into the professionally oriented process of teaching English as a foreign language to would-be economists. Another reason why the issue of teaching home reading is of utmost importance is that due to the prevailing communicative approach in teaching English as a foreign language, coupled with teaching English for professional purposes, some researchers and practising teachers are of the opinion that large-sized literary works are «incompatible» with an efficient foreign language curriculum. Hence, the importance of analyzing the role of such texts in teaching English given its increasing professionalization. According to the author, the specific features of reading literature in a foreign language make it an irreplaceable and useful resource for a wide range of linguistic competences. However, its competence forming potential can only be fully realized if certain general and specifically professional criteria for choosing a literary text for a home reading class are implemented. Such criteria are as follows: the reader’s emotional involvement with the plot and the problems raised in a book; a low degree of linguistic and cultural deviations; popular literary genres; clear professional orientation of a text. The author goes on to analyze the professionally oriented novels by J.Grisham and J.Mead and concludes that they can be successfully incorporated into professionally oriented process of teaching English, as they fully satisfy all the above criteria and, moreover, represent a unique resource for a wide spectrum of professional competences of a future economist, both linguistic and non-linguistic (e.g. sociocultural and analytical competences). In addition, the learning aids written by the author encourage students to treat the text of the books as a source of professionally meaningful information.

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective.

The rapid growth of the information technology industry in recent decades requires an increasing number of programmers and engineers, as well as an excellent training environment for relevant human resources. Currently, school curricula promote information education and, since 2012, “measurement and control by programs” have become compulsory topics of study in the technology and home economics (technological field) class in junior high schools. In addition, it has been determined that programming education will be made a compulsory topic in elementary schools from 2020 onward. Thus, programming education is included in the mandatory education program and, accordingly, various associated teaching materials have been developed and distributed to date. However, adequate steps have not been taken to improve the information education skill of the teachers who use the aforementioned teaching materials. In particular, only very few teachers understand the essence of programming control, such as the role played by a program in measurement and control. Hence, there is an urgent need to train teachers to make them capable of providing programming education in school settings. Hence, in this study, we develop a teaching material that helps teachers understand the flow of measurement and control by program using an optical distance sensor and an actuator and design a class practice for the students in the faculty of education. Finally, based on this education practice, we discuss an educational effect of the aforementioned teaching material and its applicability in junior high school settings.

The purpose of this study is to clarify early childhood teachers’ perceptions and demands of teacher personality education. A survey of 224 childhood teachers was conducted, and in-depth interviews were conducted with five other teachers. The collected data were frequency analysis and qualitative analysis. As a result of the survey on the status of personality education, the most common response was that both one’s personality level and teacher education opportunities were ‘normal’. The results of each question showed the most responses to ‘participate for self-regulation and positive self-achievement’, ‘problems of working conditions difficult to participate in training’, ‘self-development affects the personality of teachers the most’, and ‘personality education programs are needed to form desirable self-concept and values’. Next, as a result of the survey on personality education needs, the highest response was “stress management method for psychological-emotional stability with appropriate convergence of theory and practice” methodically. It was summarized that the expectation of creating an educational environment through regular personality education was high, including time for self-awareness and reflection. In conclusion, this study proposed to set the development direction of character education programs for early childhood teachers.

