Search results for: teacher knowledge

Authors: Katarzyna Mleczko

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Processes of production of innovative medical tools have interdisciplinary character. They consist of direct and indirect close cooperation of specialists of different scientific branches. The Knowledge they have seems to be important for undertaken design, construction and manufacturing processes. The Knowledge exchange between participants of these processes is therefore crucial for the final result, which are innovative medical products. The paper draws attention to the necessity of feedback from the end user to the designer / manufacturer of medical tools which will allow for more accurate understanding of user needs. The study describes prerequisites of production processes of innovative medical (surgical) tools including participants and category of knowledge resources occurring in these processes. They are the result of research in selected Polish organizations involved in the production of medical instruments and are the basis for further work on the development of knowledge sharing model in interdisciplinary teams geographically dispersed.

Keywords: interdisciplinary production processes, knowledge exchange, knowledge sharing, medical tools

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Authors: Diana Kwok

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Introduction: There is a rising concern on the educational needs of school guidance teachers, counselors, and sex educators to work effectively with students from multicultural groups, such as racial minorities, gender minorities, sexual minorities, and disability groups etc., and to respect cultural diversities. A specialized training model, the multicultural framework based on contact theory is recognized as necessary training model for professional training programs. Methodology: While the major focus of this project is on improving teaching and learning in teacher training courses within the department of Special Education and Counselling, it specifically aims to enhance the cultural competence of 102 participants enrolled in counseling and sexuality education courses by integrating the following teaching and learning strategies: 1) Panel presentation; 2) Case studies; 3) Experiential learning. Data sources from the participants consisted of the following: (a) questionnaires (MCKAS and ATLG) administered in classes; (b) weekly reflective journals, and c) focus group interviews with panel members. The focus group interviews with panel members were documented. Qualitatively, the weekly reflections were content analyzed. The presentation in this specific conference put focus on themes we found from qualitative content analysis of weekly reflective journals from 102 participants. Findings: Content analysis had found the following preliminary emergent themes: Theme I) Cultural knowledge and challenges to personal limitation. Students had gained a new perspective that specific cultural knowledge involved unique values and worldview. Awareness of limitation of counsellors is very important after actively acquiring the cultural knowledge. Theme 2 - Observation, engagement and active learning. Through the sharing and case studies, as well as visits to the communities, students recognized that observation and listening to the needs of cultural group members were the essential steps before taking any intervention steps. Theme 3 - Curiosity and desire for further inter-group dialogue. All students expressed their desire, curiosity, and motivation to have further inter-group dialogue in their future work settings. Theme 4: Experience with teaching and learning strategies. Students shared their perspectives on how teaching and learning strategies had facilitated their acquisition of cultural competence. Results of this analysis suggests that diverse teaching and learning strategies based on contact perspective had stimulated their curiosity to re-examine their values and motivated them to acquire cultural knowledge relevant to the cultural groups. Acknowledgment: The teaching and learning project was funded by the Teaching and Development Grant, Hong Kong Institute of Education (Project Number T0142).

Keywords: cultural competence, Chinese teacher students, teaching and learning, contacts

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Authors: N. Khanyile, P. Dlamini, M. Masenya

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Background: Most of the population in Africa is still dependent on indigenous medicinal knowledge for treating and managing ailments. Indigenous traditional knowledge owners/practitioners who own this knowledge are consulted by communities, but their knowledge is not known how they get it. The question of how knowledge is acquired and preserved remains one of the biggest challenges in traditional healing and treatment with herbal medicines. It is regrettable that despite the importance and recognition of indigenous medicinal knowledge globally, the details of acquirement, storing and transmission, and preservation techniques are not known. Hence this study intends to unveil the process of acquirement and transmission, and preservation techniques of indigenous medical knowledge by its owners. Objectives: This study aims to assess the process of acquiring and preservation of traditional medicinal knowledge by traditional medicinal knowledge owners/practitioners in uMhlathuze Municipality, in the province of KwaZulu-Natal, South Africa. The study was guided by four research objectives which were to: identify the types of traditional medicinal knowledge owners who possess this knowledge, establish the approach used by indigenous medicinal knowledge owners/healers for acquiring medicinal knowledge, identify the process of preservation of medicinal knowledge by indigenous medicinal knowledge owners/healers, and determine the challenges encountered in transferring the knowledge. Method: The study adopted a qualitative research approach, and a snowball sampling technique was used to identify the study population. Data was collected through semi-structured interviews with indigenous medicinal knowledge owners. Results: The findings suggested that uMhlathuze municipality had different types of indigenous medicinal knowledge owners who possess valuable knowledge. These are diviners (Izangoma), faith healers (Abathandazi), and herbalists (Izinyanga). The study demonstrated that indigenous medicinal knowledge is acquired in many different ways, including visions, dreams, and vigorous training. The study also revealed the acquired knowledge is preserved or shared with specially chosen children and trainees. Conclusion: The study concluded that this knowledge is gotten through vigorous training, which requires the learner to be attentive and eager to learn. It was recommended that a study of this nature be conducted but at a broader level to enhance an informed conclusion and recommendations.

