Journal articles on the topic 'Space perception Study and teaching (Secondary)'
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Mullen, Martin. "Broadening Language Learner Perceptions of "Actual, Proper Study" to be More Inclusive of Smartphones in Irish Secondary Schools: ‘‘For Like Actual Like Proper Study, and Schoolwork, I Wouldn’t Use My Phone at All Really’’." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 86–113. http://dx.doi.org/10.35903/teanga.v28i.686.
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New digital and mobile technologies are appearing at an ever-increasing rate, and there are potentially valuable educational applications of many of these smartphone-mediated resources. In Ireland, although the Department of Education and Skills (DES) has long advocated for a role for technology into the classroom, an educational focus on integrating these new mobile resources into the daily practices of language learners remains the exception rather than the norm. This paper aims to describe the findings of a study conducted with third-level learners of modern languages at an Irish university, which involved surveys, case studies, and a group interview, and which revealed the limited and tangential role that smartphones play in the learning habits of the participants. The paper will also describe how interpretation of the data identified a clear perception among learners of a narrow range of resources and practices that constitute "actual, proper study", a perception in which there is little space for the kind of spontaneous, multimodal, autonomous learning afforded by smartphones, with learners instead displaying a clear preference for more traditional practices such as writing out lists of verbs, and traditional materials such as grammar books. This paper will argue that firstly, the teaching practices and the lack of focus on smartphones that exist at secondary school levels play a key role in learners’ developing these attitudes and perceptions towards language learning, and secondly, that there is a clear need to foster a broader perception of what constitutes language learning that encompasses a balanced approach to smartphone-enhanced language learning. This is important not only to help the students as language learners, but also to develop the digital literacy skills which are increasingly important across all aspects of Irish and global society. The paper concludes by providing a series of steps which teachers can take which will help both to broaden perceptions of what constitutes language learning, and to allow for supervised, structured use of smartphones in the classroom to allow learners develop their learning-related smartphone literacy and wider digital literacy.
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Moghal, Shagufta, Asma Shahid Kazi, and Ammaira Bukhari. "Large Classes and English Language Teaching and Learning in Public Sector Secondary Schools of Pakistan." Indonesian TESOL Journal 1, no. 1 (March 31, 2019): 1–8. http://dx.doi.org/10.24256/itj.v1i1.551.
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This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group work, notional time, peer correction and self-editing to improve assessment.
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M, Bala, Adamu MD, Braimah RO, and Taiwo AO. "Blindness Secondary to Odontogenic Infections: Case Series from a Tertiary Health Care Facility in Sokoto, Northwestern Nigeria." Clinical Medicine And Health Research Journal 2, no. 5 (September 15, 2022): 203–7. http://dx.doi.org/10.18535/cmhrj.v2i5.87.
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Blindness secondary to odontogenic orbital infection is not uncommon. We report five (5) cases of severe odontogenic orbital cellulitis causing blindness. These patients were seen and managed over a 3-year study period (from July 2019 to August 2022) at the Dental and Maxillofacial surgery clinic of Usmanu Danfodiyo University Teaching Hospital Sokoto. There were 2 male children and a female child in the age range of 6-10years with a mean±SD of 7.7±2.1, a 37-year-old male and a 24-year-old female. Cancrum oris/osteomyelitis was the primary diagnosis in one child, right maxillary osteomyelitis in two children, buccal +temporal space abscess and buccal space abscess in the two adult (male and female) patients respectively. All patients had a preceding history of toothache before the onset of other symptoms. All the patients had visual acuity of no light perception in the affected eye. Additionally, they had a varying degree of proptosis and restricted ocular motility while one child presented with purulent discharge and disorganized globe. Aggressive medical and surgical treatment was instituted in consultation with the ophthalmologists, which resulted in the resolution of the disease in all the patients.
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Malchykova, D. S., and K. V. Mezentsev. "PUBLIC IMAGE OF GEOGRAPHY IN THE CONTEXT OF BASIC SECONDARY EDUCATION STANDARDS TRANSFORMATION: UKRAINIAN AND WORLD EXPERIENCE." Ukrainian Geographical Journal, no. 1 (2022): 53–63. http://dx.doi.org/10.15407/ugz2022.01.053.
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This paper aims at the analysis of basic geographical education standards transformation in Ukraine and foreign countries in the XXI century, and their influence on the public image of geography. The volume and duration of compulsory geography education in Ukraine have gradually reduced. Moreover, in the standards of basic secondary education it was partly included into integrated courses and broad academic fields. It have caused significant transformations of public perception and awareness of geography as a science, academic field, and sphere of career opportunities, led to a decline of public demand for geographers. However, world experience shows that geographical literacy is recognized as an essential condition that increase territorial competitiveness and quality of life, contributes to environment protection, and ensure national security through the development of unique cognitive skills, as spatial thinking, spatial culture, and spatial citizenship. It is argued that transformation and renovation of geography teaching methods and content should include: a) implementation of learning approaches that stimulate interest to study local, regional and international issues and support decision making based on understanding of space and spatial relationships; b) development of educational strategies using innovations and practices of geomedia resources implementation as a digital learning environment; c) regular cartographic support of academic process in geography on the principle of “teaching with GIS, not about GIS”; d) use of active learning techniques for the development of spatial thinking/literacy/ citizenship; e) implementation of projects on landscape structure and perception analysis, based on both traditional techniques (fieldworks, observations, reading and interpreting maps), and new technologies of geomedia resources; f) strengthening the emphasis on understanding of human-environmental interactions in school geography program as a particularly important topic in terms of education for sustainable development.
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Rehman, Atiya, and Ayesha Perveen. "Teachers’ Perceptions about the Use of Authentic Material in Pakistani EFL Classrooms." International Journal of Language Education 5, no. 2 (June 30, 2021): 63. http://dx.doi.org/10.26858/ijole.v5i2.15241.
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This study explores the perceptions of teachers about the use of Authentic Material in Pakistani secondary school English language teaching classrooms. The research was descriptive in nature and used a quantitative approach to collect data through a survey questionnaire from 40 Pakistani Secondary school English language teachers. The questionnaire used was initially adapted from a research done in Hong Kong by Yeung Ting-fai in 2011, under the topic “English language teachers' attitudes towards the use of authentic materials in Hong Kong secondary schools” but then modified to a larger extent according to the scenario and situation of the Pakistani education system. The data was analyzed through SPSS and descriptive statistics were obtained. The results of this research are significant in Pakistani context. Although many teachers wanted to use Authentic Material in their classes, they were hesitant to do so due to the constraints related to curriculum, examination system and administrative pressure. The study recommends adapting curriculum and examination systems to provide administrative support that can provide space to Pakistani secondary school teachers for using Authentic Material in English language classrooms.