Since the Covid-19 pandemic come to Indonesia, all of the education activity was doing at home. Transition learning activities from school to home is becoming heavy homework that was felt by all parents. The reason is that most parents do not understand the appropriate learning strategies for their children because what has been done so far is by using conventional methods of parenting. The best care for children is not an easy process in which parents need knowledge of parenting skills (the ability to raise children). Hypnoparenting training is one of the developments in parenting skills development because it becomes the basic foundation for parents to build the best care for their children. The training is carried out through several stages, including (1) preparation for the implementation of training in the form of an agreement on the implementation time, (2) implementation of hypnotherapy training with approximately 50 participants consisting of RA teacher parents (3) evaluation stage, the evaluation is to see the effectiveness of the implementation of hypnoparenting training. Through hypnoparenting training, parents gain knowledge of parenting skills from an early age by involving the child's subconscious to become an effective parenting model. The training activities carried out on three May 2020 had a positive impact on increasing parents' motivation in developing fun online learning activities at home during the Covid-19 pandemic.(Semenjak wabah Covid-19 memerangi Indonesia semua aktifitas pendidikan dilakukan dirumah, transisi kegiatan belajar mengajar dari sekolah ke rumah menjadi PR berat yang dirasakan semua orang tua. Pasalnya Sebagian besar orang tua belum memahami strategi pembelajaran yang tepat bagi anaknya, karena yang selama ini dilakukan adalah dengan cara pengasuhan metode konvensional. Pengasuhan yang terbaik bagi anak bukan suatu proses yang mudah dalam menjalankannya orang tua membutuhkan pengetahuan tentang aspek parenting skill (kemampuan mengasuh anak). Pelatihan hypnoparenting salah satu perkembangan pengetahuan di dunia parenting skill, karena hal ini menjadi pondasi dasar bagi para orang tua guna membangun pengasuhan terbaik untuk anak. Pelatihan yang dilakukan melalui beberapa proses tahapan diantaranya adalah (1) persiapan pelaksanaan pelatihan berupa perjanjian kesepakatan waktu dilaksanakannya,(2) pelaksanaan pelatihan hypnoterapi dengan peserta kurang lebih 50 orang terdiri dari orang tua guru RA (3) tahapan evaluasi, evaluasi yang dilakukan adalah melihat keefektifan pelaksanaan pelatihan hypnoparenting. Melalui pelatihan hypnoparenting orang tua memperoleh pengetahuan keterampilan mengasuh anak sejak dini dengan melibatkan alam bawah sadar anak sehingga menjadi model pengasuhan yang efektif. Kegiatan pelatihan yang dilaksanakan tiga mei 2020 memiliki dampak positif terhadap peningkatan motivasi orang tua dalam mengembangkan kegiatan pembelajaran online dirumah secara menyenangkan pada masa pandemi Covid-19).

This study aims to determine the use of telegrams as online learning media in Bahasa Indonesia subjects, as well as the obstacles in using telegrams as learning media. This research was conducted at SMP Negeri 1 Rambang Kuang. This research is a qualitative research with a phenomenological approach. Collecting data using observation, interviews, questionnaires, and documentation. From the results of this study it is known that the telegram application is used as a medium for disseminating subject matter, delivering information, and evaluating student activity. However, there are obstacles in the use of telegrams for teachers and students, namely limited facilities, economic conditions, communication skills, skills in using learning technology, thinking skills, and learning interest. The efforts made to overcome these obstacles are (a) holding limited offline learning; (b) organizing training for teachers, (c) making independent worksheets; (d) improve communication skills; and (e) involve parents to play an active role in their children's online learning at home.

The paper is meant to examine delivery and challenges of Vocational Teacher Education programme of Ahmadu Bello University (ABU) Zaria. The popularity of ABU goes beyond Nigeria and West Africa. It is among the three first generation universities in Nigeria. It has a Faculty of Education which is generally concerned with teacher education in the university. Under it, there is a section that is primarily concerned with Vocational Teacher Education in the university. For better understanding of the nature of the study the paper conceptualizes the major concepts in the study which include; concepts of vocational education and vocational teacher education. It was observed that, the vocational teacher education in the university follows some strategies in the process of delivery these include; theoretical aspects of the training which is done through various courses offered in the departments and general education, this use to be accompanied by Teaching Practice (TP), Students’ Industrial Work Experience Scheme (SIWES), Industrial Attachment, Field Trip and Practical. The vocational teacher education is run by two departments viz; Business Studies, Vocational and Technical Education and Home Economics. The Programme in the university is faced with some challenges which include; problem of funding, learning facilities, shortage of qualified vocational education lecturers, poor public perception and apathy, low information and technology compliance curriculum. It is therefore suggested that, Ahmadu Bello University should supply adequate resources to the technical and vocational education unit of the university. alongside with a budgetary allocation to the sector in order to cater for its recurrent expenditure in the training processes. The curriculum taught in other vocational education sector should be reviewed to meet the demands of the labour market as done by the Home Economics unit and be able to incorporate computer competence.

This Community Service Activity (PKM) aimed to improve skill (creativity) and increase the knowledge of Sukadana village youth to be more creative in their activities even at home during the Covid-19 period and create opportunities to become new entrepreneurs based on cassava processing of the Sukadana village community for youth and surrounding communities namely teachers and students through training in processing cassava into "Chips" or called ” “Keripik” which have high economic value and can be sold in the market. The methods used in PKM activities are socialization, counseling, training and mentoring. While the activity procedures are, socialization and preparation of activities, intensive training on processing cassava products into chips, monitoring and evaluation (activity response and product feasibility testing), and product marketing. The result of this activity is the processed product of "Chips" in Sukadana village. The results of PKM activities generally include several components as follows: 1) The success of meeting the target number of training participants, 2) The achievement of training objectives, 3) The achievement of the planned material targets, 4) The ability of participants in mastering the material. The achievement of the training objectives in general was very smooth and good, all materials could be delivered in detail. The results of the training of the participants that the quality of the chips that have been produced has met the savory taste, it can be concluded that the purpose of this activity has been well achieved.

