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Medina, Adriana, Jennifer Hathaway, and Paola Pilonieta. "How Preservice Teachers’ Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners." Frontiers: The Interdisciplinary Journal of Study Abroad 25, no. 1 (March 15, 2015): 73–91. http://dx.doi.org/10.36366/frontiers.v25i1.346.
Повний текст джерелаАнотація:
This qualitative study examined 16 preservice teachers’ (PSTs) perceptions of “others” before 2 months in Germany, compared perceptions upon return, and attributed shifts to experiences abroad. Data sources were surveys, interviews, and reflections. Transformation theory served as the theoretical lens. PSTs’ pre-travel experiences related to not fitting in, cultural differences, and gender. Abroad, PSTs faced cultural differences and questioned their culture. Perceptual changes centered around language and culture. Changes were based on empathy, advocacy, and an understanding of ELLs. Implications offered are for interpreting experiences in light of teaching, benefits of faculty-led programs, and the use of study abroad to experience otherness.
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Harimurti, Wismandari, Uswatun Chasanah, and Muhammad Mathori. "ANALISIS PEMANFAATAN TUNJANGAN PROFESI GURU BERDASARKAN PERATURAN MENTERI PENDIDIKAN DAN KEBUDAYAAN REPUBLIK INDONESIA NOMOR 19 TAHUN 2019." Jurnal Riset Akuntansi dan Bisnis Indonesia 1, no. 1 (September 30, 2021): 59–72. http://dx.doi.org/10.32477/jrabi.v1i1.319.
Повний текст джерелаАнотація:
Teacher Professional Allowances are given to teachers who have an educator certificate as an appreciation for their professionalism. The allowance is to raise their dignity dan increase their competence dan finance professional development. This study aims to analyze the use of PNSD Teacher Professional Allowance that occurs in SMAN 1 Patuk Gunungkidul dan analyze how PNSD Teacher Professional Teacher Allowance should be used.
The research method used was a qualitative case study. Informants in this study were 25 PNSD teachers who had received the teacher professional allowance. Data collection techniques were carried out by using interviews, documentation dan triangulation, while data analysis techniques used data collection, data reduction, data presentation, descriptive data analysis dan verification dan data validation.
The results showed that the use of PNSD teacher profession allowances that occurred did not meet the Permendikbud target number 19 of 2019, where most of the allowances were used to meet family needs including daily needs, education dan travel as well as renovation dan purchase of motorbikes or cars. The use of professional allowances that should be in accordance with Permendikbud No. 19 of 2019, namely most teachers have participated in seminars or workshops, subscribed to newspapers dan Wi-Fi to look for teaching materials, making teaching materials dan buying teaching support tools. They used their allowances to provide social assistance in the community dan schools by giving gifts or rewards to high-achieving students, giving funds to people who have died or are ill dan participating in social funding in schools dan the environment. They also buy books that are relevant in teaching dan teaching activities develop learning material with educational books.
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Morris, Christine, and Umesh Sharma. "Facilitating the Inclusion of Children With Vision Impairment: Perspectives of Itinerant Support Teachers." Australasian Journal of Special Education 35, no. 2 (December 1, 2011): 191–203. http://dx.doi.org/10.1375/ajse.35.2.191.
Повний текст джерелаАнотація:
AbstractChildren with vision impairment (VI) and blindness are largely educated in mainstream schools in Australia. Specialist itinerant support teachers – vision (ISTVs) travel from school to school to facilitate the education of these children. The purposes of this study were to examine the barriers that ISTVs face in this role, and to identify strategies used to address these barriers. Seven ISTVs participated in the study. Focus group interviews were conducted to collect data from participants. Constant comparison, a form of thematic analysis, was used to examine the data. Results indicate that barriers include a lack of understanding among regular school educators of the needs of children with VI, lack of awareness of the role of ISTVs, insufficient resources and time, and inadequate training. Frequent communication and good working relationships with staff help to minimise or negate many of the potential barriers. However, barriers such as lack of time and inadequate training remain unaddressed and require the attention of policymakers at higher levels.
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Hansson, Per-Olof. "Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic." IAFOR Journal of Education 9, no. 2 (April 2, 2021): 77–91. http://dx.doi.org/10.22492/ije.9.2.05.
Повний текст джерелаАнотація:
The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.
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Hu, Sihua, Kaitlin T. Torphy, Kim Evert, and John L. Lane. "From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces." Teachers College Record: The Voice of Scholarship in Education 122, no. 6 (June 2020): 1–33. http://dx.doi.org/10.1177/016146812012200606.
Повний текст джерелаАнотація:
Background/Context Teachers face many different problems in teaching. Traditionally, research examines the complexity of teaching students and content by focusing on a teacher's physical space and influencing factors therein. While established conceptions of curricular enactment suggest that instructional materials shape both the intended and enacted curriculum, the materials themselves are traditionally conceived of as those that the district officially adopts (e.g., textbooks) or creates (e.g., curricular pacing guides). Yet, in 21st-century schools, a new era of information and technology presides. Facilitated by the cloud, teachers’ professional learning and interactions meld with a global network of colleagues, extending to community of practices online and curating instructional resources therein. In particular, the use of social media to broaden and deepen teachers’ access to instructional resources is a potentially transformative and yet disruptive phenomenon that has implications for classroom instruction. Narrowly focusing on districts’ official curriculum and its enactment by the teacher as an individual who is shaped by (but does not shape) her school landscape may not, in fact, fully reflect teacher professionalism today and account for teachers’ professional life in the social continuum from cloud to class. Purpose/Objective/Research Question/Focus of Study Situated in the conceptualization of managing problems in teaching and curating online resources as informal learning for the intended and enacted curriculum, this article builds on and extends these lines of research to examine teachers’ leverage of social capital—social network among individuals and resources available to people within their social network—from the virtual space to solve the problems common to teaching. Through this empirical illustration of resource diffusion from cloud to class, and how the curation of resource is integrated with teachers’ curriculum planning as well as classroom practices, we present a unique way of understanding teachers’ management of teaching problems in 21st-century schooling. Research Design We collected various types of data from 67 early-career teachers in one Midwestern state, including interviews, observation, and survey. We drew primarily on the interview data to exemplify our conceptual model of curation to address the problems of teaching. The three curation processes we identified are: (1) self-directed curation, (2) incidental curation, and (3) socialized curation. We observed more empirical evidence on the self-directed curation process in our data and chose to select a single case to go into further detail about the enactment of online resource in the classroom using the observation data, in additional to the interview data. We analyzed the case by specifying the perceived problems of teaching in one teacher's preparation to teach and how the curated resources from Teachers Pay Teachers were adopted and adapted to manage each of the problems, and the teacher's rationale for the decisions she made during the planning. We noticed, in this case and in other data that we have across teachers, that teachers rarely, if ever, directly articulate the curation of online resource for preserving classroom order, among the four endemic problems identified in the literature. Last, we examined the enactment of the online resource by describing teachers’ instructional practices in relation to her perceived ways of managing the problems of teaching. We also examined the resulting student learning in the mathematics lesson we analyzed. The single case of one teacher serves as an empirical illustration of how teachers could curate resources from the cloud in their planning and enactment of curriculum. Conclusions/Recommendations At the core of this study, we see teachers taking up their agency and drawing on a particular type of social capital resource to manage their enduring problems of teaching. We identified the different paths that teachers’ social capital may travel and accrue, and we argue for the importance of the community of practice online in the facilitation of resource flow from the cloud to the classroom. Also, we used a mathematics teacher's planning and enactment of instructional resources attained from the cloud for a three-day lesson series as an example to demonstrate how perceptions of teaching problems and curations of materials can culminate in a teacher's actual practices and impact student learning in the classroom. Our work has several implications for the field. First, although the different problems in teaching are well documented, teachers tend to seek out social capital resources from the virtual spaces to address some, but not all, of their problems. Specifically, preserving classroom order has not been present in our analysis of teachers’ articulation of their perceived problems for curation. Future studies can add more understanding to the online resources used in relation to teachers’ modes of curation and the type of teaching problems they hope to address. Second, the process of accessing the instructional resources, as delineated in the three modes of curation, demonstrates the complexity of the social network and social capital accrual mechanism in the 21st century, through which teachers’ professional communities expand beyond the school walls. Third, our work presents the considerations and thought processes of teachers’ curation of instructional materials in virtual spaces and enactment of the tasks. The combination of social capital resources and classroom processes in this study provides the foundation for researchers with different perspectives to further investigate the emerging phenomenon of social media and education.
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Tachaiyaphum, Nutthida. "The global pandemic and a shift in research methods." Waikato Journal of Education 27, no. 2 (September 8, 2022): 59–64. http://dx.doi.org/10.15663/wje.v27i2.921.
