Search results for: and teachers' interaction approaches

Authors: Mihriban Hacisalihoğlu Karadeniz, Figen Bozkuş, Tuğba Baran, Ümit Akar

Abstract:

Creating the correct symmetry of conceptual knowledge about students, conceptual information about the symmetry of the instructors is important. However, teachers’, the students should be aware of the existing misconceptions and be able to develop strategies to correct these misconceptions. In this study, the purpose, the prospective teachers’, the students’ explanations for corrections of misconceptions and misconceptions were asked to be introduced. The working group during the 2012-2013 academic year, Kocaeli University Faculty of Education Mathematics Education consists of studying at the twenty-six prospective teachers. The study adopted a qualitative approach. The data prepared by the researchers were obtained with an open-ended test. As a result of analysis of the data, prospective with teaching the concept of symmetry observed in more developed practical solutions. These solutions are focused on the method, students utilization mirrors, paper folding, such as using a square piece of registration of events. Prospective teachers’ who think this way, students observed that overlooked the creation of conceptual knowledge.

Keywords: symmetry concepts, misconceptions, elementary mathematics, prospective teachers-students

Procedia PDF Downloads 352

Authors: Chhavi Rana, Sanjay K Jain

Abstract:

All sides of every education debate agree that quality learning happens when knowledgeable, caring teachers use sound pedagogy. Many deliberations of pedagogy make the fault of considering it as principally being about teaching. There has been lot of research about how to build a positive climate for learning, improve student curiosity, and enhance classroom association. However, these things can only be facilitated when teachers are equipped with better teaching techniques that use sound and accurate pedagogy. Pedagogy is the science and art of education. Its aims range from the full development of the human being to skills acquisition. In India, a project named Mission 10 x has been started by an esteemed IT Corporation Wipro as a faculty development programme (FDP) that particularly focus on elements that facilitated teachers in developing curriculum and new pedagogies that can lead to improvement in student engagement. This paper presents a study of these FDPs and examines (1) the parameters that help teachers in building new pedagogies (2) the extent to which appropriate usage of pedagogy is improved after the conduct of Mission 10 x FDPs, and (3) whether institutions differ in terms of their ability to convert usage of improved pedagogy into academic performance via these FDPs. The sample consisted of 2,236 students at 6 four-year engineering colleges and universities that completed several FDPs during 2012-2014. Many measures of usage of better pedagogy were linked positively with such FDPs, although some of the relationships were weak in strength. The results suggest that the usage of pedagogy were more benefited after conducting these FDPs and application of novel approaches in conducting classes.

Keywords: student engagement, critical thinking; achievement, student learning, pedagogy

Procedia PDF Downloads 421

Authors: Rose Veitch

Abstract:

Learning outcomes-based qualifications have been heralded as the means to raise vocational education and training (VET) standards, meet the needs of the changing workforce, and establish equivalence with existing academic qualifications. Characterized by explicit, measurable performance statements and atomistically specified assessment criteria, the outcomes model has been adopted by many VET systems worldwide since its inception in the United Kingdom in the 1980s. Debate to date centers on how the outcomes model treats knowledge. Flaws have been identified in terms of the overemphasis of end-points, neglect of process and a failure to treat curricula coherently. However, much of this censure has evaluated the outcomes model from a theoretical perspective; to date, there has been scant empirical research to support these criticisms. Various issues therefore remain unaddressed. This study investigates how the outcomes model impacts the teaching of subject literacies. This is of particular concern for subjects on the academic-vocational boundary such as Business Studies, since many of these students progress to higher education in the United Kingdom. This study also explores the extent to which the outcomes model is compatible with borderline vocational subjects. To fully understand if this qualification model is fit for purpose in the 16-18 year-old phase, it is necessary to investigate how teachers interpret their qualification specifications in terms of curriculum, pedagogy and assessment. Of particular concern is the nature of the interaction between the outcomes model and teachers’ understandings of their subject-procedural knowledge, and how this affects their capacity to embed literacy into their teaching. This present study is part of a broader doctoral research project which seeks to understand if and how content-area, disciplinary literacy and genre approaches can be adapted to outcomes-based VET qualifications. This qualitative research investigates the ‘what’ and ‘how’ of literacy embedding from the perspective of in-service teacher development in the 16-18 phase of education. Using ethnographic approaches, it is based on fieldwork carried out in one Further Education college in the United Kingdom. Emergent findings suggest that the outcomes model is not fit for purpose in the context of borderline vocational subjects. It is argued that the outcomes model produces inferior qualifications due to compositional fallacy; the sum of a subject’s components do not add up to the whole. Findings indicate that procedural knowledge, largely unspecified by some outcomes-based qualifications, is where subject-literacies are situated, and that this often gets lost in ‘delivery’. It seems that the outcomes model provokes an atomistic treatment of knowledge amongst teachers, along with the privileging of propositional knowledge over procedural knowledge. In other words, outcomes-based VET is a hostile environment for subject-literacy embedding. It is hoped that this research will produce useful suggestions for how this problem can be ameliorated, and will provide an empirical basis for the potential reforms required to address these issues in vocational education.