On the evening of March 7, 2008, the New Zealand Econometric Study Group Meeting held its Conference Dinner. The venue was the Owen Glenn Building, the spectacular new home of the Auckland Business School and the Department of Economics at the University of Auckland. The meeting was organized by my colleagues, co-authors, and close companions Donggyu Sul and Chirok Han. Chirok did double duty by videotaping the evening, Donggyu coordinated festivities with consummate skill, and we settled in to a memorable evening.Econometricians, old friends, former students, two of my former teachers, faculty, and senior administrators were gathered together to celebrate my 60th birthday. Many had traveled long distances from overseas and navigated busy schedules to come to this event. It was a singular honor. My wife and daughter were with me. Opening speeches from Bas Sharp and John McDermott broke the ice with endearing tales from the past and jokes about some mysterious hole in my vita. I stood at the front table, looked out, and felt a glow of fellowship envelop me. I was fortunate indeed. Life had bestowed many gifts. The warmth of family, friends, and collegiality were at the top of the list. My education and early training in New Zealand were a clear second.What follows is a graduate student story. It draws on the first part of the speech I gave that evening at the NZESG conference dinner. It mixes personal reflections with recollections of the extraordinary New Zealanders who shaped my thinking as a graduate student and beginning researcher—people who have had an enduring impact on my work and career as an econometrician. The story traces out these human initial conditions and unit roots that figure in my early life of teaching and research.

Penelitian ini bertujuan untuk mengetahui peran orang tua dalam mendampingi peserta didik pada saat pembelajaran dari dimasa pandemi covid 19. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kualitatif . Subjek penelitian ini adalah Guru kelas V, orang tua dan peserta didik kelas V di SD Islam Nurul Ihsan. Adapun teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Prosedur analisis data menggunakan tahapan yang terdiri dari Pengumpulan Data, Reduksi Data, Penyajian Data, dan Penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa orang tua peserta didik kelas V SD Islam Nurul Iiihsan Palangkaraya mengalami kesulitan dalam mendampingi peserta didik belajar dirumah pada masa pandemi covid-19 karena factor dalam dan factor luar. Faktor dalam yaitu 1) kurangnya pengetahuan dan pendidikan orang tua, 2) minimnya waktu yang dimiliki orang tua untuk mendampingi dan mengawasi peserta didik 3) kurangnya komunikasi antara orang tua dan peserta didik 4) orang tua kurang mampu memberikan motivasi sedangkan faktor dari luar yaitu factor guru, yakni 1) kurang maksimalnya penjelasan guru terhadap materi dan 2) tingkat ekonomi keluarga. Rekomendasi dari penelitian adalah adalah guru dan kepala Sekolah hendaknya membekali orang tua untuk mendampingi belajar anak di rumah melalui kegiatan pelatihan pendampingan pembelajaran Daring bagi orangtua.____________________________________________________________________This study aims to determine the role of parents in assisting students during learning from the covid 19 pandemic. The research method used in this study is a qualitative research method. The subjects of this study were fifth grade teachers, parents and fifth grade students at Nurul Ihsan Islamic Elementary School. The data collection techniques used are observation, interviews, and documentation. The data analysis procedure uses stages consisting of Data Collection, Data Reduction, Data Presentation, and Drawing Conclusions. The results showed that parents of fifth grade students at the Islamic Elementary School Nurul Iiihsan Palangkaraya had difficulties in assisting students to study at home during the COVID-19 pandemic due to internal and external factors. Internal factors are 1) lack of parental knowledge and education, 2) lack of time for parents to accompany and supervise students 3) lack of communication between parents and students 4) parents are less able to provide motivation while external factors are factors teachers, namely 1) the teacher's explanation of the material is less than optimal and 2) the economic level of the family. The recommendation from the research is that teachers and principals should equip parents to assist their children's learning at home through online learning mentoring training activities for parents.