Повний текст джерелаАнотація:
World-wide responses to the global pandemic, such as travel restrictions, border closures and lockdowns, have posed new challenges to researchers. For qualitative researchers conducting fieldwork, gathering data in person can be inapplicable (Howlett, 2021). My research investigates English as a Foreign Language (EFL) pre-service teachers’ beliefs and negotiation of meaning in Content and Language Integrated Learning (CLIL) within the Thai secondary education context. Because of the pandemic I was unable to travel to Thailand to gather data, so I had to change my data collection methods to video conferencing interviews and classroom video observations. This article discusses this unexpected shift in research methods through my reflections on conducting digital-based research during the Covid-19 pandemic. It focuses on two main aspects: 1) grappling with emotional distress caused by the unprecedented phenomenon, and 2) redesigning research methods for digital fieldwork. Ethical issues regarding digital-based research are also discussed. The implications highlight the importance of resilience, flexibility and proactivity to surmount unexpected situations during a research journey.
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Tulgar, Ayşegül Takkaç. "The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 62–87. http://dx.doi.org/10.2478/sm-2018-0003.
Повний текст джерелаАнотація:
Summary With the globalization of the world and the ease to travel to different parts of the globe, the popularity of exchange programs for students has increased. Many students around the world apply such programs in order to have international learning experiences in which they can, besides educational purposes, meet new social and cultural values while introducing their native cultures. As study-abroad experiences have attracted attention regarding their various effects on the participants, research focusing on students participating in such programs may provide useful insight on their contributions to pre-service teachers’ teaching philosophies. Therefore, this study is intended to investigate the effects of a study-abroad experience on the way three pre-service teachers perceived the teaching profession and whether it modified their teaching philosophy. The data were collected through reflection reports and semi-structured interviews with three Turkish pre-service teachers who spent a semester in Hungary on a study-abroad experience. Content analysis was adopted for data analysis. The results revealed that the participants developed in terms of their linguistic, personal, social, cultural and educational understanding, which in turn contributed to their perceptions and conceptions of the teaching profession and caused them to adjust their teaching philosophies. In the light of these results, some suggestions are provided.
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Bergersen, Ane, and Gistered Muleya. "Zambian Civic Education Teacher Students in Norway for a Year—How Do They Describe Their Transformative Learning?" Sustainability 11, no. 24 (December 13, 2019): 7143. http://dx.doi.org/10.3390/su11247143.
Повний текст джерелаАнотація:
Through 10 years of cooperation between the University of Zambia and the Western Norway University of Applied Sciences, 24 students of Civic Education (Social Sciences) from the University of Zambia had an opportunity to travel to Norway to have a different learning experience of Civic Education. In this study, we sought through qualitative questionnaires and interviews to understand how the former Civic Education teacher students describe their experiences and received benefits during the 10 months they spent at the Western Norway University of Applied Sciences. The study established that transformative learning takes time, but of paramount importance was that the students were able to critically reflect and act as change-makers at an individual, school, and/or society level. The study also noted that international student mobility can increase students’ transformative learning under certain conditions. Therefore, our study concludes that crucial factors for transformative learning consist of the combination of cultural mentoring, teaching practice, critical discussions, and critical theories. Additionally, the study notes that reframing our perspectives as learners, teachers, and researchers can lead to increased awareness of moral imperatives for satisfying human needs, ensuring social justice and respecting environmental limits as citizens in a global world.
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Tandika, Pambas Basil, and Laurent Gabriel Ndijuye. "Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania." Information and Learning Sciences 121, no. 1/2 (November 17, 2019): 79–94. http://dx.doi.org/10.1108/ils-01-2019-0009.
Повний текст джерелаАнотація:
Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities. Originality/value There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.
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Ho, Pham Vu Phi, Nguyen Minh Thien, Nguyen Thi My An, and Nguyen Ngoc Hoang Vy. "The Effects of Using Games on EFL Students’ Speaking Performances." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 183. http://dx.doi.org/10.5539/ijel.v10n1p183.
Повний текст джерелаАнотація:
This study investigated the effects of employing games on students’ speaking performances in the classroom. 74 non-English major students, 36 students from the Tourism and Travel Management and 38 from the Office Management major from Tra Vinh University, participated in the study. The control group was trained with the methods of P-P-P (presentation, practice, and production) while the experimental group was trained with the same process but using selective games in the learning processes. Data collection was from the pre- vs. post-tests, questionnaire and interviews for analysis. The findings revealed that using games in the speaking classrooms, the students were motivated in the learning process and their speaking skills improve remarkably. The current study suggested teachers in the research context to apply gaming activities as an effective method to improve students’ participation in the learning processes.
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Kamal, Tayyab, Nadira Dayo, Sang Yijing, and Arsalan Rasheed. "Impacts of COVID-19 on Higher Level Special Students." Journal of South Asian Studies 10, no. 1 (April 30, 2022): 75–86. http://dx.doi.org/10.33687/jsas.010.01.4035.
Повний текст джерелаАнотація:
A phenomenological study was conducted on 19 special students from higher education to study the educational condition and to analyze the impact of online classes on their motivation after the lockdown of COVID-19. Data was collected through a questionnaire and face-to-face interviews. Collected data were analyzed using the percentage and frequency method. According to the findings, the majority of students enjoyed online classes and were comfortable with this abrupt change in educational methods. The majority of the students were motivated because of the advantages of online classes. Τhe most liked aspects of online learning were flexibility and saving money on travel expenses. Regrettably, it has drawbacks such as the ability to interact, disruptions, and one-sided learning. Τeachers’ negligence and lack of support for some disabled students were not addressed, and online safety and security issues were not addressed. It is suggested that education should be tailored to the needs of individual students, and teachers should make an effort to comprehend the uniԛue needs and challenges of students with disabilities in order to involve them in online learning environments.
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Codó, Eva, and Jessica McDaid. "English language assistants in the 21st century." Language, Culture and Society 1, no. 2 (October 22, 2019): 219–43. http://dx.doi.org/10.1075/lcs.00017.cod.
Повний текст джерелаАнотація:
Abstract Although the figure of the English language assistant (ELA) dates back a long while, its current popularity is unprecedented in some areas of the world. Such is the case of Spain, where the goal of raising English standards among the younger generations has become a national obsession. Using critical ethnographic methods, this paper examines the experience of three British LAs placed in secondary schools in Barcelona. It draws on a focused case study of one of them – combined with ethnographic snapshots of the other two, interviews with school teachers and regional programme administrators, relevant programme publications, and social media data. The analysis reveals three major tensions shaping the ELA experience in the 21st century revolving around: (a) the underspecified and unskilled nature of the job; (b) its culturalist imagination and state diplomacy mission; and (c) the native speaker ideology constituting its raison d’être. This paper provides new insights into the intertwining of the ELT infrastructure with global travel and tourism capitalised as skill boosters for employability purposes, and showcases the importance of foreign language education as a soft power tool.
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Jeannette, Kokodoko Tohon A. "nglish in the Workplace: An Analysis of the Communicative Needs of Benin Banking, Tourism and Travelling Personnel." Scholars International Journal of Linguistics and Literature 5, no. 3 (March 10, 2022): 82–93. http://dx.doi.org/10.36348/sijll.2022.v05i03.002.
Повний текст джерелаАнотація:
This research is an exploratory study of the use of English by Benin banking, tourism and travel Personnel. It attempts to examine the communicative needs of this personnel in their workplaces by shedding light on their needs, wants, lacks and attitude towards English. It is a need analysis performed to find out the professionals’ needs of English in their specific area of work. This analysis makes sure that the course will contain relevant and useful skills to learn. It also enables the course designers to achieve a detailed profile of what this category of professionals need to be able to do in English in order to produce a specification of the language skills, function and forms required to carry out the communication described in the needs profile. The current study has been carried out using the mixed methods, qualitative and quantitative methods. The sample consists of thirty personnel to whom questionnaires are distributed by type of work. Fifteen ESP teachers were interviewed. The data was collected by means of questionnaires, class observation, interviews and analysis of the results were obtained. On the one hand the results have shown that the workers’ perceptions of their needs, wants and lacks are greatly affected by their attitudes toward English. On the other hand the results provide a useful input for developing a curriculum or designing an ESP to meet the communication needs of these personnel and thus ensure their efficiency at their workplaces.
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Lobo, Daniel, Yulius Mataputun, and Cornelius Tanta. "IMPLEMENTASI KOMPETENSI KEWIRAUSAHAAN KEPALA SEKOLAH DI SMK NEGERI 2 BISNIS MANAJAMEN JAYAPURA PROVINSI PAPUA." NOKEN : Jurnal Pengelolaan Pendidikan 2, no. 2 (January 23, 2022): 115–27. http://dx.doi.org/10.31957/noken.v2i2.1875.