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Sunil Prasad Chauhan. "Technology Supported Classroom for Collaborative Learning." Interdisciplinary Research in Education 6, no. 2 (December 31, 2021): 99–106. http://dx.doi.org/10.3126/ire.v6i2.43542.
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Technology has been one of the basic needs of the modern society. Technology can empower both teachers and students and can create a space for collaboration. Considering the role of technology in collaborative learning, this study envisaged to explore how teachers perceive about technology supported ELT classroom for collaborative learning and to discover the strategies adopted by the language teachers to enhance technology supported classroom for collaborative learning. To meet the objectives of the study, tenhigher secondary level (+2) level language teachers who were teaching collaboratively by using technological tools in the different colleges of Kirtipur were selected purposively and were interviewed in-depth based on certain open-ended questions related to the study. Their interviews were recorded for data. The data were carefully documented and the collected data were analyzed and interpreted descriptively having certain themes. The findings of the study revealed that the teachers have positive perception about technology supported ELT classroom for collaborative learning and the teachers mainly followed student-centered technique as their strategies in order to enhance technology supported ELT classroom for collaborative learning.
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Panhelova, Mariia. "METHODOLOGICAL ASPECTS OF TEACHING THE GENRE OF SCIENCE FICTION IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION (ON THE EXAMPLE OF KURT VONNEGUT’S NOVEL «CAT’S CRADLE»)." Scientia et societus 2, no. 2 (November 30, 2022): 52–57. http://dx.doi.org/10.31470/2786-6327/2022/2/52-57.
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This article is devoted to the role of the cultural aspect in literary education. The necessity to create a comprehensive system of studying the science fiction genre of the 20th century (on the example of Kurt Vonnegut’s «Cat’s Cradle») at the final stage of school literary education has been identified and substantiated.
At the center of the concept of modern literary education and upbringing are the personality of the student, his desire to understand the whole picture of the world, mastering culture as the experience of previous generations, involvement in spiritual heritage. To the extent that the student-reader learns the experience passed on by previous generations, to the extent that he will be able to navigate the constantly changing conditions of life, realize his own responsibility to the future generation.
The cultural illiteracy of high school students, the loss of connection with the spiritual culture of their people and humanity in general speak of the need to educate a «person of culture» in a modern school. In this regard, an important role in the formation of emotional perception and understanding of various facts of the culture of both their own and other nations is played by lexicographers and the literature classes conducted by them, aimed at studying literary works against the background of a broad cultural context. Involvement in the historical-literary process will help students to see patterns in the development of foreign culture and literature in particular.
An important point is the culturalization of education, which is aimed at globalization in the field of culture and education, associated with increasing interest in the problems of the cultural identity of peoples. Globalization in education is a single world cultural and educational space, a single world labor market and educational services.
The cultural aspect of education determines the composition and hierarchy of values, the system- creating element of which is the student’s personality as the main value. There is no doubt that the implementation of the cultural aspect of teaching literature at school contributes to the effective entry of students into the context of culture, forms in them a system of key value ideas about the world and man, which become worldview guidelines. The cultural aspect makes it possible to overcome the stereotypes accumulated in the perception and analysis of both foreign literature (works in the light of the cultural aspect of the study return with new facets and open new meanings) and foreign culture as a whole.
Undoubtedly, the cultural aspect allows one to consider the work of art in three planes: a generalized model of the world, national and cultural specificity, the author’s own model of the world and man, where his philosophical, religious, moral and aesthetic views are presented.
Implementation of the cultural aspect in education is possible in the process of development of the value-meaning sphere of the individual.
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DANYSKO, O., and L. SEMENOVSKA. "ATTITUDE OF TEACHERS TO THE INTRODUCTION OF BLENDED LEARNING IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PHYSICAL CULTURE TEACHERS: EMPIRICAL ANALYSIS." Pedagogical Sciences, no. 77 (August 28, 2021): 28–34. http://dx.doi.org/10.33989/2524-2474.2021.77.239281.
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The development of information and communication technologies and their integration into the educational space of higher education institutions has led to the emergence of new models of professional training. One of the innovative strategies that combine the best practices of traditional (face-to-face) and electronic (synchronous / asynchronous) learning interaction is blended learning. The perception of teachers who provide the educational process is a major predictor of the implementation of such strategies and models. The purpose of the study is to summarize and interpret the experience of teachers in blended learning and analyze their perception of the possibilities of its use in the training of future teachers of physical education. The research was conducted by anonymous and voluntary questionnaires using an open electronic questionnaire. The sample consisted of 28 teachers who provide training for future teachers of the subject specialty 014.11 Secondary education (Physical Culture) in various domestic institutions of higher education in Ukraine. The analysis contains a description of the quantitative and semantic interpretation of the obtained data. The generalization of the obtained data and their analysis showed that blended learning is generally positively perceived by teachers as a technology that contributes to the flexibility of the educational process, accessibility of educational content, improving student attendance, enriching teaching aids, their interactivity, and thus improving the training of future physical culture teachers. Despite the challenges and difficulties of organizing the educational process in a blended learning environment, it is established that the organization of such training also helps to improve the professional skills of teachers, improve academic courses, creative search for effective pedagogical and technological solutions to ensure quality education.
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Helleve, Ingrid, Marit Ulvik, and Kari Smith. "«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet." Acta Didactica Norge 12, no. 1 (January 18, 2018): 1. http://dx.doi.org/10.5617/adno.4794.