Keywords: literacy, outcomes-based, qualification design, vocational education

Procedia PDF Downloads 11

Authors: Joselito Castro Gutierrez, Herbert Orteza, Jervie Boligon, Kenneth Esteves, Edrick Kevin Ferrer, Mark Kevin Torres, Patrick Vergara

Abstract:

Teaching is a noble profession that involves an effective imparting of holistic learning. Consequently, it requires a driving force called motivation. This research aims to determine the motivating factors, problems encountered, solutions made by experienced secondary school teachers to remain in the teaching profession. A mixed unstructured/structured questionnaire was used for gathering data among public secondary school teachers. The researchers have arrived to a conclusion that the dominant motivating factors of teachers to stay in the profession are altruism, extrinsic factors, and self-efficacy. Meanwhile, the prevalent problems these experienced secondary teachers experienced are mutual dilemma, work overload, and personal issues. Teachers have varied methods on solving the problem which are: a) Direct Solution; b) Indirect Solution; and c) Pseudo-Solutions. Lastly, the factors, problems, and solutions, have influential effects on how long a teacher would sustain in teaching which would manifest as positive, negative and neutral effects.

Keywords: motivation, common problems of teachers, strategies in solving problems, teaching profession

Procedia PDF Downloads 445

Authors: Jolanta Jonak

Abstract:

Traditional classrooms are challenging for many students, but especially for students that learn differently due to cognitive makeup, learning preferences, or disability. These students often require different teaching approaches and learning opportunities to benefit from learning. Teachers frequently divert to using one teaching approach, the one that matches their own learning style. For instance, teachers that are auditory learners, likely default to providing auditory learning opportunities. However, if a student is a visual learner, he/she may not fully benefit from that teaching style. Based on research, students and their parents’ feedback, large numbers of students are not provided the type of education and types of supports they need in order to be successful in an academic environment. This eventually leads to not learning at an appropriate rate and ultimately leading to skill deficiencies and deficits. Providing varied learning approaches promote high academic and social-emotional growth of all students and it will prevent inaccurate Special Education referrals. Varied learning opportunities can be delivered for all students by providing Differentiated Instruction (DI). This type of instruction allows each student to learn in the most optimal way regardless of learning preferences and cognitive learning profiles. Using Differentiated Instruction will lead to a high level of student engagement and learning. In addition, experiencing success in the classroom, will contribute to increased social emotional wellbeing. Being cognizant of how teaching approaches impact student's learning, school staff can avoid inaccurate perceptions about the students’ learning abilities, unnecessary referrals for special education evaluations, and inaccurate decisions about the presence of a disability. This presentation will illustrate learning differences due to various factors, how to recognize them, and how to address them through Differentiated Instruction.

Keywords: special education, disability, differences, differentiated instruction, social emotional wellbeing

Procedia PDF Downloads 49

Authors: Fani Firmahandari

Abstract:

The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group.

Keywords: cooperative learning type STAD (student team achievement division), development, inquiry, interaction students

Procedia PDF Downloads 360

Authors: Mehrab Karimian

Abstract:

This study investigates the intricate relationships among Iranian EFL teachers’ motivation, creativity, and job stress in Shiraz and Fasa institutes. The primary aim is to explore these links using quantitative methods, providing a comprehensive understanding of how these factors interact within the educational context. The research employed convenient sampling, gathering data from 101 EFL teachers through three specific questionnaires: the Motivation to Teach Questionnaire, Teacher Creativity Questionnaire, and Job Stress Questionnaire. The methodology involved rigorous statistical analyses, including Pearson correlation and multiple regression, to interpret the collected data. The findings revealed positive relationships between motivation and creativity, as well as between motivation and job stress. However, no significant link was observed between creativity and job stress. Notably, creativity emerged as a strong predictor of motivation, highlighting its crucial role in the motivational dynamics of EFL teachers. The theoretical importance of this study lies in its contribution to understanding how motivation can influence both creativity and job stress among EFL teachers. By emphasizing the complex interplay of these factors, the study provides valuable insights that can inform future research and educational practices. The data collection process was thorough, utilizing well-established questionnaires to ensure the reliability and validity of the findings. Statistical analyses such as Pearson correlation and multiple regression were employed to interpret the relationships between motivation, creativity, and job stress. These analyses provided a detailed understanding of how these variables interact, offering a nuanced view of the motivational and stress dynamics in the teaching profession. The study addressed key questions regarding the influence of motivation on creativity and job stress, underscoring the predictive power of creativity on motivation. The conclusion drawn from the study suggests that motivated EFL teachers may experience higher levels of job stress. This finding highlights the need for targeted interventions to support teacher well-being and maintain their motivation. Such interventions could include professional development programs, stress management workshops, and creative teaching strategies to help teachers manage stress while fostering their motivation and creativity. Reviewers have commended the study for its contribution to the field, particularly in revealing the intricate dynamics between motivation, creativity, and job stress in EFL teachers. They recommend enhancing the methodology by considering potential confounding variables and incorporating qualitative approaches to complement the quantitative findings. These suggestions aim to provide a more comprehensive understanding of the factors influencing EFL teachers’ motivation, creativity, and job stress.