Повний текст джерелаАнотація:
This study aims to describe the implementation of the principal's entrepreneurial competence in innovations, committed, being highly motivated, persistent and creative for effective solutions, and having an entrepreneurial ability in managing the activities of the production unit at SMK Negeri 2 Bisnis Manajemen Jayapura. This study uses a qualitative descriptive approach to a case study design. The research participants are principals, parents, alumni, students, and the Business and Industrial World (DUDI). Data collection techniques used participatory observation, in-depth interviews, and documentation study. The validity data test using data credibility techniques, namely triangulation and peer discussion. The data analysis uses an interactive pattern with the stages of data reduction, data display, and drawing conclusions/verification. The results of this study conclude that in general the principal, in his leadership has implemented entrepreneurial competencies such as innovations, committed, being highly motivated, persistent and creative for effective solutions) well, which is manifested in various forms of activities, including SMK Mart and travel agents business division, team work through the ISO 9001-2015 mechanism, environmental management, increasing the competence of teachers and students, as well as collaborating with DUDI.Keywords: implementation; competence; entrepreneurship; school principal
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Segbenya, Moses, George Kwaku Toku Oduro, Fred Peniana, and Kwesi Ghansah. "Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies." International Journal of Educational Management 33, no. 5 (July 8, 2019): 1012–34. http://dx.doi.org/10.1108/ijem-12-2017-0379.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.
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G.K., Adewuyi, and Sanni T.B. "Geographical Locations of Secondary Schools and Effects on Students’ Distance Travelled from Home to School in Five Urban Local Government Areas of Ibadan Metropolis, Oyo State, Nigeria." African Journal of Environment and Natural Science Research 5, no. 1 (May 9, 2022): 34–54. http://dx.doi.org/10.52589/ajensr-roebiwdq.
Повний текст джерелаАнотація:
This study presents the spatial location distribution of private and public secondary schools and assesses the effects of distance travelled from home to school in five urban local government areas of Ibadan metropolis, Oyo State, Nigeria. Field survey methods were adopted by obtaining the geographic coordinates of schools using a handheld Global Positioning System (GPS Garmin 78s) and a structured questionnaire consisting of fifteen (15) questions and interviews to assess the effect of distance travelled from home to school from selected private and public secondary schools and from selected students in the study areas. Data were processed using ArcGIS 10.4 (Arcmap 10.4) to show the spatial locations of schools, and IBM SPSS (statistics 20) to assess the effects of distance travelled from home to school on students. The result of geographic locations of schools showed a cluster spatial distribution pattern in the North-eastern part of Ibadan southwest, south-western part of Ibadan Northeast and North-western part of Ibadan Northwest and few schools are located in the south-western part of Ibadan Southeast and Ibadan Southwest local government areas. However, the result also showed that students’ distance travelled had significant effects on students' mental ability, academic participation and academic performance, communication between teachers and students’, students’ insecurity to and from, and stoppage along the travel route. The result of the correlation coefficient showed that there is a positive and negative association between questions and answers from the respondents.
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Martins, Mary. "Capoeira: An exploration of animism and the representation of the spirit through ethnographic animation." Animation Practice, Process & Production 9, no. 1 (August 1, 2020): 37–56. http://dx.doi.org/10.1386/ap3_000016_1.
Повний текст джерелаАнотація:
This study investigates the relationships between ethnographic study and animation practice, focusing on the Brazilian martial art, capoeira, often referred to as a dance, fight and game. This approach was adopted to explore the ways animation can be placed in relation to both historical and more recent critical theory. A local capoeira community group based in South East London participated in the study for a period of twelve months. The respondents were a combination of teachers and learners, and semi-structured interviews in the form of a conversational style were conducted with several participants. The Capoeira music was composed remotely in collaboration with a capoeira practitioner and a professional berimbau instrumentalist, based in Rio de Janeiro, Brazil. Additional music was recorded in a studio in London by main subject of this study, Professor Saruê. Practice-based investigations are currently in development, consisting of footage recorded on 16 mm black-and-white negative film. Direct animation and scratch film were created using 16 mm black leader and 35 mm film, forming a series of animated experiments. The ethnographic methods later revealed a strong connection between capoeira and the Brazilian religion of Candomblé, and attempts to determine how animation can be used to represent the phenomenon of the spirit. Evaluation and reflection of animation practice revealed a strong relationship between ethnography and animation, a relatively new area with promising developments and scope for further research within visual anthropology. Further research is needed to identify other factors that could strengthen the effectiveness of this methodology. The practice-based components of the overall study revealed the potential for in depth fieldwork, overseas travel and longitudinal study spanning the space of one to two years. This would expand a relatively small yet emerging area of academic research.
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Verbickienė, Kazė. "CONTACT OF PRIMARY SCHOOL STUDENTS WITH NATURE: COGNITIVE PROBLEM AND EDUCATIONAL PERSPECTIVES." Natural Science Education in a Comprehensive School (NSECS) 28, no. 1 (December 1, 2022): 85–98. http://dx.doi.org/10.48127/gu/22.28.85.
Повний текст джерелаАнотація:
Students' activities in nature are a natural research laboratory where they get to know nature directly. However, more and more primary school students do not see nature naturally, but through a virtual window. It is possible to travel around the world virtually and get to know nature in a very short time, but to know it with human senses is only possible by being naturally in nature, feeling the greatness of nature and the joy of discovery. Smart technology helps to know nature, but it cannot replace natural cognition through experience. The correct initial discovery of the environment and the processes taking place in it not only helps to know and understand the surrounding world, but at the same time forms the corresponding values, the ability to live adequately in the natural-technical environment. Studies show that beginners spend little time in nature. According to treehugger.com, a survey of 10 countries shows that current beginners are outdoors for about half an hour a day, and one in nine "has not walked in a park, forest or other natural environment for at least 12 months. The aim of the research is to find out the contact of primary school students with nature and their attitude towards nature. Objectives: To analyze the literature on the importance of being in nature, its discovery and knowledge for primary school students. To determine the contact of primary school students with nature and their attitude towards nature through a semi-structured interview. From the results of the interviews to find out the connection between students / families leisure time and knowledge of nature. The study revealed: students' experiences of contact with nature are very different. The time spent in nature and the desire to be in it have a direct connection, the more often you are in nature, the more interesting it is and the more time you want to spend here. Students know a number of plants and remember the plants that bloom at the time and those that are presented with not only the name but something memorable about it. According to the students, it is necessary to know nature, to know poisonous and useful plants, dangerous animals, and it takes a lot of time to spend in nature. Students spend time in nature with parents, grandparents and teachers. Very few students mentioned parents as helpers in learning about nature. He was more like being with his parents in nature with his own knowledge of nature and having fun, warmly responding to the time spent in nature with his teacher, only feeling sorry that he rarely goes to nature. Students learn most about nature from their grandparents, as they not only introduce it, but tell a lot of interesting things about it. Throughout the conversation, it felt like an adult was important to the beginner to help him get to know him. Keywords: activities in nature, natural-technical environment, semi-structured interview, smart technology
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Alidieres-Dumonceaud, Lucie, and Bruno Bonu. "Partager et revendiquer le sens des études en prison : expression de l'expertise d'étudiants-détenus." Travaux neuchâtelois de linguistique, no. 70 (January 1, 2019): 61–74. http://dx.doi.org/10.26034/tranel.2019.2911.
Повний текст джерелаАнотація:
This article explores the way the prisoners who pursue higher studies in prison formulate various expertise about postsecondary studies during face-to-face or mediated encounters with academic teachers/researchers. The findings further highlight the students-inmates' institutional knowledge and the practical reasoning about the "sense of studies". The approach adopted in this article is based on an audiovisual corpus involving an extensive fieldwork in various prisons, which included formal and informal teachings and interviews, either in co-presence or by videoconference.
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Haumahu, Jotty Sartje. "THE EFFECTS OF COVID-19 PANDEMIC TOWARD LEARNING FROM HOME PROCESS IN JUNIOR HIGH SCHOOL IN AMBON CITY: AN EXPLORATION STUDY." EDU SCIENCES JOURNAL 1, no. 3 (December 5, 2020): 146–52. http://dx.doi.org/10.30598/edusciencesvol1iss3pp146-152.