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Målet med denne studien er å undersøke hvordan lærere forstår og tolker sitt profesjonelle handlingsrom og hvordan de, basert på denne erfaringen, har opplevd å nå sine egne mål over tid. Studien, som er del av en internasjonal studie, bygger på observasjoner, intervjuer og story-lines fra seks lærere ved tre videregående skoler. Lærerne er av ledelsen utpekt til å være lærere som utnytter det handlingsrommet de har og som selv tar styring på hvordan de praktiserer lærerjobben. Funnene viser at lærerne langt på vei tolker og endrer rammer og regelverk i tråd med egne mål – også lærere innenfor samme kontekst. De fleste lærerne opplever at de utnytter og har utnyttet et større handlingsrom enn de erfarer å ha med bakgrunn i rammer og pålegg. Dette resultatet skiller seg fra de to andre landene som deltar i den internasjonale studien. Konklusjonen er at kunnskap om læreres forståelse av sitt profesjonelle handlingsrom kan bidra til refleksjon over egen lærerrolle og til ny innsikt i skoleutvikling.Nøkkelord: profesjonelt handlingsrom, videregående skole, lærereTeachers’ professional space – How it is experienced and utilizedAbstractThe aim of the study is to examine teachers’ understanding and interpretation of their professional space, and how they experience having possibilities to practice their pedagogical beliefs throughout their careers. The study, which is part of an international study, is built on observations, interviews and story-lines from six teachers in three Norwegian upper secondary schools. These are teachers viewed by their principals as independent teachers exploiting their professional space when practicing teaching. Findings show that to a large extent teachers interpret and change frames and rules according to their own pedagogical beliefs. Teachers working in the same schools respond differently to school regulations. Most of the teachers claim to have more space than what they perceive external rules and frameworks allow for. This finding differs from the two other participating countries in the international study, in which obedience to external regulations was strong. The conclusion reached in this paper is that additional knowledge about teachers’ perceptions of their professional space will contribute to ways in which reflection of practice and professional role can be enhanced, and thereby support school development.Keywords: professional space, upper secondary school, teachers
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Mundine, Mary Mundine. "Geography Teacher Receptiveness for the Implementation of CBC in Eastern Africa Secondary Schools. A Critical Literature Review." Journal of Applied Geographical Studies 2, no. 1 (November 23, 2022): 31–41. http://dx.doi.org/10.47941/jags.1135.
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Purpose: The curriculum transition and implementation involves changing the perceptions of the tutors, lecturers, teachers, learners, parents and policy makers. The overall objective of this study was to examine Geography teacher receptiveness for the implementation of CBC in Eastern Africa secondary schools. A critical literature review
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: The findings of the study concluded that most of head teachers and geography teachers had limited understanding of the concept of the CBC. However, some of the respondents agreed that they were to an extent ready to implement the CBC in secondary schools if in-serviced in advance one year before actual implementation. It is therefore, concluded a situation analysis for teachers’ preparedness in other social science disciplines for the implementation of the CBC in secondary schools should be undertaken. Hence, there should be consistent re-training of teachers and schools’ administrators for effective implementation of the new curriculum.
Unique Contribution to Theory, Policy and Practice: The study recommended that there is need to ensure that teachers are well motivated for classroom instruction. In addition, all secondary schools should have enough classes with adequate space, electricity and internet connectivity to allow effective teaching and learning activities. In that light, literature support that, there is need to assess how CBC will be implemented to gain an understanding on its effectiveness. Furthermore, effective curriculum implementation can only occur in the context of all components and aspects viewed and implemented in integrated ways.
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Cashman, Timothy G. "“In spite of the way the world is”." International Journal of Comparative Education and Development 22, no. 1 (August 27, 2019): 16–29. http://dx.doi.org/10.1108/ijced-11-2018-0050.
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Purpose The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges. Design/methodology/approach The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms. Findings Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration. Research limitations/implications The most obvious limitation to this study is, as a case study, the limited scope of perception. Practical implications If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational efforts on national, state and local levels so critical border praxis becomes a reality. Social implications Through transnational and transborder engagements, such as educational exchanges, both US and Cuban educators are provided opportunities to reflect on the strengths and weaknesses of their own educational systems. The role of education, formal and informal, then serves to transform perceptions one-by-one, school-by-school, community-by-community and to influence policy makers to reconstruct education country-by-country as part of pragmatic hope for an enduring Pax Universalis. Pax Universalis serves as a third space where transborder students and educators alike are positioned as co-creators of knowledge and agents of change. Originality/value This study proposes a new emergent third space resulting from critical border dialogism that utilizes border pedagogy and critical pedagogies of place to seek new zones of mutual respect and cooperation among educators. Common educational understandings are the key starting point for a critical border praxis that facilitates ongoing dialogue between the two countries and offers pragmatic hope for the futures of both nations and opportunities to ameliorate relationships. An emergent third space is possible through sustained critical border praxis, a praxis that seeks to address points of contention and the bridges that need crossing between the two neighboring countries.
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Abidoye, Florence Omosholape. "PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA." Sokoto Educational Review 18, no. 1 (December 31, 2018): 1–10. http://dx.doi.org/10.35386/ser.v18i1.25.
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The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05); (ii) there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.
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Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang, and Erikson Saragih. "SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 2 (February 2, 2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.
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The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.
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Jantadej, Kewalin, and Sasima Charubusp. "A Case Study of Thai Secondary School Teachers' English Intercultural Teaching and Perception." International Journal of Progressive Education 14, no. 5 (October 15, 2018): 39–56. http://dx.doi.org/10.29329/ijpe.2018.157.5.
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Sharma, Madhu, and Laxman Jnawali. "Teachers Perception Towards Pre and Post- Teaching Activities in English Language Teaching." Rupandehi Campus Journal 3, no. 1 (October 31, 2022): 23–32. http://dx.doi.org/10.3126/rcj.v3i1.51544.
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The present study aims to find out the “Teachers’ Perception Towards Pre and Post-Teaching Activities in English Language Teaching”. The main focus of the study was directed on perception of higher level English teacher towards pre and post-teaching activities in English Language Teaching. The study, being an attitudinal study, is believed to be relevant in offering a realistic picture of the effectiveness of pre and post- teaching activities in ELT. The study was carried out using both primary and secondary sources of data. For primary data, firstly higher-level English teachers have been selected through random sampling procedure. The study was confined with in Rupandehi district to find out the effectiveness of pre and post- teaching activities in ELT. It was found that the higher-level teachers are highly positive towards the teachers’ pre and post-teaching activities in ELT.
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Akpama, Elizabeth G. "Parental Percetion of the Teaching of Sex Education to Adolescent in Secondary School in Cross River State, Nigeria." Himalayan Journal of Sociology and Anthropology 6 (July 4, 2014): 134–45. http://dx.doi.org/10.3126/hjsa.v6i0.10714.