Keywords: preserving, indigenous medicinal knowledge, indigenous knowledge, indigenous medicinal knowledge owners/practitioners, acquiring

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Authors: Oloruntegbe Kunle Oke, Alake Ese Monica, Odutuyi Olubu Musili

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This research explores the differing effectiveness of cascade and cluster models in professional development programs for educators in Ondo State, Nigeria. The cascade model emphasizes a top-down approach, where training is cascaded from expert trainers to lower levels of teachers. In contrast, the cluster model, a bottom-up approach, fosters collaborative learning among teachers within specific clusters. Through a review of the literature and empirical studies of the implementations of the former in two academic sessions followed by the cluster model in another two, the study examined their effectiveness on teacher development, productivity and students’ achievements. The study also drew a comparative analysis of the strengths and weaknesses associated with each model, considering factors such as scalability, cost-effectiveness, adaptability in various contexts, and sustainability. 2500 teachers from Ondo State Primary Schools participated in the cascade with intensive training in five zones for a week each in two academic sessions. On the other hand, 1,980 and 1,663 teachers in 52 and 34 clusters, respectively, were in the first and the following session. The programs were designed for one week of rigorous training of teachers by facilitators in the former while the latter was made up of four components: sit-in-observation, need-based assessment workshop, pre-cluster and the actual cluster meetings in addition to sensitization, and took place one day a week for ten weeks. Validated Cluster Impact Survey Instruments, CISI and Teacher’s Assessment Questionnaire (TAQ) were administered to ascertain the effectiveness of the models during and after implementation. The findings from the literature detailed specific effectiveness, strengths and limitations of each approach, especially the potential for inconsistencies and resistance to change. Findings from the data collected revealed the superiority of the cluster model. Response to TAQ equally showed content knowledge and skill update in both but were more sustained in the cluster model. Overall, the study contributes to the ongoing discourse on effective strategies for improving teacher training and enhancing student outcomes, offering practical recommendations for the development and implementation of future professional development projects.

Keywords: cascade model, cluster model, teachers’ development, productivity, students’ achievement

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Authors: Ferdi Sönmez, Başak Buluz

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Agility in Knowledge Management (AKM) tries to capture agility requirements and their respective answers within the framework of knowledge and learning for organizations. Since it is rather a new construct, it is difficult to claim that it has been sufficiently discussed and analyzed in practical and theoretical realms. Like the term ‘agile learning’, it is also commonly addressed in the software development and information technology fields and across the related areas where those technologies can be applied. The organizational perspective towards AKM, seems to need some more time to become scholarly mature. Nevertheless, in the literature one can come across some implicit usages of this term occasionally. This research is aimed to explore the conceptual background of agility in KM, re-conceptualize it and extend it to business applications with a special focus on e-business.

Keywords: knowledge management, agility requirements, agility, knowledge

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Authors: Sumalee Tientongdee

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In this study, it was aimed to investigate Physics achievement of the pre-service science teacher studying in general science program at Suan Sunandha Rajabhat University, Bangkok, Thailand. The program has provided the new curriculum that focuses on 21st-century skills development. Active learning approaches are used to teach in all subjects. One of the active learning approaches Peer Instruction, or PI was used in this study to teach physics of waves as a compulsory course. It was conducted in the second semester from January to May of 2017. The concept test was given to evaluate pre-service science teachers’ understanding in concept of waves. Problem-solving assessment form was used to evaluate their problem-solving skill. The results indicated that after they had learned through Peer Instruction in physics of waves course, their concepts in physics of waves was significantly higher at 0.05 confident levels. Their problem-solving skill from the whole class was at the highest level. Based on the group interview on the opinions of using Peer Instruction in Physics class, they mostly felt that it was very useful and helping them understand more about physics, especially for female students.