Keywords: creativity, Job stress, gender, years of teaching experience

Procedia PDF Downloads 16

Authors: Yansong Chen

Abstract:

In the age of media convergence, new media technology is constantly impacting, changing, and even reshaping the limits of Art. From the technological ontology of the new media art, the concept of interaction design has always been dominated by I/O (Input/Output) systems through the ages, which ignores the content of systems and kills the aura of art. Light, as a fusion media, basically comes from the extension of some human feelings and can be the content of the input or the effect of output. In this paper, firstly, on the basis of literature review, the interaction characteristics research was conducted on light. Secondly, starting from discourse patterns of people and machines, people and people, people, and imagining things, we propose three light modes: object-oriented interaction, Immersion interaction, Tele-Presence interaction. Finally, this paper explains how to regain the aura of art through light elements in new media art and understand multiple levels of 'Interaction design'. In addition, the new media art, especially the light-based interaction art, enriches the language patterns and motivates emerging art forms to be more widespread and popular, which achieves its aesthetics growth.

Keywords: new media art, interaction design, light art, immersion

Procedia PDF Downloads 235

Authors: Bashaiar Alsanaa

Abstract:

Never has a revolution influenced all aspects of humanity as the communication revolution during the past two decades. This revolution, with all its advances and utilities, swept the world thus becoming an integral part of our lives, hence giving way to emerging applications at the social, economic, political, and educational levels. More specifically, such applications have changed the delivery system through which learning is acquired by students. Interaction with educators, accessibility to content, and creative delivery options are but a few facets of the new learning experience now being offered through the use of technology in the educational field. With different success rates, third world countries have tried to pace themselves with use of educational technology in advanced parts of the world. One such country is the small rich-oil state of Kuwait which has tried to adopt the e-educational model, however, an evaluation of such trial is yet to be done. This study aims to fill the void of research conducted around that topic. The study explores teachers’ acceptance of incorporating communication technologies in higher education in Kuwait. Teachers’ responses to survey questions present an overview of the e-learning experience in this country, and draw a framework through which implications and suggestions for future research can be discussed to better serve the advancement of e-education in developing countries.

Keywords: communication technologies, E-learning, Kuwait, social media

Procedia PDF Downloads 282

Authors: Bashaiar Alsana

Abstract:

Never has a revolution influenced all aspects of humanity as the communication revolution during the past two decades. This revolution, with all its advances and utilities, swept the world thus becoming an integral part of our lives, hence giving way to emerging applications at the social, economic, political, and educational levels. More specifically, such applications have changed the delivery system through which learning is acquired by students. Interaction with educators, accessibility to content, and creative delivery options are but a few facets of the new learning experience now being offered through the use of technology in the educational field. With different success rates, third world countries have tried to pace themselves with use of educational technology in advanced parts of the world. One such country is the small rich-oil state of Kuwait which has tried to adopt the e-educational model, however, an evaluation of such trial is yet to be done. This study aims to fill the void of research conducted around that topic. The study explores teachers’ acceptance of incorporating communication technologies in higher education in Kuwait. Teachers’ responses to survey questions present an overview of the e-learning experience in this country, and draw a framework through which implications and suggestions for future research can be discussed to better serve the advancement of e-education in developing countries.

Keywords: communication technologies, e-learning, Kuwait, social media

Procedia PDF Downloads 261

Authors: Susan Catapano, Meredith Jones, Carol McNulty

Abstract:

Analysis of one state’s collaborative effort to support teachers, in both public and private schools, as they moved from face-to-face teaching to remote teaching during the Covid pandemic to identify lessons learned and materials put into place to support teachers and families. Surveys were created, distributed, and analyzed throughout the three months of remote teaching, documents and lesson plans were developed, and training materials were created. All data collected and materials developed were analyzed to identify supports teachers used and needed for successful remote teaching. Researchers found most teachers easily moved to online teaching; however, many families did not have access to technology, so teachers needed to develop non-technology-based access and support for remote teaching. Teachers also reported the need to prepare to teach remotely as part of their teaching training, so they were prepared in the future. Finally, data indicated teachers were able to establish stronger relationships with families than usual as a result of remote teaching. The lessons learned and support developed are part of the state’s ongoing policy for online teaching in the event of disasters and pandemics in the future.