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This study was an ex-post facto research, design to determine parental perception of the teaching of introducing sex education to adolescents in secondary schools in Cross River State, as the area of study. Two null hypotheses were formulated on the basis of the identified major independent variables of nature of parental perception and parental literacy status. A 15-item questionnaire was developed, validated and tested for reliability. It was then administered to 400 respondents (parents–200 male, 200 female) from 20 churches in the entire state (7 churches from central, 7 from south and 6 from north senatorial districts). The sample was selected by stratified cluster and simple random procedure. Data was analysed using the independent t-test. Results revealed that parental perception of the teaching of sex education to adolescents in secondary schools is significantly negative; no significant difference exists between literate and illiterate parents in their perception of the teaching of sex education to adolescents in secondary schools. It was concluded that parental perception of the teaching of sex education to adolescents in secondary schools is generally negative in Cross River State. Some recommendations were enhanced as the way forward. DOI: http://dx.doi.org/10.3126/hjsa.v6i0.10714 Himalayan Journal of Sociology and Anthropology Vol.6 2014: 134-145
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Ulfa Auliyah and M. Nawawiy Loebis. "Study of User Perception of A Room (Case Study: Architecture Building)." International Journal of Architecture and Urbanism 3, no. 3 (November 18, 2019): 334–41. http://dx.doi.org/10.32734/ijau.v3i3.3749.
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Space cannot be separated from human life, both psychologically emotional (perception) and dimensional. Humans are moving and living, thinking, and also creating space to express the shape of their world and formed when people react to the environment in giving meaning to their environment. It can be said that environmental evaluation, furthermore, is a response to the overall influence of a detailed analysis of specific aspects, and more of a compared to the manifest function and is strongly influenced by images. This paper explains the results of the study, which intends to find out student perceptions of the meaning of space in the Architectural building of the Faculty of Engineering, University of North Sumatra. The study uses data analysis methods. The results of the study show that students' perceptions of space use are not by the allocation of the Department of Architecture, Faculty of Engineering, University of North Sumatra, because it is influenced by culture, space settings, and accessibility. The benefits of this study as a reference to the Department of Architecture of the University of North Sumatra to be able to improve the quality of teaching and to learn in supporting the comfort of student learning.
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Wangchuk, Nima, Chencho Wangchuk, Dhanapati Sharma, and Phub Dorji. "Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan." Journal of English as A Foreign Language Teaching and Research 1, no. 1 (March 30, 2021): 46–60. http://dx.doi.org/10.31098/jefltr.v1i1.453.
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This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language. The study also showed that grammar is generally believed to be best taught explicitly, inductively or deductively, but not implicitly. Moreover, the teachers' remark on the importance of systematic practice of grammatical features and detailed error correction suggests that there is a preference for more extensive treatment of grammatical issues. The findings of the present study also indicate that, like the teachers reported in the 2002 and 2008 studies, teachers in Bhutan appreciate the centrality of grammar in their language teaching. This descriptive analysis based on quantitative findings would be beneficial to the curriculum developers, teachers, and lecturers in developing students’ grammar skills and providing professional development to teachers for effective delivery of grammar lessons
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Mt, Muhammad Amin, and Azlina Mustaffa. "Teachers Perception in Inculcating Islamic Values in Secondary Schools." International Journal of Education and Learning 1, no. 2 (December 5, 2019): 83–88. http://dx.doi.org/10.31763/ijele.v1i2.40.
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This research intended to explore the challenges in inculcating Islamic values among teachers in selected private secondary schools in the Klang Valley. It aimed to investigate the teachers’ perception in inculcating Islamic values in schools. The questionnaire was distributed to 145 teachers from three private Islamic secondary schools in the Klang Valley, namely Al-Amin secondary school, International Islamic Secondary (IIS) School and ADNI Islamic Secondary School. A 5-point Likert scale was used to measure the teachers’ perception about the inculcating Islamic values in schools. Descriptive analysis (frequencies and percentages), were utilized in this study. The findings showed that most of the teachers in the three schools in the Klang Valley perceived that they are not inculcating Islamic values into their teaching. The researcher suggested that future research should include additional Islamic schools to compare their methods of teaching Islamic studies, which can also include universities.
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Rodríguez-Muñiz, Luis J., Diego Burón, Álvaro Aguilar-González, and Laura Muñiz-Rodríguez. "Secondary Mathematics Teachers’ Perception of Their Readiness for Emergency Remote Teaching during the COVID-19 Pandemic: A Case Study." Education Sciences 11, no. 5 (May 11, 2021): 228. http://dx.doi.org/10.3390/educsci11050228.
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The coronavirus disease 2019 (COVID-19) pandemic caused a worldwide unexpected interruption of face-to-face teaching and a sudden conversion to emergency remote teaching (ERT). In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT. An online questionnaire was applied, and the answers were quantitatively analyzed. Given the use of a large number of digital resources and the high percentage of self-developed materials using educational software, secondary mathematics teachers reflected adequate digital competence and TPCK for teaching mathematics. The sudden transition to ERT forced teachers to slow down the pace of teaching and to reduce the content taught. Significant differences were observed based on gender and age with respect to teachers’ perception of their adaptation to ERT. Despite the positive influence of previous training on their perception of readiness for ERT, in general, teachers recognized that they need more training. The demand for preparation for video editing and online quiz composition can be considered for the design of future training programs.
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Apata, Funke Susan. "Physics Teachers’ Perceptions and Attitudes to Innovative Teaching Strategies." Caribbean Journal of Education 44, no. 1&2 (April 25, 2022): 120–47. http://dx.doi.org/10.46425/c064412w8088.
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This study investigated perception and attitude to innovative teaching strategies in Senior Secondary Schools in Kwara State, Nigeria. Sample selection used a descriptive survey design. A total of 141 physics teachers participated using the purposive sampling technique. The instrument used was “Physics Questionnaire on Perception and Attitude to Innovative Teaching Strategies (PQPAITS)”, with a 0.78 reliability coefficient using Cronbach Alpha. Data collected were analysed using descriptive methods, t-test, and analysis of variance. Results showed that physics perception and attitude to innovative teaching strategies were positive. Gender did not influence perception. The attitudes of males were more positive towards innovative teaching strategies than their female counterparts. Teachers with 5–9 years of teaching experience exhibited high value in perception. Conclusively, the attitudes and perceptions of teachers are favourable to innovative teaching and perception of gender roles were minimal. The study recommends training for senior school physics teachers in innovative teaching strategies.
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Rai, Chandra Badana. "Online Learning during COVID-19 Pandemic Period: Secondary Schools’ Students Perception." KMC Research Journal 4, no. 4 (December 31, 2020): 37–48. http://dx.doi.org/10.3126/kmcrj.v4i4.46465.