The study aimed to identify the obstacles to teaching physical education among primary school students in the city of Hail from the point of view of the teachers. The researcher used the descriptive survey method; The questionnaire as a tool was distributed electronically; On an intended sample - all of the study population - physical education and home economics teachers for the primary stage for girls in the city of Hail, and their number was (130) female teachers, and the data was analyzed using the (SPSS) program. The results showed that the whole tool obtained a total average of (2.26 out of 3), i.e., at a (medium) degree. At the level of the axes, the axis of material obstacles got the highest average (with an average of (2.47 out of 3) that is to a (large) degree, then the axis of educational obstacles with an average of (2.23), and within it came the obstacles related to the course with an average of (2.25), then on teaching methods (2.23) and thirdly on the evaluation (2.21) And all of them are at a (medium) degree, and the third is the human obstacles axis with a total average (2.09 out of 3), and within it came the female teachers with an average of (2.18), then the family (2.10), and thirdly the school administration (2.05) and the fourth related to the female students (2.04), all of which are at a (medium) degree. The results also showed no statistically significant differences at the level (α ≤ 0.05) between the responses of the study members about the study axes according to the specialization variable (physical education - home economics). And a place for keeping physical education tools, and taking into account the design of new buildings - by the Ministry of Education - for playgrounds suitable for physical education activities, and developing the skills and training of teachers, as suggested by studies on the subject. Keywords: Teaching obstacles, physical education, elementary students, teachers' point of view, the city of Hail. الملخص بالعربية: هدفت الدراسة إلى التعرف على معوقات تدريس التربية البدنية لتلميذات المرحلة الابتدائية بمدينة حائل من وجهة نظر المعلمات، واستخدمت الباحثة المنهج الوصفي المسحي؛ والاستبانة كأداة تم توزيعها إلكترونيا؛ على عينة مقصودة- وهن جميع مجتمع الدراسة- معلمات التربية البدنية ومعلمات الاقتصاد المنزلي للمرحلة الابتدائية للبنات بمدينة حائل وبلغ عددهن (130) معلمة، وتم تحليل البيانات باستخدام البرنامج(SPSS). وأظهرت النتائج حصول عموم الأداة على متوسط كلي (2.26 من3) أي بدرجة (متوسطة). وعلى مستوى المحاور، حصل محور المعوقات المادية على أعلى متوسط (بمتوسط (2.47 من3) أي بدرجة (كبيرة) ثم محور المعوقات التعليمية بمتوسط (2.23) وضمنه جاءت المعوقات المتعلقة بالمقرر بمتوسط (2.25) ثم بطرق التدريس (2.23) وثالثا بالتقويم (2.21) وجميعها بدرجة (متوسطة)، وثالثا محور المعوقات البشرية بمتوسط كلي (2.09 من3) وضمنه جاءت المتعلقة بالمعلمات بمتوسط (2.18) ثم الأسرة (2.10) وثالثا بالإدارة المدرسية (2.05) ورابعا المتعلقة بـالتلميذات (2.04) وجميعها بدرجة (متوسطة)، كما بينت النتائج عدم فروق ذات دلالة إحصائية عند مستوى (α≥0.05) بين استجابات أفراد الدراسة حول محاور الدراسة تبعا لمتغير التخصص(تربية بدنية- اقتصاد منزلي) واستنادا للنتائج اوصت الباحثة بتوفير أجهزة ووسائل تعليمية تتناسب مع عدد التلميذات، وتخصيص قاعة مزودة بالألعاب المختلفة، ومكان لحفظ أدوات التربية البدنية، ومراعاة تصميم المباني الجديدة- من قبل وزارة التعليم- لملاعب مناسبة لأنشطة التربية البدنية، وتنمية مهارات المعلمات وتدريبهن، كما اقترحت دراسات في الموضوع. الكلمات المفتاحية: معوقات تدريس، التربية البدنية، تلميذات الابتدائية، وجهة نظر المعلمات، مدينة حائل.

Abstract‘Education for all’ and widening access to education with the aim of creating more social equality are long-term goals of the European education policy. Although there was an education expansion in the last decades in most of European countries, educational attainment and achievement still reflect social inequalities: students with less advantaged socio-economic backgrounds are still significantly underrepresented in higher educational institutions and need supporting measures for educational success. Roma students in particular suffer from multiple deprivation: Firstly, because a large part of the Roma population lives in poverty. Secondly, because their different cultural traditions often lead to discrimination in school education. Roma women additionally suffer from social injustice and deprivation because of the gender aspect: the traditional Roma culture defines the place of women to be with the family at home and an educational career is not necessary for that. Mentoring programmes are considered as successful in helping disadvantaged pupils and students to achieve better results in education. A special form of mentoring programmes is often included as a part of teacher education with the goal of not only helping disadvantaged children but also preparing future teachers to cope with diversity in schools. This article introduces practical and conceptual issues regarding mentoring programmes for disadvantaged children focussing on two perspectives: on the impact on the mentees – disadvantaged children with special regard to Roma students, and on the effect on the mentors – students in teacher training.