Повний текст джерелаАнотація:
The purpose of this study was to identify and obtain information on the constraints of the online teaching and learning process at home as a result of the Covid-19 pandemic. The research use the exploratory case study method and the research approach utilised the qualitative case study method which was applied to obtain information on the constraints and consequences of the Covid-19 pandemic on teaching and learning activities in junior high school. In this study, respondents were 3 teachers and 3 parents at the Kusu-kusu Sereh Christian Middle School in Ambon. Semi-structured interviews were conducted and a list of questions compiled for interviews was developed based on related literature. The results of this study are that there are several obstacles experienced by students, teachers and parents in teaching and learning activities both online and offline. Obstacles in the online learning process are mainly the lacking technology mastery, the additional cost of internet quota, and lastly the reduced communication and socialization between students, teachers and parents. Obstacles in offline learning are the distance the teacher travels to when visiting the student's residence which is quite far away and the additional work for the teacher in arranging the schedule for student home visits. The same constraints faced in online and offline learning are the existence of additional work for parents in accompanying children to study, and unlimited working hours for teachers because they have to communicate and coordinate with parents, other teachers, and school principals
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Artiles, Alfredo J., Ramona M. Barreto, Luis Peña, and Karen McClafferty. "Pathways to Teacher Learning in Multicultural Contexts." Remedial and Special Education 19, no. 2 (March 1998): 70–90. http://dx.doi.org/10.1177/074193259801900203.
Повний текст джерелаАнотація:
This longitudinal case study focused on the learning trajectories of two novice bilingual education teachers in urban schools. We traced changes in and relationships between these teachers' knowledge, beliefs, and interactive thinking about teaching culturally diverse learners. Multiple data collection strategies were used, including concept maps, in-depth interviews, surveys, and stimulated recall interviews. Data were collected before and after a multicultural education course in which the teachers were enrolled during their 1--year MEd and credential program. Data were also collected during their first and second years of inservice teaching. Results suggest that the relationship between teachers' knowledge, beliefs, and decision making is complicated and dynamic. Classroom and school contexts affected teachers' attempts to enact constructivist and social justice education principles. Moreover, prior beliefs as well as the teacher education program (TEP) and teachers' own developmental needs contributed to the ways in which these teachers learned to teach. The findings suggest that if we are to prepare teachers to teach culturally diverse learners, we must design TEPs that provide both resources and opportunities to master and appropriate the components of good teaching for diverse learners.
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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.
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Souza, Elizeu Clementino de, Hanilton Ribeiro de Souza, and Nanci Rodrigues Orrico. "“VOCÊ É TÃO INTELIGENTE, NEM PARECE QUE É DA ROÇA” Relatos de jovens rurais que estudam em escolas urbanas." Cadernos de Pesquisa 26, no. 3 (November 18, 2019): 109. http://dx.doi.org/10.18764/2178-2229.v26n3p109-126.
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O texto discute questões vivenciadas por jovens rurais que, para dar continuidade aos estudos, precisam se deslocar diariamente para escolas da cidade. Esse movimento, entendido como rito de passagem, provoca conflitos, desencontros e reconfigurações nos estudantes, que, para se adaptarem às novas exigências da escola, professores e demais colegas, se veem forçados a assumir uma identidade urbana. O estudo ancora-se, metodologicamente, em princípios da abordagem (auto)biográfica, com a utilização de entrevistas narrativas como dispositivo de pesquisa. A pesquisa conclui que há necessidade de que os professores que acolhem esses alunos e alunas, na escola urbana, repensem seus currículos, discursos e práticas pedagógicas, de modo a respeitar e valorizar as especificidades de cada estudante, evitando a discriminação e a exclusão destes sujeitos.“YOU ARE SO SMART, DON’T EVEN LOOK LIKE YOU ARE FROM THE COUNTRYSIDE” Reports of rural young people studying in urban schoolsABSTRACT:The text discusses issues experienced by rural young people who, to continue their studies, need to travel daily to schools in the city. This movement, understood as a rite of passage, causes conflicts, mismatches and reconfigurations in the students, who, in order to adapt to the new demands of the school, teachers and other colleagues, are forced to assume an urban identity. The study is methodologically based on the principles of the (auto) biographical approach, using narrative interviews as a research device. The research concludes that there is a need for teachers who welcome these students in urban schools to rethink their curricula, discourses and pedagogical practices, in order to respect and value the specificities of each student, avoiding discrimination and exclusion of these subjects.Keywords: Rural youth. Rite of passage. (Auto)biographical research. Identity reconfiguration.“ES TAN INTELIGENTE, NI PARECE QUE ES DEL CAMPO” Relatos de jóvenes rurales que estudian en escuelas urbanasRESUMENEl texto discute aspectos vivenciados por jóvenes rurales que, para dar continuidad a sus estudios, necesitan desplazarse diariamente para escuelas de la ciudad. Ese desplazamiento, entendido como rito de pasaje, provoca conflictos, desencuentros y reconfiguraciones en los estudiantes, que, para adecuarse a las nuevas exigencias de la escuela, de los profesores y demás colegas se ven forzados a asumir una identidad urbana. El estudio se ancorase metodológicamente, en principios de abordaje (auto)biográfico con la utilización de entrevistas narrativas como dispositivo de indagación. La investigación concluye que es necesario que los profesores que acogen a esos alumnos y alumnas en la escuela urbana repiensen sus currículos, discursos y prácticas pedagógicas, de modo que se respete y se valorice las especificidades de cada estudiante para evitar la discriminación y la exclusión de estos sujetos.Palabras clave: Juventudes rurales. Rito de pasage. Investigación (auto)biográfica. Reconfiguración identitaria.
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Kumalasari, Selvia Putri, Budhi Setiawan, and Sumarlam Sumarlam. "PEDAGOGICAL COMPETENCE OF INDONESIA TEACHER VIEWED FROM THE ANECDOTE WRITING LESSON PLANNING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, no. 2 (December 2, 2017): 146. http://dx.doi.org/10.24036/ld.v11i2.8054.
Повний текст джерелаАнотація:
This research describes the pedagogical competence of teachers in arranging lesson plans in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta. The lesson plans prepared by the teachers will give impacts toward the learning practice and also the students' learning result. The approach used in this research is a qualitative approach in a descriptive research. The source of data in this research is the teachers, while the data obtained from the teachers' pedagogical competence are the readiness of the teachers to teach (RPP), sources and teaching materials. The techniques used to collect the data are interview and documentation. Based on the data analysis, the result of this research shows that the lesson plans of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta in arranging the lesson plans (RPP) is still not correspond to the component regulated in Permendikbud No. 22, 2016. However, the teachers could access their class by giving the learning method in the form of discussions. It will help the students to solve the problems which appeared in the lesson. The teachers have enclosed learning media to facilitate the students in receiving the learning material. However, the teacher still has not made the RPP in accordance with the correct components. Thus, it can be concluded that the pedagogic competence of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta is still not good, because the teacher has not made the lesson plans in accordance with components set by Permendikbud.Key words/phrases: pedagogical competence of teachers, lesson plans, writing skills, anecdote texts.KOMPETENSI PEDAGOGIK GURU BAHASA INDONESIA DITINJAU DARI PERENCANAAN PEMBELAJARAN KETERAMPILAN MENULIS ANEKDOTAbstrakPenelitian ini menggambarkan kompetensi pedagogik guru dalam menyusun perencanaan pembelajaran di kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta. Perencanaan pembelajaran yang disiapkan guru akan memberikan dampak pada pelaksanaan serta hasil belajar siswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dalam jenis penelitian deskriptif. Sumber data dalam penelitian ini adalah guru, data yang diperoleh dari kompetensi pedagogik guru adalah kesiapan guru mengajar (RPP) dan sumber serta bahan mengajar. Proses pengumpulan data dilakukan dengan teknik wawancara dan dokumentasi. Berdasarkan analisis data, hasil penelitian ini adalah perencanaan pembelajaran guru bahasa Indonesia kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta dalam membuat Rancangan Pelaksanaan Pembelajaran (RPP) belum sesuai dengan komponen yang di atur dalam permendikbud No 22 Tahun 2016. Namun, guru dapat mengelola kelas dengan memberikan metode pembelajaran berupa diskusi, hal ini membantu siswa dalam menyelesaikan permasalahan yang muncul dalam proses pembelajaran. Guru sudah mencantumkan media pembelajaran dalam mempermudah siswa menerima materi pelajaran. Akan tetapi guru masih belum membuat RPP sesuai dengan komponen yang benar. Dengan demikian, dapat disimpulkan bahwa kompetensi pedagogik guru bahasa Indonesia yang mengampu kelas X Usaha Perjalana Wisata SMK Negeri 6 Surakarta masih belum baik, karena guru belum membuat RPP sesuai dengan komponen yang diatur dalam permendikbud.Kata kunci/frase: kompetensi pedagogik guru, perencanaan pembelajaran, keterampilan menulis, teks anekdot
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Bentri, Alwen. "Mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in Indonesia." COUNS-EDU: The International Journal of Counseling and Education 2, no. 2 (October 24, 2017): 78. http://dx.doi.org/10.23916/0020170210020.
Повний текст джерелаАнотація:
This study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the Padang city. This research uses quantitative approach by using purposive sampling technique. Piloting school in question is spread over a number of districts in Padang with a sample of 45 peoples. The results showed that in the mastery of pedagogy competence as 52.00% of teachers have ready for the implementation of the curriculum 2013. Traced deeper through interview obtained results that are weakness of teachers less able in; (1) managing the class, (2) enabling students in the learning process, (3) varying the learning strategy. It is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal.