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The COVID-19 has resulted in closure of educational institution across the world. Online learning had played a vital role in the process of teaching and learning during this pandemic. There was a shift of face to face teaching learning to online. The objective of this study was to explore the perception towards online learning of the students of secondary level students. It also identified student responses to online teaching, offered by their schools during the period of the COVID 19 pandemic. This study has utilized a survey research design with a quantitative approach. For this study, secondary level students of Kathmandhu were taken as population. A web-based cross-sectional survey was undertaken among 282 secondary level students from two schools of Kathmandu who had participated in the online classes during this COVID-19 pandemic. A structured questionnaire consisting of 21 items covering students' perception domain was distributed to the students using Google Form. The study found that the majority of the students 74% were satisfied with online learning. The finding of the study revealed that there was statistically significant in the association of students' satisfaction in software used in online class since the p value is less than 0.05 and the relationship between the software used in an online class and students' satisfaction is modest.
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John, Anu, and Vandana Devi. "PERCEPTION OF TEACHER INVOLVEMENT IN TEACHING AND ITS EFFECT ON SCHOLASTIC ACHIEVEMENT AMONG HIGHER SECONDARY STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 118–21. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1981.
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The paper is an attempt to find the effect between perception of teacher involvement in teaching and scholastic achievement of the selected Higher Secondary students. In the present study survey method was used. The investigator adopted the survey method to study the relationship between perception of teacher involvement in teaching and scholastic achievement Investigator selected only Higher Secondary students and 30 teachers as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a mild positive relationship between social intelligence and academic achievement among the selected arts group students at Higher Secondary level.
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Dawadi, Shiva Datta. "Perception of Teachers towards the Use of Instructional Materials in Teaching Mathematics at Secondary Level." Curriculum Development Journal, no. 42 (December 4, 2020): 57–64. http://dx.doi.org/10.3126/cdj.v0i42.33213.
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The major objective of the study is to identify the perception of mathematics teachers towards the use of instructional materials in teaching mathematics for the students of secondary level and to compare their perceptions on the basis of their teaching experience. The study has adopted descriptive survey design. A set of the questionnaire with 24 statements regarding the use of instructional materials in teaching mathematics was the tool for collecting the data. The statements in the questionnaire were categorized into four categories as availability, appropriateness, self-confidence in using instructional materials, and motivation to use it. The questionnaire forms were distributed to 68 secondary school mathematics teachers of public schools. The data were collected, tabulated, ordered, compared, calculated and analyzed by using different statistical tools. Finally, it was found that teachers have negative attitudes towards the statements under the subheadings availability which indicates teachers do not feel comfortable in gathering the instructional materials in teaching mathematics and they were found to have positive towards the statements under the subheadings appropriateness, self-confidence in using, and motivation which means mathematics teachers are in the favor of appropriate use instructional materials in teaching mathematics, and they were found confident in using instructional materials. And also teachers are found motivated to use instructional materials in teaching mathematics at secondary level. The study also concluded that the perception of the teachers regarding the use of instructional materials in teaching mathematics at secondary level differs according to the teaching experience of the teachers. Interestingly, the teacher with less teaching experience were found more positive in using instructional materials in teaching mathematics at secondary level.
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inock park. "A Study on Secondary Social Studies Preservice teachers' perception of the Practice student teaching." Theory and Research in Citizenship Education 39, no. 3 (September 2007): 185–212. http://dx.doi.org/10.35557/trce.39.3.200709.008.
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Lazarus, Gift N., and Blessing C. Funom. "Knowledge, perception and attitude of teacher librarians towards makerspace in schools in Oyo State, Nigeria." Journal of ICT Development, Applications and Research 3, no. 1/2 (2021): 97–120. http://dx.doi.org/10.47524/jictdar.v3i1.98.
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The study investigated the knowledge, perception and attitude of teacher librarians in secondary schools in Ibadan, Oyo State towards makerspace. The survey research design was adopted for the study while questionnaire was used as the instrument of data collection. The sample size for the study comprised 103 teacher librarians in selected secondary schools in Ibadan, Oyo State. Nigeria. Findings from the study showed that the teacher librarians in secondary schools in Ibadan, Oyo State possessed adequate knowledge about makerspace especially as regards to choosing technologies that enhance student's teaching and learning process, selecting effective teaching approaches to guide students thinking and learning on makerspace, having prior knowledge on makerspace, having various ways and strategies of developing their understanding of the makerspace and using makerspace as a way of creating, tinkering and exploring new things just as they have positive perception about makerspace. The study further revealed that teacher librarians in secondary schools in Ibadan, Oyo State have positive attitude towards makerspace. Positive relationships were established between knowledge and attitude, perception and attitude as well as knowledge and perception of teacher librarians as regards makerspace.
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Yoo, Sung-Sang, Yoonjung Hwang, Gayun Jang, Jiin Kim, and Minjeong Jeon. "A Study on Online Teaching Experiences of Teachers in Developing Countries during the COVID-19 Pandemic: focusing on transformative learning theory." Korean Comparative Education Society 32, no. 6 (December 31, 2022): 111–37. http://dx.doi.org/10.20306/kces.2022.12.31.111.
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[Purpose]This study aims to explore secondary teachers’ online teaching experiences in Bangladesh, Indonesia, Thailand, and the Philippines during the educational crisis due to COVID-19, and to analyse the process of changes in teachers’ perception toward education. [Methods]In-depth interviews were conducted with teachers (19 teachers in total) from four developing countries. The interview results were analyzed using open coding method to determine common themes in teachers’ experiences of all four countries. In this process, teachers' experiences of perception change were classified into three themes. [Results]Results for the study showed that teachers experienced critical reflection through online teaching during Covid-19 in three aspects; teaching and learning method, role of teacher, and form of education. More specifically, teachers’ perception change was identified in 1) the need to learn various teaching method for effective online class 2) the roles of teachers as facilitator and 3) new form of education in post covid-19 era, (through their online teaching experiences). According to the analysis, these three aspects of teachers’ perception change has led to develop teaching professionalism. [Conclusion]Results from the study concluded that teachers in developing countries experienced critical reflection and perception change in education through their online teaching experiences. The study implies that these changes served as a motivation and an opportunity to develop teaching professionalism even in the midst of an educational crisis caused by COVID-19.
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Ojeme, Emmanuel O. "Perceived and Actual Role of Secondary School Physical Educators." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 33–45. http://dx.doi.org/10.1123/jtpe.8.1.33.