The paper is based on literature review to understand global approaches for implementation of core values in schools. The paper is organized thematically to ensure progressive coverage. The introduction covers the concept of values and elaborates to present global and national perspectives on implementation of values. Further, values have been categorized into academic, social and civic and the core values for schools identified. Statement of the problem shows a gap in the development of values nationally as reflected by incidences of social, economic and psychological, crimes, among them; violence, rape, defilement, incest, child abuse, spouse abuse, femicide, suicide, intolerance and integrity issues of corruption. In addition studies show minimum implementation of values even within the carrier subjects. Requirements for successful implementation of values have been discussed capturing; proper planning, training that is ongoing and specific and, necessary administrative/ organizational arrangements for the integration, interpersonal forms of communication for close contact with implementers, school consultations and guidance, modeling by teachers ,a conducive school environment and adoption of an interdisciplinary approach. Further, the paper has explored approaches that can be used to implement values in the school; direct, integrated, holistic, pedagogical, hidden curriculum, peer to peer, moral reasoning and action learning approach. In addition benefits of value based education and theoretical framework emphasizing the change theory as a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context have been discussed. The paper concludes that, a whole school approach, backed by effective and efficient administrative leadership is crucial for implementation of values. Recommendations propose; strengthening of home and school partnership, community service programmes, continuous reinforcement of values, ongoing teacher development and development of a healthy relationship between, learners, teachers and parents.

Examines the positive and negative sides of distance education in aspects of quality of education and economic efficiency of the distance learning software that are used in the training for the selected training areas/specialties. In the course of the research conducted by the method of questioning students, it was revealed that at the current time, 69.7% of students have none of the programs they need for further direct training of their profession on their home computers. Considering the provision of students with the software they need to study basic subjects, it was found that 24.5% of students have Microsoft Office 2007 or earlier installed on their personal computers (PCs) or laptops, that is, SOFTWARE that is already considered obsolete. Thus, almost every fourth student, when performing practical, laboratory, course work using a software package for working in the office, experiences difficulties. In the course of the research conducted by the method of questioning students, it was revealed that at the current time, 69.7% of students have none of the programs they need for further direct training of their profession on their home computers. Considering the provision of students with the software they need to study basic subjects, it was found that 24.5% of students have Microsoft Office 2007 or earlier installed on their personal computers (PCs) or laptops, that is, SOFTWARE that is already considered obsolete. Thus, almost every fourth student, when performing practical, laboratory, course work using a software package for working in the office, experiences difficulties. Why the computer works even slower and with various failures and failures. Moreover, the specified percentage may also be even higher, since 8.6% of students could not answer what OS they have installed. Studying in the traditional form of training, this lack of hardware and SOFTWARE is eliminated, since in the University’s computer classes, there are PCs that support reliable operation with Windows 10 and Microsoft Office 2010 and are protected from viruses and attacks by installed and constantly updated antivirus programs. The article reveals the problems that affect the quality of students’ education when switching to distance learning. Namely, the absence or non-compliance of Hardware and SOFTWARE for students’ computers and laptops with modern requirements for Hardware and SOFTWARE for performing teachers’ tasks. The author concludes that when switching to full distance education in technical specialties, the state will lose, according to the most optimistic forecasts, from 19.8 to 69.7% of well-prepared students only because their education does not meet modern requirements.

B. Ingersoll. Your Hyperactive Child: A Parents' Guide to Coping with Attention Deficit Disorder. New York: Doubleday, 1988; list price $8.95 (No. 19 on the 1990 bestseller list of books on child care from Ingram Book Co., distributor of trade books). This scholarly book offers thorough coverage of current research on the medical aspects of attentional problems and yet manages to lend clarity to the topic. The description and inclusion of various behavior rating scales is quite helpful. Several of the fad treatments such as optometric training and dietary restrictions are thoughtfully discussed although rather gently dismissed. The book also offers brief but quality advice for teachers and parents on improving communication between home and school, keeping track of assignments, and use of token economies and other reward systems. Other valuable approaches such as self-monitoring and self-reinforcement, tutoring, summer school, and counseling receive insufficient attention. The most serious omission is the lack of emphasis on attentional problems in relation to academic deficits and the need to rule out learning problems as a part of making the diagnosis of Attention Deficit/Hyperactivity Disorder. Otherwise, the author offers excellent recommendations for parents on managing children's behavior and helping them with peer relationships.