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Prastiwigari, Rahajeng, Filia Prima Artharina, and Rofian Rofian. "Pengembangan Media Racing Game Tematik Sub Tema Aturan Keselamatan di Perjalanan Bagi Siswa Kelas 2 Sekolah Dasar." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 3, no. 2 (November 26, 2020): 343. http://dx.doi.org/10.31100/dikdas.v3i2.721.
Повний текст джерелаАнотація:
The purpose of this study was to determine the valid value and feasibility of developing Thematic Racing Game media as a learning medium on the Safety Themes at Home and on the Travel Themes Safety Rules in Travel for Grade 2 Elementary School students in terms of the validation of media experts, material experts, and acceptance of the media by the teacher as well as student responses. The type of research used is the Research and Development (RnD) research proposed by Borg and Gall with modifications to the initial field trials and revision of trial results based on preliminary field trial analysis including: (1) Research and information collecting, (2) Planning, (3) Developmet preliminary form a product, (4) preliminary field testing, (5) Main product revision. Data collection was carried out through interview techniques and questionnaires / questionnaires to teachers and students of grade 2 SD Negeri 1 Wanayasa and SD Negeri 3 Wanayasa, Banjarnegara Regency. The results showed that the assessment of the validation test by media experts obtained a percentage of 96.73% with very good criteria and the validation test by material experts obtained an average percentage of 94.30% with very good criteria. The results of field trials obtained a percentage of teacher acceptance of 91.18% with very good criteria and a percentage of student responses with an average acquisition of 96.52% with very good criteria.
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Salisna, Rahamdina, Alamsyah Harahap, and Dedi Sofyan. "NEED ANALYSIS OF ENGLISH FOR TOUR AND TRAVEL DEPARTMENT OF VOCATIONAL HIGH SCHOOL IN BENGKULU CITY." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (April 26, 2019): 1–12. http://dx.doi.org/10.33369/joall.v4i1.6303.
Повний текст джерелаАнотація:
This research aimed to investigate the English needs of Tour and Travel Department at Vocational High School Negeri 1 and Vocational High School Negeri 7 in Bengkulu City. The research used mixed method and convergent parallel design. The sample of this research consisted of three groups of respondents. First group was students, consisted of 28 active students and 4 alumni. Second group was English teachers, consisted of 2 English teachers. The third group was stakeholders, consisted of two heads of the Tour and Travel Department, two assistances of curriculum, hotel, and tour staffs. The data of this research were gathered by using adapted questionnaire and interview. The questionnaire was analyzed quantitatively and interview was analyzed qualitatively. The data were combined by using convergent parallel design. Results of this research indicated that listening and speaking are the two prioritized skills needed by the tour and travel department. Topics of speaking which has the greatest importance are flight reservation, prices and payment, tourist destination, tourist attraction, direction, and booking hotels. Topics of listening which has the greatest importance are flight reservation, booking hotels, direction, job interview, complaints, and cultural tourism. Topics of reading which has the greatest importance are memos, letters, cultural tourism, handling a complaint, and tourism terms. Topics of writing which has the greatest importance are rules and regulation, instruction.
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Ibn Junaid, Muhammad, Muhammad Garba Mahuta, Uthman I. AbdulQadir, and Sirajo Alhaji Ladan. "Assessment of Initial Teacher Preparation: A Tracer Study of Serving NCE Graduates of Shehu Shagari College of Education, Sokoto State, Nigeria." Interdisciplinary Journal of Education 5, no. 1 (May 31, 2022): 48–61. http://dx.doi.org/10.53449/ije.v5i1.83.
Повний текст джерелаАнотація:
The study assessed how adequately prepared serving Shehu Shagari College of Education, Sokoto (SSCOE), Nigeria Certificate in Education (NCE) graduates were by their Initial Teacher Preparation (ITP) to teach at Basic Education level. It was Mixed method that involved Descriptive Survey and Case Study research design and the population of the study are all the 7, 246 NCE graduates teaching in primary schools across the 23 LGEAs in Sokoto state represented in the multi-stage sampling procedure by 357 serving SSCOE Sokoto NCE graduates as recommended by Research Advisor (2006). Triangulation was used in data collection; the instruments were two Researcher-designed questionnaires for the teachers and Head-teachers of primary schools they teach, Researcher-designed Classroom Observation Checklist for teachers and In-depth Interview guide. All the instruments were validated by team of experts and supervisors from the Department of Educational Foundations, Usmanu Danfodiyo, University, Sokoto. While reliability index (.61, .68 and .63) of Questionnaires and Checklist were obtained through Test-re-test method using Spearman Rank Order Correlation. For the Qualitative interview, a technique of repeating question in a slightly different form during the interview was used. Data was analysed using frequency and mean score as well as thematic analysis. Among the findings of the study were serving SSCOE Sokoto NCE graduates perceived themselves inadequately prepared by their ITP in some pedagogical areas namely Classroom management, application of instructional materials and management of school records and thus one of the recommendations was that Colleges of Education, SSCOE in particular should give extensive ITP to the NCE pre-service teachers on pedagogical aspects of training especially those considered inadequate by the College’s serving graduates.
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Ozcan, Mehmet. "High school teachers’ self-efficacy beliefs: A mixed method research." Waikato Journal of Education 27, no. 3 (December 9, 2022): 123–41. http://dx.doi.org/10.15663/wje.v27i3.827.
Повний текст джерелаАнотація:
The aim of this study is to reveal high school teachers’ self-efficacy beliefs with an explanatory sequential design, which is one of the mixed method research designs. Quantitative data of the research were analysed by package program, and qualitative data were analysed by content analysis method. Three hundred and twenty-nine high school teachers participated in the quantitative part of the research and 15 high school teachers participated in the qualitative part of the study. In the quantitative section of the study, the “Teacher Self-Efficacy Belief Scale” was used and in the qualitative dimension an interview form consisting of four research questions were asked. As a result of the research, it was revealed that the factors affecting the academic self-efficacy beliefs of the participants were scientific research, postgraduate education, in-service training, following up-to-date resources, individual development and communication; the factors affecting professional self-efficacy beliefs were the use of different teaching principles and methods, in-service training, personal development, graduate education, communication, professional sharing and experience; the factors affecting social self-efficacy beliefs were social activities, school activities, communication, harmony and sharing; and the factors affecting intellectual self-efficacy beliefs were following periodicals, following the agenda, scientific-philosophical reading, activities and organisations, personal development and travel.
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Kartchava, Eva, and Seunghee Chung. "Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom." Studies in English Language Teaching 3, no. 4 (December 3, 2015): 355. http://dx.doi.org/10.22158/selt.v3n4p355.
Повний текст джерелаАнотація:
<p><em>It has been long accepted that teachers’ beliefs guide their classroom practices (Borg, 2006; Fang, 1996; Pajares, 1992; Woods, 1996). Yet, in the current high-tech age and with the push by mainstream education to incorporate technology in language teaching, little is known about what teachers think and feel about technology integration. Using Borg’s (2006) framework of language teacher cognition, this study investigated the beliefs of pre-service and in-service English as a Second Language (ESL) teachers (n = 35) about the use of digital technology in the classroom and the factors that influence those beliefs. </em><em>The participants completed a three-part beliefs’ questionnaire and some (n = 10) were later met for one-on-one interviews. The results suggest that while the teachers value technology and its use in the ESL classroom, the two groups differed in their subscribed beliefs. These differences were traced back to the teachers’ age, </em><em>classroom practice, experiences with digital technology, context(s) in which digital technology was used, and the amount of technology-related training the teachers received.</em><em></em></p>
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Yasar-Akyar, Ozgur, Cinthia Rosa-Feliz, Solomon Sunday-Oyelere, Darwin Muñoz, and Gıyasettin Demirhan. "Special Education Teacher’s professional development through digital storytelling." Comunicar 30, no. 71 (April 1, 2022): 93–104. http://dx.doi.org/10.3916/c71-2022-07.