Keywords: remote learning, teacher education, pandemic, families

Procedia PDF Downloads 160

Authors: Hanan Abufares Elkhimry

Abstract:

Looking for more effective teaching and learning approaches, teaching instructors have been telling trainee teachers to decrease their talking time, but the problem is how best to do this. Doing classroom research, specifically in the area of teacher talking time (TTT), is worthwhile, as it could improve the quality of teaching languages, as the learners are the ones who should be practicing and using the language. This work hopes to ascertain if teachers consider this need in a way that provides the students with the opportunities to increase their production of language. This is a question that is worthwhile answering. As many researchers have found, TTT should be decreased to 30% of classroom talking time and STT should be increased up to 70%. Other researchers agree with this, but add that it should be with awareness of the quality of teacher talking time. Therefore, this study intends to investigate the balance between quantity and quality of teacher talking time in the EFL classroom. For this piece of research and in order to capture the amount of talking in a four classrooms. The amount of talking time was measured. A Checklist was used to assess the quality of the talking time In conclusion, In order to improve the quality of TTT, the results showed that teachers may use more or less than 30% of the classroom talking time and still produce a successful classroom learning experience. As well as, the important factors that can affect TTT is the English level of the students. This was clear in the classroom observations, where the highest TTT recorded was with the lowest English level group.

Keywords: teacher talking time TTT, learning experience, classroom research, effective teaching

Procedia PDF Downloads 415

Authors: Karim Karmi

Abstract:

To keep pace with the requirements of globalization, a lot of universities across the globe have started teaching various academic subjects in English. In Tunisia, two higher education institutions have embarked on the experience of teaching in English instead of French. The aim of the present study was threefold. First, it sought to explore the stakeholders’ attitudes toward this shift. By stakeholders, we mean students and teachers. Second, it aimed at probing the challenges that might arise in the classroom. By challenges, we mean the linguistic and pedagogical difficulties that students and teachers might face. Third, the study investigated the reasons that led teachers and students to opt for English as a medium of instruction instead of French. The participants were 335 students and 14 teachers selected from two Tunisian universities teaching in English. Data was collected by means of questionnaires, interviews, and classroom observations. The findings showed that there is a positive attitude towards English, in contrast to French. In other words, both students and teachers are enjoying the experience, and they hope that English will officially become the medium of instruction in Tunisia. Students and teachers reported a number of linguistic and pedagogical challenges, and they mainly ascribed them to the abrupt transition from French to English. The vast majority of the respondents, be they students or teachers, opted for English as a medium of instruction to maximise their chances of getting a job abroad. It is also worth noting that most teachers stated that teaching through English helps them when it comes to publishing academic articles.

Keywords: attitudes, challenges, English as a medium of instruction, opportunities

Procedia PDF Downloads 46

Authors: Bernardita Tornero

Abstract:

Cognitive Acceleration in Mathematics Education (CAME) programmes have been used successfully for promoting the development of thinking skills in school students for the last 30 years. Given that the approach has had a tremendous impact on the thinking capabilities of participating students, this study explored the experience of using the programme with prospective primary teachers in Chile. Therefore, this study not only looked at the experience of prospective primary teachers during the CAME course as learners, but also examined how they perceived the approach from their perspective as future teachers, as well as how they could transfer the teaching strategies they observed to their future classrooms. Given the complexity of the phenomenon under study, this research used a mixed methods approach. For this reason, the impact that the CAME course had on prospective teachers’ thinking skills was not only approached by using a test that assessed the participants’ improvements in these skills, but their learning and teaching experiences were also recorded through qualitative research tools (learning journals, interviews and field notes). The main findings indicate that, at the end of the CAME course, prospective teachers not only demonstrated higher thinking levels, but also showed positive attitudinal changes towards teaching and learning in general, and towards mathematics in particular. The participants also had increased confidence in their ability to teach mathematics and to promote thinking skills in their students. In terms of the CAME methodology, prospective teachers not only found it novel and motivating, but also commented that dealing with the thinking skills topic during a university course was both unusual and very important for their professional development. This study also showed that, at the end of the CAME course, prospective teachers felt they had developed strategies that could be used in their classrooms in the future. In this context, the relevance of the study is not only that it described the impact and the positive results of the first experience of using a CAME approach with prospective teachers, but also that some of the conclusions have significant implications for the teaching of thinking skills and the training of primary school teachers.

Keywords: cognitive acceleration, formal reasoning, prospective teachers, initial teacher training

Procedia PDF Downloads 403

Authors: N. Songumpai, W. Sumranwanich, S. Chatmaneerungcharoen

Abstract:

This research aims to study the understanding of 8 aspects of nature of science (NOS). The research participants were 39 General Science student teachers who were selected by purposive sampling. In 2015 academic year, they enrolled in the course of Science Education Learning Management. Qualitative research was used as research methodology to understand how the student teachers propose on NOS. The research instruments consisted of open-ended questionnaires and semi-structure interviews that were used to assess students’ understanding of NOS. Research data was collected by 8 items- questionnaire and was categorized into students’ understanding of NOS, which consisted of complete understanding (CU), partial understanding (PU), misunderstanding (MU) and no understanding (NU). The findings reveal the majority of students’ misunderstanding of NOS regarding the aspects of theory and law(89.7%), scientific method(61.5%) and empirical evidence(15.4%) respectively. From the interview data, the student teachers present their misconceptions of NOS that indicate about theory and law cannot change; science knowledge is gained through experiment only (step by step); science is the things that are around humans. These results suggest that for effective science teacher education, the composition of design of NOS course needs to be considered. Therefore, teachers’ understanding of NOS is necessary to integrate into professional development program/course for empowering student teachers to begin their careers as strong science teachers in schools.