In recent years, China’s economic strength has been developing rapidly. At the same time, people’s daily living standards have also been increasingly rising. In this context, the authorities are paying more and more attention to the training of students as well as talents. As a result, the quality of classroom teaching in universities has become a major concern. As an essential evaluation tool for teaching quality, evaluation of classroom teaching has been widely recognised and implemented. With the rapid development of computer technology and information technology, teaching evaluation based on various algorithms has been widely used, thus becoming an increasingly important teaching evaluation method. Thus, classroom teaching assessment has become one of the hot issues discussed in the field of education both at home and abroad. A great number of universities are now fully aware that the effectiveness of teachers is central to their survival and development and can have a direct impact on the training of students. The criteria for evaluating the effectiveness of teaching are highly subjective, but at the same time, there is a considerable degree of objectivity. As a result, the application of more scientific methods and computational data can make the results of classroom assessment more reliable. However, there is a lack of reliable reference data for evaluating the quality of classroom teaching in higher education. In addition, it is difficult to develop an evaluation data management and evaluation management model based on multiple data sources, which may cause a negative effect on the impartiality and objectivity of evaluation results. What is worse, many teachers do not have enough time to interact with their students. After all, most teachers in universities now have a heavy teaching load, and much of their time is spent on lesson preparation. Hence, they usually lack active interaction with their students. In the current education system, the objectives of higher education are mainly test-taking, and practical application is lacking. Therefore, based on the existing teaching basis, how to improve the effectiveness of university classroom teaching and improve the overall quality of students on the basis of test-taking objectives will be a key issue in teaching research. In order to solve this problem, this paper mainly researches the evaluation of classroom teaching quality in universities based on the interval intuitionistic fuzzy theory. This study is based on a detailed analysis of the needs of teaching quality assessment management, in terms of comprehensiveness of assessment and data sources. Then, the teaching evaluation system is designed and developed based on an analysis of the roles of students and teachers. This system can be applied to speed up the efficiency and fairness of teaching evaluation in universities, thereby greatly improving the management of teaching in universities.

Modernization of the educational process at the postgraduate stage using modern computer technologies is extremely urgent. The purpose of the study was to analyze the experience of distance learning of pharmacists-interns at the department of Organization and Economics of Pharmacy, drug technology and pharmacoeconomics and to substantiate promising directions for conducting distance education of pharmacists. Methods – questioning, interviewing of pharmacists-interns, questionnaire development. A special questionnaire has been developed and the method of individual questioning has explored the possibilities of distance learning of the pharmacist-interns at the postgraduate stage. The questionnaire included the passport part: the age, the form of training of the pharmacist-intern, the former place of work; A special part on the questions blocks under study. A survey was conducted of 128 pharmacists-interns: 72 full-time study form and 56 people of external study form. The questioning was conducted by each individual pharmacist individually, so it can be considered independent. As a result of the survey, we found out that about 61% of the pharmacists-interns do not have previous experience in distance learning. However, 81.5% are ready to independently study the topics of interest to them on pharmaceutical topics: New drugs registered in Ukraine, rational use of medicines, pharmaceutical care and assistance, etc. 67% of the surveyed pharmacists-interns believe that knowledge control is better done after the development/study of each topic, and 33% is better at the end of the study of the thematic cycle. The optimal ways of conducting distance learning are established: two-way on-line interaction, publications on the educational program website, two-way interactive video. At the Department of the Organization and Economics of Pharmacy, the Technology of Medicines and Pharmacoeconomics, experience has been accumulated and a system for studying pharmacoeconomics has been created and activities conducted by the Ukrainian Department of UCOPOR. Considerable attention is paid to the use of information and communication technologies from pharmacoeconomics for distance learning on the basis of the home site from pharmacoeconomics (www.uspor.org.ua), and 6 instructional modules on pharmacoeconomics developed by teachers in cooperation with international specialists are available on the international website ISPOR in Ukrainian. Prospective directions of the further development of postgraduate education, taking into account the results of questioning of pharmacists-interns can be the development of distance learning technologies, which will be actively introduced both in the preparation of the pharmacists-interns, and for the pharmacists-trainees of the training cycles, thematic improvement. It is established that more than 80% of pharmacists-interns are ready to independently study the topics of interest to them on pharmaceutical topics: New drugs registered in Ukraine, rational use of medicines, Pharmaceutical care and assistance, Pharmaceutical cosmetology and Pharmaceutical legislation To control and evaluate the self-mastered material, 67% of interrogated interveners interviewed believe that it is advisable to conduct it after processing / studying each topic. It has been established that the optimal methods for conducting distance learning are: two-way on-line interaction, publications on the educational program site and two-way interactive video. Teachers of the Department of the Organization and Economics of Pharmacy, drug technology and pharmacoeconomics have developed a special distance learning program with pharmacoeconomics based on international modules, which is designed to provide knowledge and skills on the methodology of pharmacoeconomic research.