Повний текст джерелаАнотація:
This research presents the results of an exploration of special education teachers' understanding of how their participation in workshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education. This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachers during the workshop-based digital storytelling process. We used a convergent parallel mixed-method research design approach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results of this study indicated that the SELI smart learning platform had shown good usability in supporting teachers during the workshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digital storytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes are expressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create more inclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. They expressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, and learning through DST. Moreover, teachers could reflect their idea about using DST in terms of its potential impact on inclusion in the classrooms for driving change, building meaningful learning, and influential practice when used in the classroom. Este artículo presenta los resultados de un estudio exploratorio de la forma en que los maestros de educación especial comprenden que las narrativas digitales, basadas en talleres, mejorarían el desarrollo profesional en relación con la educación inclusiva. El estudio evalúa la usabilidad de la plataforma Smart Ecosystem for Learning and Inclusion (SELI) para apoyar a los docentes durante el proceso de narración digital basada en talleres. Utilizamos un enfoque de diseño de investigación de método mixto paralelo convergente con 47 profesores de secundaria que trabajan con personas discapacitadas en la República Dominicana. Los resultados de este estudio indicaron que la plataforma de aprendizaje inteligente SELI había demostrado una buena usabilidad para apoyar a los docentes durante el proceso pedagógico de la narración digital basada en talleres. Además, surgen dos temas sobre cómo la narración digital basada en talleres puede contribuir al desarrollo profesional de los docentes para promover la educación inclusiva. Los temas resultantes son la expresión, la escucha y el aprendizaje a través de la narración digital; e impulsar el cambio con la narración digital para crear entornos más inclusivos. Los maestros fueron optimistas respecto a la implementaión de narrativas digitales. Además, los maestros reflexionaron en términos del potencial impacto de las narrativas digitales en inclusión en el aula, como promotoras del cambio, construyendo aprendizaje significativo y promoviendo una práctica influyente.
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Sampun, Julianto. "Improved Management Teacher Professional Education Program Surabaya State University Through Alumni Tracer (Tracer Study)." Education and Human Development Journal 7, no. 01 (April 30, 2022): 55–65. http://dx.doi.org/10.33086/ehdj.v7i01.2544.
Повний текст джерелаАнотація:
Abstract: The mandate of Law Number 14 of 2005 concerning Teachers and Lecturers states that teachers are required to have academic qualifications, competencies, educator certificates, physically and mentally healthy, and have the ability to realize national education goals. The preparation of teachers as professional educators is also stated in Government Regulation Number 19 of 2017 concerning Amendments to Government Regulation Number 74 of 2008 concerning Teachers. The State University of Surabaya has been trusted to implement PPG In Position (Daljab) starting in 2018 – now which is being funded by APBN funds. The purpose of this study is to identify and obtain various information related to the level of satisfaction of PPG graduates who participate in PPG activities at the State University of Surabaya. The type of research used is descriptive research. The population in this study is all PPG participants in the range of 2018 - 2020. The samples used in this study are representatives of PPG who have graduated in 2018-2020 for the Madiun, Ngawi and Magetan areas along with the principals where PPG alumni teach. Data collection methods used are interviews and questionnaires. The data obtained will be analyzed descriptively qualitatively and quantitatively. Based on the results and discussion of the data obtained, it can be concluded that the level of management in the implementation of PPG Unesa received a good - very good response. This is indicated by the responses given by PPG Unesa student alumni through a questionnaire distributed using the google form.
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Muliyah, Pipit, Dyah Aminatun, and Linda Septiyana. "TEACHING IN PANDEMIC: TEACHERS’ EXPERIENCES DURING CORONAVIRUS OUTBREAK." Journal of Research on Language Education 3, no. 1 (January 31, 2022): 1. http://dx.doi.org/10.33365/jorle.v3i1.1894.
Повний текст джерелаАнотація:
In 2020, novel coronavirus or Covid-19 spread rapidly via international air travel from China to many cities across the world, and it is resulting in over a million cases of infections and deaths. In Indonesia, as the virus invaded the community so did fear. This paper used a case study to investigate teachers’ experiences of the role played by digital technology. The interview and questionnaire results showed that teachers were faced with the challenge of using digital technology to provide an education that would reach beyond school walls into the homes and computers of Indonesian students. Teachers had to re-think their teaching strategies and provide their students with new and different opportunities to work through curriculum requirements. Covid-19 provided a catalyst for the intense use of ICT in ways that had not been anticipated or prepared for. The plunge into ICT was a voyage of exciting discovery for some and frustration for others. Either way, it had an impact on subsequent perceptions of the potential and shortcomings of ICT in education in Indonesia.
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Fitzgerald, Jill, and Carol Stamm. "Variation in Writing Conference Influence on Revision: Two Cases." Journal of Reading Behavior 24, no. 1 (March 1992): 21–50. http://dx.doi.org/10.1080/10862969209547761.
Повний текст джерелаАнотація:
The purpose of the study was to describe the influence of conferences on revision knowledge and revision activity for an initially knowledgeable first-grade reviser and a relatively naive one. Using both quantitative and descriptive analyses, data from three baseline points and seven conference points were summarized. At conference information collection points, the children wrote, groups conferenced, children were interviewed about potential revisions, and students revised. At baseline points, there were no conferences. For analyses, we (a) read all of the writing and transcripts of interviews and conferences; (b) determined quality of first and last draft of each composition; (c) coded conference talk; (d) traced comments between conferences, interviews, and revisions carried out; (e) calculated counts of revisions the children talked about in interviews and revisions they carried out; and (f) reviewed the teacher's observations about the two children's behavior in the classroom. Conference influence was variable, both within and across children. Further, dramatic differences were noted between the two children in conference influence, with only the initially naive writer profiting significantly from conferences and evidencing clear developmental progress in revision.
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Kirtman, Lisa. "Restructuring Teachers' Work." education policy analysis archives 10 (May 8, 2002): 25. http://dx.doi.org/10.14507/epaa.v10n25.2002.
Повний текст джерелаАнотація:
Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural), but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders), parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams) and leadership (governance committees), but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.
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Fki, Najla. "Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’ Perceptions." Advances in Language and Literary Studies 12, no. 3 (June 30, 2021): 127. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.127.
Повний текст джерелаАнотація:
This study examines lecturers’ and learners’ perceptions on humor use in Tunisian tertiary classrooms, focusing specifically on the English major. The ultimate aim is to explore the types and frequency of humor use on the one hand and whether teachers regard humor in the same light as their students on the other. To this purpose, a mixed-methods approach consisting of questionnaires and semi-structured interviews is adopted to collect quantitative and qualitative data for analysis. The findings revealed that, in terms of frequency, humor is used by all interviewed teachers irrespective of their gender. Yet, the general percentage of humor use remains moderate and limited to specific oral subjects as confirmed by the students. The results also indicated the participants’ agreement on the efficiency and preference of verbal, spontaneous and relevant humor types. However, it has been shown that the lecturers use a very limited repertoire of humor forms, neglecting jokes which are more appreciated by their students. Inconsistencies between the participants’ responses are further traced at the level of their attitude towards humor use in class. While most of the teachers believe that the merits of humor are undeniable, they expressed skepticism and discomfort in dealing with this tool in class. To overcome these lacunas, this study builds on the students’ recommendations to improve their teachers’ practices and can therefore be a starting point for EFL curriculum designers in Tunisia to revise current materials for a better humor integration in higher education.
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Anar, Lora E., Rebecca Jane Petersen, and Albert Villanca. "The Learning Experiences of Filipino Pre-service Teachers in the Science, Technology, Engineering and Mathematics (STEM) Program of a Thai Elementary School." Asia Pacific Journal of Social and Behavioral Sciences 14 (December 29, 2017): 18. http://dx.doi.org/10.57200/apjsbs.v14i0.101.
Повний текст джерелаАнотація:
Internationalization and ASEAN integration has lead pre service teachers to explore the world of teaching abroad. The pre-service teachers have experienced many learning opportunities and challenges in a foreign country. The study aimed to explore the lived experiences of Filipino pre-service in the Science, Technology, Engineering and Mathematics STEM Program of Anubanchonburi School Thailand. The 17 participants ranging from 19-21 years old from Bukidnon State University, Malaybalay City, Bukidnon, Philippines were interviewed and 8 of them attended the focus group discussion. Thematic analysis revealed five major themes of their learning experiences: (1) travel exposures; (2) pedagogical learning; (3) social and multicultural learning, (4) personal and professional learning; and (5) technological learning. This study provides insights to administrators, pre-service teaching supervisors, and educators to increase the opportunities of pre-service teachers to be exposed to a multicultural classroom and become globally competent. This will provide avenues to forge stronger collaboration and partnerships with stakeholders in the country and abroad. Key words: internationalization, pre-service teachers, learning experiences, STEM Program
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Mandic, Sandra, Ashley Mountfort, Debbie Hopkins, Charlotte Flaherty, John Williams, Emily Brook, Gordon Wilson, and Antoni Moore. "Built Environment and Active Transport to School (BEATS) Study: Multidisciplinary and Multi-Sector Collaboration for Physical Activity Promotion (El estudio «Entorno construido y desplazamiento activo a la escuela (BEATS)»: colaboración multidisciplinaria." Retos, no. 28 (March 27, 2015): 197–202. http://dx.doi.org/10.47197/retos.v0i28.34955.