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This paper describes a study conducted to determine the role perception and enactment (or performance) of secondary school physical educators as well as the magnitude of role deficits that physical educators experience in schools. The data for the study were collected using a 28-item test instrument classified into four role-subsets of teaching, coaching and sports administration, research and development, and student welfare roles. The results indicated that the physical educators studied possess an acceptable perception of their roles, and that they differentially enact or perform these roles. The coaching and sports administration role-subset is more enacted by physical educators than are teaching, research and development, and student welfare roles, respectively. Furthermore, the magnitude of role deficits experienced by physical educators is higher for teaching, research and development, and student welfare roles compared with role deficits in the coaching and sports administration role-subset. Further studies are required to ascertain the forces that shape the role of physical educators in the school system as well as the sources of role deficits.
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Akram, Muhammad Javaid, Syed Ahmad Raza, Abdur Rehman Khaleeq, and Samrana Atika. "Principals Perception Regarding Factors Affecting The Performance Of Teachers." Journal of International Education Research (JIER) 7, no. 2 (April 26, 2011): 33–38. http://dx.doi.org/10.19030/jier.v7i2.4247.
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This study investigated the perception of principals on how the factors of subject mastery, teaching methodology, personal characteristics, and attitude toward students affect the performance of teachers at higher secondary level in the Punjab. All principals of higher secondary level in the Punjab were part of the population of the study. From the population, 120 principals were selected as the sample. A questionnaire was developed and validated through pilot testing. The data obtained were tabulated and analyzed by using statistical techniques of mean and standard deviation. The major conclusions of the study were that the factor of subject mastery was perceived to be influencing the performance of teachers maximally, but the factor of attitude toward students was affecting the performance of teachers minimally. The remaining two factors - teaching methodology and personal characteristics - were perceived to be at the intermediary level.
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Butt, Muhammad Naeem, and Mohammad Iqbal. "Teachers Perception Regarding Facial Expressions As An Effective Teaching Tool." Contemporary Issues in Education Research (CIER) 4, no. 2 (March 8, 2011): 11–14. http://dx.doi.org/10.19030/cier.v4i2.4077.
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The major objective of the study was to explore teachers perceptions about the importance of facial expression in the teaching-learning process. All the teachers of government secondary schools constituted the population of the study. A sample of 40 teachers, both male and female, in rural and urban areas of district Peshawar, were selected through a simple random sampling technique. Data were collected through a questionnaire containing ten items regarding facial expressions. It was concluded that teachers deemed the technology of facial expressions very essential and important, not only for themselves, but also for the attainment of students learning outcomes.
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Ahmad, Tanveer, Noor Muhammad, and Allah Bakhsh. "Perception of secondary school teachers regarding the effectiveness of interactive smart-board technology." Journal of Social Sciences Advancement 2, no. 2 (June 29, 2021): 51–58. http://dx.doi.org/10.52223/jssa21-020202-13.
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Like other countries, also in Pakistan, the interactive smart board technology is the innovation of 21st century and is being used in several schools as an advanced teaching tool. The focus of study was examined the attitudes of teacher and students towards the ways using Smart-boards in teaching and learning environment. All the teachers of public schools in Punjab who using the Smart-board were the population of the study. Data were collected from 100 trained teachers of District Toba Tek Singh through questionnaire and analyzed in the form frequency, percentage, mean, mode, standard deviation t-test and Chi-square test through Statistical Package of Social Sciences (SPSS) version 23. The results revealed from the study perceived that Interactive Smart-boards was found most effective tool in the teaching and learning process. The utilization of Interactive Smart-board perceived more helpful to present the contents in easier way, increase motivation level of students, reduce the workload, utilization of time more efficiently and make the classroom more planned and organized. The study recommend that to make effective smart-board technology need proper training program in all public schools.
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Cebrián, Gisela, David Pascual, and Álvaro Moraleda. "Perception of sustainability competencies amongst Spanish pre-service secondary school teachers." International Journal of Sustainability in Higher Education 20, no. 7 (November 4, 2019): 1171–90. http://dx.doi.org/10.1108/ijshe-10-2018-0168.
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Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.
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Safdar, Mahwish, Rana Muhammad Zubair, and Sumaira Munawar. "A Study on the Perception of Professional Ethics among Secondary School Teachers." Global Educational Studies Review VII, no. II (June 30, 2022): 116–25. http://dx.doi.org/10.31703/gesr.2022(vii-ii).11.
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In recent times, wakefulness regarding ethics has been increased in the people. Whenever employment arranges itself as a profession, a code of ethics develops. Ethical concerns are an essential part of life. Particularly it has an importance in academic circles. All professions have ethical considerations, norms, standards and expectations and the teaching profession has no exception. The objectives of the study were to explore the perception regarding professional ethics among secondary school teachers. The researcher employed quantitative research by approach and used a descriptive research design. The researcher applied the survey method to explore the perception of professional ethics of teachers. The population was involved all public school teachers. The sample of the study was two hundred sixty-two public secondary school teachers. As it is evident that teachers perceived their professional ethics well, so the ministry of education should invite teachers as moral experts in the process of making any policy regarding ethical and moral issues in society.
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Pardede, Parlindungan. "Secondary School EFL Teachers’ Perception of ICT Use in Learning and Teaching." JET (Journal of English Teaching) 6, no. 2 (June 30, 2020): 144–57. http://dx.doi.org/10.33541/jet.v6i2.1976.
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The influx of ICT tools into EFL classrooms has provided an increasing range of possible solutions for refining teaching and learning inputs, processes, and outcomes, and their use can benefit students and teachers. However, ICT implementation in the learning process is affected by various factors, among which teachers’ perception is the most significant. This study aimed at investigating teachers’ perceptions of ICT use in EFL learning activities. To attain the aim, data as collected by asking 32 EFL teachers from various junior and senior high schools in Greater Jakarta to fill in a questionnaire consisting of 60 closed-ended questions. To triangulate and elaborate the quantitative data, 5 open-ended questions were asked to 8 of the participants selected as the interviewees. The results indicate that the teachers had a good level of perception of ICT use in EFL learning and teaching activities. The majority of them had integrated ICT in their EFL classrooms. Regarding the issues related to facilities and technical expertise they sometimes encountered, they either asked for help from technicians or colleagues. Many of them also agreed with the importance of attending training to enhance their skills in using ICT in learning and teaching.
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Adhikari, Ganesh Prasad. "Teachers’ Perception and Challenges of Using ICT in Teaching Mathematics at Secondary Level." Mathematics Education Forum Chitwan 6, no. 6 (December 31, 2021): 50–65. http://dx.doi.org/10.3126/mefc.v6i6.42405.