James R. Townsend, emeritus professor of political science and East Asian studies in the Jackson School of International Studies at the University of Washington, Seattle, passed away peacefully on January 17, 2004 after a decade-long battle with cancer. He was 71.Professor Townsend was a member of the first post-Second World War generation of China scholars. He studied in the late 1950s and early 1960s at one of the Centers for Chinese Studies that had been established by the Ford Foundation to supplement traditional discipline training. Townsend completed his PhD at the University of California at Berkeley, as did other prominent scholars such as Fred Wakeman (history), Chalmers Johnson (political science), Paul Ivory (economics), and Woody Watson (anthropology). He commenced his teaching career in the Berkeley department of political science, only to be recruited away by the University of Washington in 1968. Washington remained his home base thereafter.Jim Townsend's place in the development of contemporary Chinese studies was multifaceted, due to his intellectual ability, his deep personal commitment to expanded knowledge and interest in China and, equally important, his unique personality. He was a teacher, a researcher and an advocate of knowledge for knowledge's sake.

Young Females Usually Migrate From The Northern Part Of Ghana To The South To Engage In Head Porting Business. However, The High Cost Of Rent In Urban Areas And The Poor Environmental Conditions Of Poor Urbanites Have Exposed Head Porters To Bad Conditions With Varying Implications On Health And Well-Being. This Study Examines The Health-Related Conditions Of Female Head Porters In Kumasi Through Stakeholders’ Opinions. The Study Used Quantitative Methods In Eliciting Information From Female Head-Porters In Asokore Mampong, Kumasi. In All, 100 Respondents; Comprising Relatives Of Female Head Porters And Other Opinion Leaders Such As The Assembly Member, Imam, Pastor, Teachers From Northern Ghana, Were Interviewed Through Self-Administered Questionnaires. Data Were Analyzed Using A Statistical Package For The Social Sciences (SPSS) And Excel. Economic Reasons Remain Topical For The Migration Of Females From The North To The South To Engage In Head Porting. While Many Of These Migrants Do Not Return Home, Leading To The Emergence Of Migrant Settlements In Kumasi, Others Return To Support Their Families With Their Earnings. Stakeholders Argued That Skills Development And Creating Of Entrepreneurial Ventures Are Necessary To Reduce The North-South Migratory Patterns. The Migration Of Females From The North To The South In Search Of Greener Pastures Is Likely To Continue As A Result Of Opportunity Gaps. However, Worsening Conditions Of Living May Deteriorate The Health Conditions Of Some Of The Migrants. Stakeholders Recommend A New Wave Of Solutions With Focus On Skills Development, Job Creation, And Entrepreneurial Training As Solutions.