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Abstract. The Built Environment and Active Transport to School (BEATS) Study examines active transport to school (ATS) in adolescents in Dunedin, New Zealand, using the ecological model for active transport which accounts for individual, social, environmental, and policy influences. This article describes the BEATS Study design, the establishment of research and community collaborations, planning and preparation for data collection, study implementation and dissemination activities and selected preliminary findings. The BEATS Study is founded on a multidisciplinary approach and multi-sector collaborations between secondary schools, the city council, the local communities, and academia. The study uses a mixed-method approach incorporating both quantitative (survey) and qualitative (focus groups/interviews) approaches with students, parents, teachers and school principals. All 12 secondary schools in Dunedin, New Zealand, are participating in the study. As of September 2014, 1,272 adolescents from nine schools (age: 15.3±1.4 years; 46.6% boys) completed the student survey. Three additional schools will be surveyed in 2015. On average, 33.0% of Dunedin adolescents use ATS. ATS rates vary greatly by school (range: 8.6% to 46.5%) and most students like the way how they travel to school (88.3%). With 100% school recruitment rate, this study provides a unique sample of students and parents across one city with a heterogeneous physical environment. The findings will enable community health promoters, policy makers and city planners to address ATS barriers, encourage active transport and create supportive built environments to promote ATS.Resumen. El estudio de entornos construidos y transporte activo a la escuela examina el transporte activo a la escuela (TAE) en adolescentes en Dunedin, Nueva Zelanda, utilizando el modelo ecológico para representar las influencias individuales, sociales, ambientales y de políticas que tienen relación con el transporte activo. En este artículo se describe el diseño del Estudio BEATS, el establecimiento de la investigación y las colaboraciones con la comunidad, la planificación y la preparación para la recopilación de datos, la implementación del estudio y las actividades de difusión, y una selección de las conclusiones preliminares. El Estudio BEATS se basa en un enfoque multidisciplinar y en colaboraciones multisectoriales entre los colegios de Secundaria, el consejo de gobierno la ciudad, las comunidades locales y el ámbito académico. El estudio utiliza métodos mixtos incorporando tanto técnicas cuantitativas (encuesta) como cualitativas (grupos focales / entrevistas) con los estudiantes, padres, maestros y directores de los centros escolares. Los 12 colegios de Educación Secundaria en Dunedin, Nueva Zelanda, están participando en el estudio. En septiembre de 2014, 1.272 adolescentes de nueve centros (edad: 15,3 ± 1,4 años; 46,6% varones) completaron la encuesta estudiantil. Tres escuelas adicionales serán encuestadas en 2015. En promedio, el 33,0% de los adolescentes en Dunedin usan TAE. Las tasas de TAE varían en gran medida en función del colegio (rango: 8,6% a 46,5%) y a la mayoría de los estudiantes les gusta la forma en que se desplazan al centro escolar (88,3%). Con el 100% de tasa de reclutamiento de colegios, este estudio ofrece una muestra única de los estudiantes y padres de una ciudad con un entorno físico heterogéneo. Los resultados permitirán a los promotores de salud comunitarios, políticos y diseñadores urbanos hacer frente a las barreras relativas al TAE, fomentar el transporte activo y crear entornos construidos facilitadores para promover el TAE.
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T. Rojas, Teresita, and Rey C. Rojas. "College of Education Graduate Tracer Study (GTS): Boon or Bane?" European Scientific Journal, ESJ 12, no. 16 (June 28, 2016): 63. http://dx.doi.org/10.19044/esj.2016.v12n16p63.
Повний текст джерелаАнотація:
This study traced the employment profile of Cebu Technological University, Main Campus-College of Education (CTU MC CoE) graduates, from 2005-2009. Mix methods of descriptive survey method and thematic analysis were used to trace their status of employment, with the use of questionnaire and personal interviews. Data were analyzed of simple percentages and chi-square for significance of relationship. Illuminating were extrapolated and numbered. It aimed to: ascertain the profile of graduates; determine a relationship between their present occupation and the course they finished; and identify the cooperating industries/institution that employed BEEd and BSEd graduates. The CTU MC CoE graduates were proven to proficient and competent to be employable in the government schools as revealed in the 7 illuminating themes, thus resulted in boon opportunities. High school teachers predominate on the track than the elementary teachers with a negligible difference. The CTU mandate, as cascaded in its vision-mission, prepared graduates for the field of work, with personality that matters compared than other predetermined factors. Academic preparation and career performance exhibited signification of successful teaching employment in the public school.
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Kikechi, Ronald Werunga, Chepkwony Silas M. Kisebe, Kihumba Gitahi, and Oliver Sindabi. "THE INFLUENCE OF FREE PRIMARY EDUCATION ON KENYA CERTIFICATE OF PRIMARY EDUCATION PERFORMANCE IN KENYA." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 71–81. http://dx.doi.org/10.33225/pec/12.39.72.
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The origin of Free Primary Education (FPE) can be traced back to the 1948 Declaration of Human Rights where basic education was recognized as a human right. The current FPE programme was launched in 2003 and it led to an overwhelming enrolment of pupils at the primary level of education. Such a soaring enrolment is feared to have compromised the Kenya Certificate Primary Education (KCPE) performance, which is a key indicator of quality education. The study therefore aimed at determining the influence of high enrolment on; the ability of teachers to offer quality instruction; learning resources; management of pupils’ discipline and suggestion on how to improve FPE in light of KCPE performance. The paper assessed FPE on KCPE performance in Kaptama Division, Mt. Elgon District, Kenya. The researcher used descriptive survey design. A sample of 310 respondents consisting of 253 standard eight pupils, 40 teachers, 13 head teachers and 4 education officers was used. The main tools of data collection were a questionnaire and interview schedule. Document analysis was also used in the study. Data analysis involved the use of frequencies, percentages, tables, chart, graphs and description. The findings of the study established that implementation of FPE led to high enrolment which witnessed high pupil - teacher ratio and ill-discipline among pupils. It has also led to inadequate learning facilities (classrooms, desks and chairs), fewer tests for pupils which lack in content and depth and increased work load among teachers. This has in turn compromised KCPE performance. Constant inspection should be carried out by the Ministry of Education for the success of the programme. Key words: free primary education, assessment, Kenya Certificate of Primary Education.
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Heller, Rafael. "What we know (and think we know) about the learning brain: An interview with Tracey Tokuhama-Espinosa." Phi Delta Kappan 100, no. 4 (November 26, 2018): 24–30. http://dx.doi.org/10.1177/0031721718815669.
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Kappan‘s editor talks with Tracey Tokuhama-Espinosa, a leader in the international movement to translate findings from neuroscience into usable knowledge for educators. Topics include neuromyths (common, but erroneous, beliefs about how the brain works), the current scientific consensus about how people learn, and the contributions that the science can make to teacher education and professional development.
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Puspita, Aurelia Melinda Herka, and Joseph Ernest Mambu. "TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 2 (September 28, 2020): 259. http://dx.doi.org/10.15639/teflinjournal.v31i2/259-276.
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The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.
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Gao, Yang, and Xiaochen Wang. "Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective." Journal of Language and Education 8, no. 4 (December 26, 2022): 58–72. http://dx.doi.org/10.17323/jle.2022.15962.
Повний текст джерелаАнотація:
Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices.
Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process.
Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process.
Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices.
Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.
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Sutarya, I. Gede. "Agen Budaya dan Pemasaran: Peran Ganda Jaringan Perguruan Spiritual dalam Promosi Wisata Spiritual di Bali." Jurnal Kajian Bali (Journal of Bali Studies) 8, no. 1 (April 29, 2018): 1. http://dx.doi.org/10.24843/jkb.2018.v08.i01.p01.
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The interest of foreign tourists to the spiritual tourism to Bali provides an opportunity for the development of the Balinese spiritual network abroad. These spiritual network have a dual role, in addition to initially introduce Balinese culture, they then also promote and become travel agents. This article examines the forms of spiritual disciple networks, the process of network transformation into marketing agents and the role of agents in spreading the culture, so that foreign tourists who interested in spiritual tourism are interested to come to Bali. These research problem are examined with qualitative approach through literature study, nonparticipant observation, and in-depth interview. Data were analyzed by the approach of tourism marketing theory from Seaton (1996) and postmodern theory of Derrida. The result is that the form of spiritual disciple network is the overseas training centers, the process of transforming into a marketing agency through the spiritual group’s desire to travel to Bali those are grew by spiritual teachers. The spiritual tour happened to Bali is the success of marketing agents as agents of cultural spread to the origin country of foreign tourists.
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Mwambapa, Ishmail, and Erasmus Akiley Msuya. "Teachers’ Use of Compliments as Linguistic Politeness Strategies during Classroom Interaction: The Case of Selected Secondary Schools in Dar es Salaam, Tanzania." Journal of Linguistics and Language in Education 16, no. 2 (December 31, 2022): 83–107. http://dx.doi.org/10.56279/jlle.v16i2.5.