Keywords: nature of science, student teacher, no understanding, misunderstanding, partial understanding, complete understanding

Procedia PDF Downloads 260

Authors: D. M. W. Munasinghe

Abstract:

This study focuses on how teachers view and use play to influence creativity in preschool children. Play is strongly featured in most of the discussions about creativity in young children. Hence, it was noted through direct observation that most preschool teachers are not concerned with promoting play to develop the child’s creativity. Therefore, this study attempts to investigate how the teachers use play, for the development of creativity in the preschool environment. The survey method was used as the research design and interviews, observations and document perusal were used as data collection methods. The sample consisted of 20 preschools from selected administrative divisions in the Colombo district. It was revealed that a majority of preschool teachers used folk games as a means of involving children in play. Teachers assume that this type of guided play will motivate the child learn new words, memorization and provide enjoyment. Eighty percent of the preschool teachers used the play equipment installed in the preschool premises to encourage children to get involved in activities calculated at promoting the physical development of the child. In 40% of the preschools visited it was noticed that when children were given their break they created their own forms of free play and enjoyed themselves thoroughly in the little time available to them. Also, about 20% of preschool teachers promoted imaginative play with their preschoolers. There was also the situation where the role of play was interpreted negatively by the teachers who assigned the children to copy letters and numerals during the time assigned for play. This has a negative impact on the child’s creativity. In conclusion, it was felt that the teachers do not make the best use of the opportunity available to use the child’s enthusiasm to stimulate creative actions his/her and that there is no suitable environment to develop creativity through play.

Keywords: creativity, preschool children, preschool environment, play method

Procedia PDF Downloads 385

Authors: Kemal Izci, Ahmet Oguz Akturk

Abstract:

Learning is dependent on cognitive and physical differences as well as other differences such as ethnicity, language, and culture. Furthermore, these differences also influence how students show their learning. Assessment is an integral part of learning and teaching process and is essential for effective instruction. In order to provide effective instruction, teachers need to provide equal assessment opportunities for all students to see their learning difficulties and use them to modify instruction to aid learning. Successful assessment practices are dependent upon the knowledge and value of teachers. Therefore, in order to use assessment to assess and support diverse students learning, preservice and inservice teachers should hold an appropriate understanding of equitable assessment. In order to prepare teachers to help them support diverse student learning, as a first step, this study aims to explore how preservice teachers’ understand equitable assessment. 105 preservice science teachers studying at teacher preparation program in a large university located at Eastern part of Turkey participated in the current study. A questionnaire, preservice teachers’ reflection papers and interviews served as data sources for this study. All collected data qualitatively analyzed to develop themes that illustrate preservice science teachers’ understanding of equitable assessment. Results of the study showed that preservice teachers mostly emphasized fairness including fairness in grading and fairness in asking questions not out of covered concepts for equitable assessment. However, most of preservice teachers do not show an understanding of equity for providing equal opportunities for all students to display their understanding of related content. For some preservice teachers providing different opportunities (providing extra time for non-native speaking students) for some students seems to be unfair for other students and therefore, these kinds of refinements do not need to be used. The results of the study illustrated that preservice science teachers mostly understand equitable assessment as fairness and less highlight the role of using equitable assessment to support all student learning, which is more important in order to improve students’ achievement of science. Therefore, we recommend that more opportunities should be provided for preservice teachers engage in a more broad understanding of equitable assessment and learn how to use equitable assessment practices to aid and support all students learning trough classroom assessment.

Keywords: science teaching, equitable assessment, assessment literacy, preservice science teachers

Procedia PDF Downloads 304

Authors: Mohamad Nizam Asmuni, Ahmad Naszeri Salleh, Yunus Adam, Azhar Yaacob, Mohd Hafiz Rosli, Muhamad Nazrul Hakim Abdullah

Abstract:

Physical Education teacher at the school should have good physical fitness to educate and guide students in the school. Currently, there are no standards for the level of physical fitness for teachers who teaches physical education at the school. Therefore, this research is to determine the level of physical fitness of teacher of Physical Education at Maktab Rendah Sains MARA (MRSM). A total of 28 samples (18 men and 10 women, age 33 ± 4.91), teachers of physical education at MRSM, were randomly selected to participate in this study. Height, weight, body fat percentage, body mass index (BMI) and other physical testing are measured and recorded. The results showed that the average of body mass index (BMI) for teachers of Physical Education is 25.9 ± 4:57. Body mass index (BMI) of teachers can be categorized as pre-obese based on World Health Organization (WHO) guidelines. Body fat percentage for male (age; 34.3 ± 5.13) and female (age; 30.9 ± 3.81) teachers is 24.7% ± 6.54 and 30.6% ± 6.28, respectively. Male teachers were categorized as overfat, however, female teachers were categorized as healthy based on body fat ranges for standard adults at NY Obesity Research Center. Bleep test results show that the average Bleep test is level 4 and shuttle 2; average VO2max was 27.5 ± 5.94 L/min. Physical fitness and performance of physical education teachers at MRSM is much lower compared to the rugby junior athlete in University Putra Malaysia (UPM). Therefore, physical fitness of teachers must be improved to ensure the physical education classes at MRSM could be done better.