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The main objectives of this study were to identify the teachers’ perceptions and challenges of using ICT tools in the mathematics classroom at the secondary level in Kathmandu. The major tool of the study was a closed-ended questionnaire consisting of 19 items. The quantitative descriptive survey design was used in this study. The researcher selected 158 teachers by using simple random method from 261 government teachers who teach compulsory mathematics at grade X of Kathmandu district in Nepal. The standardized questionnaire was administered to the sample teachers. The SPSS-25 version database was used to analyze and interpret the collected data. Teachers’ perception of using ICTs in the mathematics classroom was positive with insignificant difference in terms of gender. There were some challenges: lack of knowledge, confidence, enough experience, training, interest and access to ICT tools, lack of technical support, lack of genuine ICT Software and unstable and unreliable internet connection at the schools. Due to these challenges, teachers did not use ICT in the classroom. Therefore, teachers should learn more to improve their knowledge and skills in ICT. The government should focus on management strategies and policies to reduce the challenges faced by teachers in mathematics classrooms. By these policies, they can use the ICT tools in the classroom.
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Fernández-Morante, Carmen, Josefa-del-Carmen Fernández-de-la-Iglesia, Beatriz Cebreiro, and Enrique Latorre-Ruiz. "ATS-STEM: Global Teaching Methodology to Improve Competences of Secondary Education Students." Sustainability 14, no. 12 (June 7, 2022): 6986. http://dx.doi.org/10.3390/su14126986.
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Previous studies agree on the benefits of improving the relevant competences in students by applying globalized learning methodologies and projects in the STEM fields (Science, Technology, Engineering and Mathematics). However, few studies have focused on whether including other subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school students’ perceptions on improvement in these skills. The objective of this work was to study the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote globalized and project-based learning, on the perception of self-efficacy of secondary school students in basic competences for learning. It also analyzes the modulating role of gender on said perception. High school students from Galicia participated in this study. Both before and after participating in teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary STEM competences, problem solving, innovation and creativity, communication, critical thinking, metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the competences evaluated (although only the men showed an increase in collaboration). Nevertheless, there was a lower perception of competence in women than in men in discipline competences, problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM learning experiences on the self-efficacy perceived by high school students were confirmed, although the results continue to show a gender gap.
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Okendo, Ogoti Evans. "Teachers’ Perceptions on Integration of Information Communication Technology in Teaching and learning in Secondary Schools in Uasin Gishu County, Kenya." International Journal of Social Sciences and Humanities Invention 5, no. 5 (May 27, 2018): 4754–58. http://dx.doi.org/10.18535/ijsshi/v5i5.16.
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The purpose of the study was to establish teachers’ perception on integration of information communication technology in teaching and learning in secondary schools in Uasin Gishu County. The study was guided by the Minimalism theory. The study utilized ex post facto research design. The target population included all private and public secondary schools in Uasin Gishu County and all teachers in private and public secondary schools in the county. Stratified and simple random sampling procedures were to select the respondents for the study. The study utilized questionnaire and observation schedules for data collection. The study concluded that most of teachers in public and private secondary schools in Uasin Gishu County had favorable perceptions of availability of ICT infrastructure in their school, The study further concluded that both private and public secondary teachers in Uasin Gishu County had favorable perceptions of availability of plans for ICT integration in teaching in their school and that there is a significant relationship between public and private secondary teachers mean perception scores on ICT integration in Uasin Gishu County. the study recommended that the county Government of Uasin Gishu should provide ICT infrastructure in both private and public secondary schools and The principals and school managers in Uasin Gishu County should develop ICT integration plans at the school level which should inform the process of integrating the same in classroom teaching and learning.
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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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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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Prieto-Ballester, Jorge-Manuel, Francisco-Ignacio Revuelta-Domínguez, and María-Inmaculada Pedrera-Rodríguez. "Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement." Education Sciences 11, no. 8 (August 5, 2021): 407. http://dx.doi.org/10.3390/educsci11080407.
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The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.
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Souza, Daniela Maysa de, Vânia Marli Schubert Backes, Daniele Delacanal Lazzari, and Jussara Gue Martini. "Pedagogical preparation of nursing professors for professional secondary technical education." Revista Brasileira de Enfermagem 71, no. 5 (October 2018): 2432–39. http://dx.doi.org/10.1590/0034-7167-2017-0289.
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ABSTRACT Objective: To understand how the nursing professor pedagogically prepares for teaching in professional secondary technical education in the light of the Pedagogical Content Knowledge of Lee S. Shulman. Method: This is a qualitative and descriptive study. Two pedagogical workshops were held to collect data, with the participation of six professors from two technical schools. Results: The categories Pedagogical preparation for the teaching exercise and Knowledge Base for Teaching have emerged. The results revealed the difference between the real and the ideal in the perception of the participants, when their preparation for the teaching exercise is situated between the learning with colleagues and the mastery over the Content Knowledge. Final considerations: Professor training is necessary and is an alternative to qualify teaching in professional secondary technical education.
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Varghese, Jijo, and M. N. Mohamedunni Alias Musthafa. "Why the Optimism Misses? An Analysis on the Gaps and Lags of Teachers’ Perceptions of 21st Century Skills." Shanlax International Journal of Education 10, no. 1 (December 1, 2021): 68–75. http://dx.doi.org/10.34293/education.v10i1.4322.
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The present century demands transformative competencies in all spheres of human life and this necessitated the evolution of a new civil right in the modern era. Inevitably, this demands for new sets of skills and competencies in the learners to meet the challenges and competitions of the knowledge economy, labor market and information settings. To build the 21st century skills and competencies in the learners, teachers need to have awareness and knowledge about these skills and apply them in their daily classroom activities. In order to execute the strategies for promoting 21st century skills among learners, a clear perception on the same is highly essential. It is interesting to analyze the perception of the teachers and the missing gaps. This study was conducted to examine the gap between the actual and ideal perception of 21st century skills among secondary school teachers of Kerala. It also examined to what extent their age, teaching experience and subjects have been related to perception level. Data has been collected from secondary school teachers (N=350) through survey method. The result of the study showed that there was gap between actual and ideal perceptions of 21st century skills among the secondary school teachers and also positive correlation between age, teaching experience and the actual perception of 21st century skills.
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Muhammad Ayaz, Wazim Khan, and Salman Khan. "A Study of Reflective Teaching in Professional Development of Secondary School Teachers in Khyber Pakhtunkhwa." sjesr 3, no. 4 (December 25, 2020): 113–19. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(113-119).