Повний текст джерелаАнотація:
This article appraises teachers’ use of compliments as linguistic politeness strategies (PSs) in a non-native English-speaking community. It is guided by Brown and Levinson’s (1987) Politeness Theory and Austin’s (1962) Speech Act Theory. The paper uses materials recorded in 32 lessons by 16 teachers of different subjects which took place in selected secondary schools in Dar es Salaam, Tanzania. Purposive sampling was used to obtain the participants. Data was collected through classroom observation and interview. Results show that the teachers used a variety of compliments as linguistic PSs, including compliments, compliments with gratitude, and compliments with congratulatory notes. By so doing, they positively influenced various aspects of the classroom interaction, for example raising students’ feeling of being admired by their teachers, promoting students’ confidence, encouraging active participation in lessons, and promoting students’ relaxation. This study traced the use of compliments as linguistic PSs using cross-sectional data; future studies may examine longitudinal data to unearth a number of key issues with regard to compliment use. Keywords: Compliments, face-saving strategies, politeness theory, linguistic politeness strategies, face-saving strategies, speech acts
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Suárez-Guerrero, Cristóbal, Carmen Lloret-Catalá, and Santiago Mengual-Andrés. "Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain." Comunicar 24, no. 49 (October 1, 2016): 81–89. http://dx.doi.org/10.3916/c49-2016-08.
Повний текст джерелаАнотація:
This study examines the transformation of classroom dynamics brought about by the use of tablets for educational purposes. The empirical bases of this study were defined by the “Samsung Smart School” project, which was developed by Samsung and Spain’s Ministry of Education during academic year 2014-15, in which teachers and 5th and 6th year students attending 15 primary schools across several Autonomous Communities in Spain were provided with tablets. The research sample comprised 166 teachers. A qualitative analysis strategy was applied by means of: a) non-participant observation, b) focus groups, c) semi-structured interviews with teachers, and d) content analysis of teaching units. These techniques enabled us to extract and examine six dimensions of teaching (educational objective, teaching approach, organization of content and activities, teaching resources, space and time, and learning assessment). Our findings show that teachers tend to apply a transversal approach when using tablets to work on different competencies, focusing more on activities than on content through the use of apps. They reclaim the act of play as part of the learning process, and tablet use encourages project-based learning. To sum up, this study shows that teachers view tablets not only as a technological challenge, but also as an opportunity to rethink their traditional teaching models. El presente estudio examina la trasformación de la dinámica del aula a través del uso educativo de las tabletas. La base empírica de este estudio se enmarca en el proyecto «Samsung Smart School», desarrollado entre Samsung y el Ministerio de Educación de España en el curso 2014-15. Se dotó de tabletas a profesores y alumnos de aulas de 5º y 6º de primaria de 15 centros de Educación Primaria de distintas comunidades autónomas del territorio Español. En suma el estudio se llevó a cabo con una muestra comprendida por 166 docentes. Se empleó una estrategia analítica cualitativa mediante: a) observación no participante, b) grupos focales, c) entrevistas semiestructuradas al profesorado y d) análisis de contenido de unidades didácticas. Dichas técnicas permitieron abordar el estudio de seis dimensiones pedagógicas (finalidad educativa, enfoque pedagógico, organización de contenidos y actividades, recursos didácticos, espacio y tiempo y evaluación del aprendizaje). Los hallazgos evidencian la tendencia del profesorado a trabajar con tabletas de forma transversal distintas competencias, centrarse en las actividades más que el contenido a través de las apps, asumir el reto de recuperar el juego como parte del aprendizaje y poner en práctica el aprendizaje basado en proyectos. En suma, la principal evidencia es que los docentes entienden la tableta no solo como un reto tecnológico, sino como la oportunidad para repensar sus modelos pedagógicos tradicionales.
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Erjavec, Karmen. "Informal learning through Facebook among Slovenian pupils." Comunicar 21, no. 41 (June 1, 2013): 117–26. http://dx.doi.org/10.3916/c41-2013-11.
Повний текст джерелаАнотація:
Since existing research has failed to consider how primary school pupils use Facebook for informal learning and to enhancing social capital, we attempted to fill this research gap by conducting 60 indepth interviews and thinkaloud sessions with Slovenian primary school pupils. Furthermore, we used content analysis to evaluate their Facebook profiles. The results of the study show that Slovenian pupils regularly use Facebook for informal learning. Pupils are aware that they use Facebook for learning and they use it primarily as social support, which is seen as exchanging practical information, learning about technology, evaluation of their own and other people’s work, emotional support, organising group work and communicating with teachers. In using Facebook, pupils acquire bridging and bonding social capital; they maintain an extensive network of weak ties that are a source of bridging capital, and deeper relationships that provide them with emotional support and a source of bonding capital. Key differences between the participants were found in the expression of emotional support. Female participants are more likely to use Facebook for this purpose, and more explicitly express their emotions. This study also showed that our participants saw a connection between the use of Facebook and the knowledge and skills they believed their teachers valued in school. Teniendo en cuenta que la investigación ha descuidado el estudio de cómo los alumnos de primaria hacen uso de Facebook para el aprendizaje informal y cómo potencia el capital social, el presente trabajo intenta llenar dicho vacío con sesenta entrevistas en profundidad y el protocolo de pensamientos en voz alta con alumnos de escuelas primarias eslovenas. Para analizar el perfil de Facebook también incluimos un análisis de contenido. Los resultados del estudio demuestran que los alumnos eslovenos con frecuencia utilizan Facebook para el aprendizaje informal. El estudio no solo muestra que los estudiantes son conscientes del uso de Facebook para el aprendizaje y lo utilizan en primer lugar como apoyo social, sino también ofrece muestras de intercambio práctico de información, aprendizaje de tecnología, (auto)evaluación, apoyo emocional, organización de grupo de trabajo y comunicación con los profesores. Con el uso de Facebook, los estudiantes adquieren competencias relacionales y vinculación de capital social, pues mantienen una amplia red de lazos débiles, capaz de generar relaciones más profundas con apoyo emocional y fuentes de unión. Las principales diferencias entre los participantes se refieren a la expresión del apoyo emocional. Las participantes femeninas prefieren Facebook para dichos fines y expresan con más habilidad sus emociones. El estudio muestra además que nuestros participantes perciben una conexión entre el uso de Facebook y el conocimiento y destrezas que ellos pensaban que sus profesores valoraban en la escuela.
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Andersson, Cecilia. "Searching and deleting: youth, impression management and online traces of search." Aslib Journal of Information Management 72, no. 1 (November 4, 2019): 34–48. http://dx.doi.org/10.1108/ajim-05-2019-0129.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to explore and analyse how young people conceptualise online traces of search and what strategies they have for dealing with them. Design/methodology/approach The topic was investigated through a qualitative and ethnographic approach. Interviews, go-alongs and observations in schools were carried out with nine participants in Sweden. Findings The findings show that the participants’ main strategy in relation to online traces was to remove items from their search logs. Search logs were a tangible way of conceptualising online traces of search. The participants removed items in relation to an imagined audience which, in the present material, primarily consisted of parents and teachers. The findings also showed that the participants had some awareness of online traces but had difficulties in understanding the way that data flow and the persistence of data. Their strategies were more reactive than proactive in relation to online traces. Originality/value The present study contributes with a novel exploration of understandings of online traces of search. Further, it contribute theoretically by investigating the topic through the lens of audience and impression management.
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Badjanova, JeĮena. "Primary school teachers' views on a holistic approach to facilitating the acquisition of musical cultural values." Journal of Teacher Education for Sustainability 15, no. 2 (December 1, 2013): 78–90. http://dx.doi.org/10.2478/jtes-2013-0013.
Повний текст джерелаАнотація:
Abstract Recent tendencies in education highlight the need to align the system of general education in Latvia with the tenets of sustainability. In keeping with this broad target orientation, this paper re-examines international and Latvian experiences and perspectives on the application of a holistic approach to the content of primary education. This review of good practice is set against the backdrop of different theories and approaches concerned with the essence and principles of holism. More specifically, the paper addresses the issue of ensuring successful acquisition of musical cultural values in primary school via a holistic approach. In this regard, the latter is construed as movement towards the new that facilitates positive attitudes towards musical cultural values among learners and is both physically and spiritually nurturing. The paper proposes a theoretically and empirically grounded model for the usage of a holistic approach with a view to enabling acquisition of musical cultural values in primary school. The gradual development of the model is traced in the course of theoretical and empirical inquiry, the latter involving a survey and an interview with five experts
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W Richardson, Jayson, Marsha Carr, and Jeremy L. D. Watts. "A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad." International Journal of Doctoral Studies 15 (2020): 541–58. http://dx.doi.org/10.28945/4642.
Повний текст джерелаАнотація:
Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.