Keywords: physical fitness, BMI, bleep test, obesity

Procedia PDF Downloads 371

Authors: Maaly Jarrah

Abstract:

There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice.

Keywords: Collaborative dialogue reflections, continuous professional development, EFL teachers, reflection journals, teacher reflective practice

Procedia PDF Downloads 171

Authors: Moldir Makenova

Abstract:

Alongside the implementation of trilingual education in schools, the Ministry of Education and Science of the Republic of Kazakhstan innovated the school curriculum in 2013 to include a Content and Language Integrated Learning (CLIL) approach. In this regard, some transition issues have arisen, such as unprepared teachers, a need for more awareness of the CLIL approach, and teaching resources. Some teachers view it as a challenge due to its combination of both content and language. This often creates anxiety among teachers who are knowledgeable about their subject areas in Kazakh or Russian but are deficient in delivering the subject’s content in English. Thus, with this new teaching approach, teachers encounter to choose the role of language and answer how language works in the CLIL classroom. This study aimed to explore how teachers experience the changing role of language in the curriculum and to find out what challenges teachers face related to CLIL implementation and how their language proficiency influences their teaching practices. A qualitative comparative case study was conducted in an X Lyceum and a mainstream school piloting CLIL. Data collection procedures were conducted via semi-structured interviews, classroom observations, and document analysis. Eight content teachers were chosen from these two schools as the target group of this study. Subject teachers, rather than language teachers, were chosen as the target group to grasp how the language-related issues in the new curriculum are interpreted by educators who do not necessarily identify themselves as language experts at the outset. The findings showed that mainstream teachers prioritize content over language because, as content teachers, the knowledge of content is more essential for them rather than the language. In contrast, most X Lyceum teachers balance language and content and additionally showed their preferences to support the ‘English language only' policy among 10-11 graders. Moreover, due to the low-level English proficiency, mainstream teachers did highlight the necessity of CLIL training and further collaboration with language teachers. This study will be beneficial for teachers and policy-makers to enable them to solve the issues mentioned above related to the implementation of CLIL. Larger-scale research conducted in the future would further inform its successful deployment country-wide.

Keywords: role of language, trilingual education, updated curriculum, teacher practices

Procedia PDF Downloads 71

Authors: Ahmed Amin Mousa, M. Abd El-Salam

Abstract:

This study discusses a simple solution for the problem of shortage in learning resources for kindergarten teachers. Occasionally, kindergarten teachers cannot access proper resources by usual search methods as libraries or search engines. Furthermore, these methods require a long time and efforts for preparing. The study is expected to facilitate accessing learning resources. Moreover, it suggests a potential direction for using QR code inside the classroom. The present work proposes that QR code can be used for digitizing kindergarten curriculums and accessing various learning resources. It investigates using QR code for saving information related to the concepts which kindergarten teachers use in the current educational situation. The researchers have established a guide for kindergarten teachers based on the Egyptian official curriculum. The guide provides different learning resources for each scientific and mathematical concept in the curriculum, and each learning resource is represented as a QR code image that contains its URL. Therefore, kindergarten teachers can use smartphone applications for reading QR codes and displaying the related learning resources for students immediately. The guide has been provided to a group of 108 teachers for using inside their classrooms. The results showed that the teachers approved the guide, and gave a good response.

Keywords: kindergarten, child, learning resources, QR code, smart phone, mobile

Procedia PDF Downloads 289

Authors: Chen-Yuan Hsu

Abstract:

Introduction Elderly is growing and results to live in the long-term care (LTC) and then due to the routine of the facilities in Taiwan, also resulted to losing of those people with environment interaction, so, the self-reliance support (SRS) for those people to experience environment interaction is an essential. Methods This study was recruited samples of a LTC in the central of Taiwan. There was a following research on the SRS group with 20 samples collected and routine care group with 20 samples. A structured questionnaire as the Environment Interaction Dimension, as data collection included demographic information and the dimensions of environment interaction. Data analysis used SPSS 22.0 for Window 2000 to report the finding. Results The Environment Interaction Dimension for Taiwanese is a Chinese version of the containing 8 items. The result of t-test analysis found that environment interaction showed a significant difference between groups (p＜.05), the result recommended that there was a higher score of environment interaction dimension on the SRS group (29.90±5.56) comparing with the routine care group (22.1±5.53). Conclusion This study showed that the SRS group was higher than the routine care group on the environment interaction dimension for Taiwanese elderly living in the LTC. The results can also provide the reference for LTC, to encourage those people to participate in SRS in LTC, and therefore also improving their environment interaction.