BackgroundAdolescent men have a vital yet neglected role in reducing unintended teenage pregnancy (UTP). There is a need for gender-sensitive educational interventions.ObjectivesTo determine the value and feasibility of conducting an effectiveness trial of theIf I Were JackRelationship and Sexuality Education (RSE) intervention in a convenience quota sample of post-primary schools in Northern Ireland. Secondary objectives were to assess acceptability to schools, pupils (male/female, aged 14–15 years) and parents/guardians; to identify optimal delivery structures and systems; to establish participation rates and reach, including equality of engagement of different socioeconomic and religious types; to assess trial recruitment and retention rates; to assess variation in normal RSE practice; to refine survey instruments; to assess differences in outcomes for male and female pupils; to identify potential effect sizes that might be detected in an effectiveness trial and estimate appropriate sample size for that trial; and to identify costs of delivery and pilot methods for assessing cost-effectiveness.DesignCluster randomised Phase II feasibility trial with an embedded process and economic evaluation.InterventionA teacher-delivered classroom-based RSE resource – an interactive video drama (IVD) with classroom materials, teacher training and an information session for parents – to immerse young people in a hypothetical scenario of Jack, a teenager whose girlfriend is unintentionally pregnant. It addresses gender inequalities in RSE by focusing on young men and is designed to increase intentions to avoid UTP by encouraging young people to delay sexual intercourse and to use contraception consistently in sexual relationships.Main outcome measuresAbstinence from sexual intercourse (delaying initiation of sex or returning to abstinence) or avoidance of unprotected sexual intercourse (consistent correct use of contraception). Secondary outcomes included Knowledge, Attitudes, Skills and Intentions.ResultsThe intervention proved acceptable to schools, pupils and parents, as evidenced through positive process evaluation. One minor refinement to the parental component was required, namely the replacement of the teacher-led face-to-face information session for parents by online videos designed to deliver the intervention to parents/guardians into their home. School recruitment was successful (target 25%, achieved 38%). No school dropped out. Pupil retention was successful (target 85%, achieved 93%). The between-group difference in incidence of unprotected sex of 1.3% (95% confidence interval 0.55% to 2.2%) by 9 months demonstrated an effect size consistent with those reported to have had meaningful impact on UTP rates (resulting in an achievable sample size of 66 schools at Phase III). Survey instruments showed high acceptability and reliability of measures (Cronbach’s alpha: 0.5–0.7). Economic evaluation at Phase III is feasible because it was possible to (1) identify costs of deliveringIf I Were Jack(mean cost per pupil, including training of teachers, was calculated as £13.66); and (2) develop a framework for assessing cost-effectiveness.ConclusionTrial methods were appropriate, and recruitment and retention of schools and pupils was satisfactory, successfully demonstrating all criteria for progression to a main trial. The perceived value of culture- and gender-sensitive public health interventions has been highlighted.Future workProgression to a Phase III effectiveness trial.Trial registrationCurrent Controlled Trials ISRCTN99459996.FundingThis project was funded by the NIHR Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 1. See the NIHR Journals Library website for further project information.

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). 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Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. 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Learning media is one of the important instruments in learning activities. The use of media can make it easier for teachers to carry out learning and facilitate students in the learning process. Learning media has many variants, one of which is a module. The learning process carried out at SD Muhammadiyah 1 Muntilan has never used a module as a learning medium. This community service aims to provide training for teachers of SD Muhammadiyah 1 Muntilan in making modules with worksheets. At the end of this activity, the teachers had succeeded in making modules and used them in the learning process. 95% of students feel a positive difference in the learning process after using the module.

Interpretation is most effective when its form and content are adapted to the situations in which it will be presented. Although many developed countries have a long and rich tradition of interpretation, the physical, financial, and socio-economic, differences among and within developing nations suggest that this tradition will not always apply there. As our colleagues in developing countries look for interchange and suggestions, the temptation to impose our model—and the difficulty for them to accept it—will be great.Interpreters in developing countries need to pursue a different model—one which gives relative emphasis to interpretation's role in strategic environmental education for target audiences. Though not altogether excluding the visitor service function that is frequently emphasized in US protected areas, interpretive programmes in many developing countries are often included as just one component of country-wide environmental education master-plans aimed at establishing sustainable development as a national ideology.Host countries sometimes accept the conventional model too readily, often because the only available training materials are translated from these sources. When application falls short of expectations, in-country interpreters usually blame themselves or conclude that interpretation ‘just isn't for us—rather than questioning the model they have been handed. Universities must also share some of the responsibility for this sorry state of affairs. International students studying at US or European institutions sometimes return home better prepared to work as interpreters in those countries’ protected areas than in those in their own countries. Trainers and teachers, whether working at home or elsewhere, need to do a better job of listening to their students. They need to learn what it is like to be an interpreter in that student's country, and they need to learn what it is like to be part of the audience. Would we accept anything less of our own mentors and interpretive trainers?Clearly, a superior strategy to exporting our model of interpretation is to assist developing countries in arriving at their own. Over many decades, interpreters in the US and other developed countries have developed a profound knowledge about their craft. Although much of it will not apply everywhere, some of our ideas may have widespread application. The key will be to determine which ones these are. Working with our developed country colleagues, learning with them and through them, we can explore together a range of possibilities that neither of us is able to envision alone. Filtered through our cultures and individual realities, the ideas which have merit will be identified and put to test. Others will be rejected. In the very best scenario, both parties will learn, and sustainable environmental quality will be the result.