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Reflective teaching (RT) has globally acknowledged its usefulness to teachers' professional development. This study investigated the consequences of RT concerning teachers' professional development. Objectives of the study were: to search the effect of RT on teachers' professional development; to investigate the extent of RT to be used by teachers; to explore the perception of teachers about RT. This study was qualitative and descriptively analyzed. Researcher used Observation and Interview for data collection. Population was 5537 whereas the Sample consisted of 200 male secondary school teachers. Results of the study were: maximally the teachers had not used the tools of RT and as a result, mostly their teaching had not affected their professional development; mostly teachers were unaware through RT but agreed about the validity of RT to be used in teaching; RT has a great extent to be used by the teachers in the process of teaching. This study endorsed the importance of RT to replace the old traditional methods of teaching through RT. Also, this study will play a dynamic role in spanning the gap between theory with practice.
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Suhirman, Lalu, Haryanto Atmowardoyo, and Djamiah Husain. "Perception of EFL Teachers’ Satisfaction on Pedagogical Process." International Journal of English Linguistics 6, no. 5 (September 23, 2016): 170. http://dx.doi.org/10.5539/ijel.v6n5p170.
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<p>This study examines teaching performance satisfaction among three English teachers in Makassar. These three teachers are students at a postgraduate program in English Education (Ph.D Program) at the State University of Makassar. All of them have more than seven years experience, two teaching at Secondary High School and one of at Senior High School. Two of them are males and one is female. Interviews were carried out with these Intensive EFL program teachers. Interviews were transcribed and analyzed according to the grounded theory method. The research focused on teacher’s satisfaction with their pedagogical competence. Findings reveal whether all the EFL teachers felt satisfied with their pedagogic competence across all seven indicators, as follows: (a) understanding learners’ characteristics, (b) mastering teaching-learning theory (approach, method strategy of teaching), (c) developing curriculum, (d) presenting instructional process, (e) understanding and developing learners’ potency, (f) communication, and (g) evaluation (Ministerial Education, 2010).</p>
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La Sunra, La Sunra, Haryanto Haryanto, and Sahril Nur. "Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom." International Journal of Language Education 4, no. 2 (October 13, 2020): 289. http://dx.doi.org/10.26858/ijole.v4i2.13893.
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This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.
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Ismail, Siti Noor, Shamsuddin Muhammad, Mohd Norakmar Omar, and Kanageswari Suppiah Shanmugam. "THE PRACTICE OF CRITICAL THINKING SKILLS IN TEACHING MATHEMATICS: TEACHERS’ PERCEPTION AND READINESS." Malaysian Journal of Learning and Instruction 19, no. 1 (January 31, 2022): 1–30. http://dx.doi.org/10.32890/mjli2022.19.1.1.
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Purpose - This study was conducted to identify the relationship and influence of mathematics teachers’ perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools. Methodology - Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers’ perception of CTS, while the teachers’ readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers’ practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012). Findings - Teachers’ perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers’ perception of CTS practice and teachers’ readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers’ perception and teachers’ readiness for CTS practice in mathematics teaching, and this contribution was very high. Significance - The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.
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Tabassum, Farkhanda, Shazia Zamir, and Saira Nudrat. "Practitioners’ Perception about Professional Learning Practices at Higher Secondary Level in Public and Private Sector." Global Social Sciences Review IV, no. IV (December 31, 2019): 331–40. http://dx.doi.org/10.31703/gssr.2019(iv-iv).43.
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The study analyzed practitioners’ perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students’ development, teachers’ professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners’ insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students’ development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.
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Abrizah, A., and AN Zainab. "Digital libraries in the classroom: Secondary school teachers’ conception." Journal of Librarianship and Information Science 43, no. 4 (August 24, 2011): 224–36. http://dx.doi.org/10.1177/0961000611418811.
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This paper presents findings from a case study investigating secondary school teachers’ understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and (2) What are the teachers’ perceptions of the initiative to develop a collaborative digital library for school projects? A series of interviews were carried out on six History subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the Internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on History subject teachers’ perceptions of the initiative to develop a collaborative digital library for History projects, perception of its potential use, pointing out the conditions that facilitate its use in the classrooms. The paper also points out the relevance of digital libraries to the History curriculum which will make readers understand that using the technology is relevant to the teaching of all subjects.
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Popović, Daliborka R., Mirjana M. Beara, and Milena D. Belić. "Difficulties in the online educational context ‒ perception of students, parents and teachers." УЗДАНИЦА 18, no. 2 (2021): 67–82. http://dx.doi.org/10.46793/uzdanica18.ii.067p.
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The aim of this paper is to analyze the difficulties of distance education from the perspective of different actors of education (students, teachers, parents) in Serbia and to identify opportunities for overcoming or mitigating them. A qualitative research was conducted in primary and secondary schools in the wider area of Kragujevac, by interviewing students (N = 23; 7th and 8th grade of primary school and 1st, 2nd and 3rd grade of secondary schools), parents (N = 25) and teachers (N = 26). The research questions were aimed at assessing difficulties of all groups of respondents, and the obtained answers were analyzed by categories and presented within three topics: difficulties faced by respondents in the field of IT skills, learning difficulties caused by online teaching and communication difficulties among education actors. The results show that the most common difficulties are related to the organization of time and space for synchronous learning, lack of digital competencies (especially among “older teachers” and most parents), use of additional literature and learning materials, evaluation problems, as well as lack of physical activity. The most numerous and most important difficulties are the application of active learning and the realization of the expected achievements of students. The implications of the research show how to overcome or mitigate difficulties and thus improve distance and online learning and teaching, and make recommendations for post-COVID education based on these experiences.
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Amatan, Mohammad Azri, Jo Ann Lee, Ramlah Ag. Ali, and Rusnah Rubin. "PERCEPTION ON THE PRACTICE OF TEACHER SUPERVISION IN URBAN SECONDARY SCHOOLS IN PENAMPANG, SABAH." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 238–50. http://dx.doi.org/10.35631/ijepc.4330019.
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The teacher supervision process is an important component in the effort to increase teacher performance and in turn elevate the teaching profession in Malaysia. Hence, this study was conducted to identify the perception of teacher supervision in urban secondary schools within the district of Penampang, Sabah. Random sampling was applied to select 123 teacher respondents. Data collection for this exploratory quantitative study was gathered through a survey. The data was then analysed using the Statistical Package for Social Science (SPSS) version 25.0 software. Overall, teacher respondents perceive that execution of supervision training, curriculum improvement management, and execution of rewards in the Penampang secondary schools involved were high. Results from the ANOVA test showed that there is a difference of perception towards execution of supervision training based on gender and years of teaching experience. As feedback, the researchers make several suggestions for stakeholders involved.