Keywords: self-reliance support, environment interaction, long-term care, elderly

Procedia PDF Downloads 104

Authors: Adzongo Philomena Ibuh, Aloga O. Austin

Abstract:

The purpose of the study was to examine lifelong education for teachers as a tool for achieving effective teaching and learning. Lifelong education enhances social inclusion, personal development, citizenship, employability, teaching and learning, community and the nation, and the challenges of lifelong education were also discussed. Descriptive survey design was adopted for the study. A simple random sampling technique was used to select 80 teachers as sample from a population of 105 senior secondary school teachers in Makurdi local government area of Benue state. A 20-item self designed questionnaire subjected to expert validation and reliability was used to collect data. The reliability Alpha coefficient of 0.87 was established using Crombach Alpha technique, mean scores and standard deviation were used to answer the 2 research questions while chi-square was used to analyze data for the 2 hypotheses. The findings of the study revealed that, lifelong education for teachers can be used to achieve as a tool for achieving effective teaching and learning, and the study recommended among others that government, organizations and individuals should in collaboration put lifelong education programmes for teachers on the priority list. The paper concluded that the strategic position of lifelong education for teachers towards enhanced teaching and learning makes it imperative for all hands to be on deck to support the programme financially and otherwise.

Keywords: effective teaching and learning, lifelong education, teachers, tool

Procedia PDF Downloads 474

Authors: Prakash Singh

Abstract:

In this exploratory qualitative case study, the voices of female teachers are captured that describe their fear of failure in coping with their daily anxieties, stresses, and tensions in their classrooms. When teachers are usually appointed, the curriculum forms the heart of all their professional obligations. The policy of quality and equality of education for all learners is a must as part of these deliberations, otherwise it would spell the inevitable failure for teachers. Yet, how often have teachers been asked whether they are happy during their professional tenure. Research affirms that this question is not a priority, seeing that the happiness of learners and the educational administrators enjoy precedence. Teachers are often subject to undue pressures and tensions because of environmental factors that extends beyond the curriculum. School violence, bullying, drug abuse, and gangsters are not uncommon to the school milieu, no matter where such schools can be located. In this case study, the voices of female teachers find space concerning their experiences of tobephobia (TBP). The questions that inevitably arise are: Are the educational authorities aware of the effects of TBP in education? What can be done to arrest and eliminate the debilitating effects of TBP? This exploratory study contributes to the growing concerns of TBP in education. It is therefore imperative that the effects of TBP on human resources in education must be accentuated so that meaningful solutions can be found to address challenging educational issues such as school violence, bullying, and drug abuse amongst learners.

Keywords: curriculum, female teachers, school violence, tobephobia

Procedia PDF Downloads 404

Authors: Denise Levy, Anna Lucia C. H. Villavicencio

Abstract:

In a rapid-changing world, science teachers face considerable challenges. In addition to the basic curriculum, there must be included several transversal themes, which demand creative and innovative strategies to be arranged and integrated to traditional disciplines. In Brazil, nuclear science is still a controversial theme, and teachers themselves seem to be unaware of the issue, most often perpetuating prejudice, errors and misconceptions. This article presents the authors’ experience in the development of an interdisciplinary pedagogical proposal to include nuclear science in the basic curriculum, in a transversal and integrating way. The methodology applied was based on the analysis of several normative documents that define the requirements of essential learning, competences and skills of basic education for all schools in Brazil. The didactic materials and resources were developed according to the best practices to improve learning processes privileging constructivist educational techniques, with emphasis on active learning process, collaborative learning and learning through research. The material consists of an illustrated book for students, a book for teachers and a manual with activities that can articulate nuclear science to different disciplines: Portuguese, mathematics, science, art, English, history and geography. The content counts on high scientific rigor and articulate nuclear technology with topics of interest to society in the most diverse spheres, such as food supply, public health, food safety and foreign trade. Moreover, this pedagogical proposal takes advantage of the potential value of digital technologies, implementing QR codes that excite and challenge students of all ages, improving interaction and engagement. The expected results include the education of the educators for nuclear science communication in a transversal and integrating way, demystifying nuclear technology in a contextualized and significant approach. It is expected that the interdisciplinary pedagogical proposal contributes to improving attitudes towards knowledge construction, privileging reconstructive questioning, fostering a culture of systematic curiosity and encouraging critical thinking skills.

Keywords: science education, interdisciplinary learning, nuclear science, scientific literacy

Procedia PDF Downloads 133

Authors: Prakash Singh

Abstract:

The aim of this study was to investigate the extent of teachers’ experiences of tobephobia (TBP) in their heterogeneous classrooms and what impact this had on their emotions and job satisfaction. The expansive and continuously changing demands for quality and equal education for all students in educational organisations that have limited resources connotes that the negative effects of TBP cannot be simply ignored as being non-existent in the educational environment. As this quantitative study reveals, teachers disliking their job with low expectations, lack of motivation in their workplace and pessimism, result in their low self-esteem. When there is pessimism in the workplace, then the employees’ self-esteem will inevitably be low, as pointed out by 97.1% of the respondents in this study. Self-esteem is a reliable indicator of whether employees are happy or not in their jobs and the majority of the respondents in this study agreed that their experiences of TBP negatively impacted on their self-esteem. Hence, this exploratory study strongly indicates that productivity in the workplace is directly linked to the employees’ expectations, self-confidence and their self-esteem. It is therefore inconceivable for teachers to be productive in their regular classrooms if their genuine professional concerns, anxieties, and curriculum challenges are not adequately addressed. This empirical study contributes to our knowledge on TBP because it clearly outlines some of the teaching problems that we are grappling with and constantly experience in our schools in this century. Therefore, it is imperative that the tobephobic experiences of teachers are not merely documented, but appropriately addressed with relevant action by every stakeholder associated with education so that our teachers’ emotions and job satisfaction needs are fully taken care of.

Keywords: demotivated teachers' pessimism, low expectations of teachers' job satisfaction, self-esteem, tobephobia

Procedia PDF Downloads 233

Authors: Sudirman

Abstract:

Competence is a term describing capability that correlates with a person’s occupation. The competence of a teacher consists of four, i.e., pedagogical, professional, personality and social competence. These four components are implemented during interacting with students to motivate the students and improve their achievement. The objective of this qualitative study is to explore the roles and contributions of certified teachers in alleviating the issue of poverty to promote a sustainable development. The data comprise primary and secondary data which were generated from observation, interview, documentation and library research. Furthermore, this study offers in-depth information regarding the performance of the teachers in coping with poverty and sustaining development. The result shows that the teacher’s competence positively contributes to the improvement of students’ achievement. This helps the students to prepare for the real work experience by which it results in a better income and, therefore, alleviate poverty. All in all, the quality of today’s teachers can be measured by their contribution in enhancing the students’ competence prior to entering real work, resulting in a wealthy society. This is to deal with poverty and conceptualizing a sustainable development.

Keywords: competence, development, poverty, teachers

Procedia PDF Downloads 151

Authors: Prakash Singh

Abstract:

The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered.

Keywords: emotional intelligence, empathy, learners’ emotional needs, teachers’ empathic skills

Procedia PDF Downloads 436

Authors: Kenneth Kapalu Muzata, Dikeledi Mahlo, Pinkie Mabunda Mabunda

Abstract:

This paper presents results of a study conducted to establish special education teachers’ knowledge and application of curriculum adaptation of the 2013 revised curriculum in Zambia. From a sample of 134 respondents (120 special education teachers, 12 education officers, and 2 curriculum specialists), the study collected both quantitative and qualitative data to establish whether teachers understood and applied the concept of curriculum adaptation in teaching learners with special education needs. To obtain data validity and reliability, the researchers collected data by use of mixed methods. Semi-structured questionnaires and interviews were administered. Lesson Observations and post-lesson discussions were conducted on 12 selected teachers from the 120 sample that answered the questionnaires. Frequencies, percentages, and significant differences were derived through the statistical package for social sciences. Qualitative data were analyzed with the help of NVIVO qualitative software to create themes and obtain coding density to help with conclusions. Both quantitative and qualitative data were concurrently compared and related. The results revealed that special education teachers lacked a thorough understanding of the concept of curriculum adaptation, thus denying learners with special education needs the opportunity to benefit from the revised curriculum. The teachers were not oriented on the revised curriculum and hence facing numerous challenges trying to adapt the curriculum. The study recommended training of special education teachers in curriculum adaptation.

Keywords: curriculum adaptation, special education, learners with special education needs, special education teachers

Procedia PDF Downloads 176

Authors: Maheshwari Payal, Shapurkar Mayaan

Abstract:

The present research aimed at studying the awareness and attitudes of teachers towards inclusive education. The sample consisted of 60 teachers, teaching in the primary section (1st – 4th) of regular schools affiliated to the SSC board in Mumbai. The sample was selected by Multi-stage cluster sampling technique. A semi-structured self-constructed interview schedule and a self-constructed attitude scale were used to study the awareness of teachers about disability and Inclusive education, and their attitudes towards inclusive education respectively. Themes were extracted from the interview data and quantitative data was analyzed using SPSS package. Results revealed that teachers had some amount of awareness but an inadequate amount of information on disabilities and inclusive education. Disability to most (37) teachers meant “an inability to do something”. The difference between disability and handicap was stated by most as former being cognitive while handicap being physical in nature. With regard to Inclusive education, a large number (46) stated that they were unaware of the term and did not know what it meant. The majority (52) of them perceived maximum challenges for themselves in an inclusive set up, and emphasized on the role of teacher training courses in the area of providing knowledge (49) and training in teaching methodology (53). Although, 83.3% of teachers held a moderately positive attitude towards inclusive education, a large percentage (61.6%) of participants felt that being in inclusive set up would be very challenging for both children with special needs and without special needs. Though, most (49) of the teachers stated that children with special needs should be educated in a regular classroom, but they further clarified that only those should be in a regular classroom who have physical impairments of mild or moderate degree.

Keywords: attitude, awareness, inclusive education, teachers

Procedia PDF Downloads 320