Keywords: peer instruction, physics of waves, pre-service science teacher, Suan Sunandha Rajabhat university

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Authors: Muhammad Aliyu

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Significant improvement in Information and Communication Technology (ICT) and the enforced global competition are revolutionizing the way knowledge is managed and the way organizations compete. The emergence of new organizations calls for a new way to fraternize knowledge, which is known as 'knowledge fraternization.' In this modern economy, it is the knowledge if properly managed that can harness the organization's competitive advantage. This competitive advantage is realized through the full utilization of information and data coupled with the harnessing of people’s skills and ideas as well as their commitment and motivations, which can be accomplished through socializing the knowledge management processes. A fraternize network for knowledge management is a web-based system designed using PHP that is Dreamweaver web development tool, with the help of CS4 Adobe Dreamweaver as the PHP code Editor that supports the use of Cascadian Style Sheet (CSS), MySQL with Xamp, Php My Admin (Version 3.4.7) localhost server via TCP/IP for containing the databases of the system to support this in a distributed way, spreading the workload over the whole organization. This paper reviews the technologies and the technology tools to be used in the development of social networks in an organization.

Keywords: Information and Communication Technology (ICT), knowledge, fraternization, social network

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Authors: Mary Isobelle Mullaney

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The maxim "an unexamined life is not worth living," attributed to Socrates, prompts a contemplative reflection spanning over 32 years as a teacher educator in the Republic of Ireland. Taking time to contemplate the changes that have occurred and the current landscape provides valuable insights into the dynamic terrain of teacher preparation. The reflective journey traverses the impacts of global and societal shifts, responding to challenges, embracing advancements, and navigating the delicate balance between responsiveness to the world and the active shaping of it. The transformative events of the COVID-19 pandemic spotlighted the indispensable role of teachers in Ireland, reinforcing the critical nature of education for the well-being of pupils. Research solidifies the understanding that teachers matter and so it is worth exploring the pivotal role of the teacher educator. This reflective piece examines the changes in teacher education and explores the juxtapositions that have emerged in response to three decades of profound change. The attractiveness of teaching as a career is juxtaposed against the reality of the demands of the job, with conditions for public servants in Ireland undergoing a shift. High-level strategic discussions about increasing teacher numbers now contrast with a previous oversupply. The delicate balance between the imperative to increase enrolment (getting "bums on seats") and the gatekeeper role of teacher educators is explored, raising questions about maintaining high standards amid changing student profiles. Another poignant dichotomy involves the high demand for teachers versus the hurdles candidates face in becoming teachers. The rising cost and duration of teacher education courses raise concerns about attracting quality candidates. The perceived attractiveness of teaching as a career contends with the reality of increased demands on educators. One notable juxtaposition centres around the rapid evolution of Irish initial teacher education versus the potential risk of change overload. The Teaching Council of Ireland has spearheaded considerable changes, raising questions about the timing and evaluation of these changes. This reflection contemplates the vision of a professional teaching council versus its evolving reality and the challenges posed by the value placed on school placement in teacher preparation. The juxtapositions extend to the classroom, where theory may not seamlessly align with the lived experience. Inconsistencies between college expectations and the classroom reality prompt reflection on the effectiveness of teacher preparation programs. Addressing the changing demographic landscape of society and schools, there is a persistent incongruity between the diversity of Irish society and the profile of second-level teachers. As education undergoes a digital revolution, the enduring philosophies of education confront technological advances. This reflection highlights the tension between established practices and contemporary demands, acknowledging the irreplaceable value of face-to-face interaction while integrating technology into teacher training programs. In conclusion, this reflective journey encapsulates the intricate web of juxtapositions in Irish Initial Teacher Education. It emphasises the enduring commitment to fostering education, recognising the profound influence educators wield, and acknowledging the challenges and gratifications inherent in shaping the minds and futures of generations to come.

Keywords: Irish post primary teaching, juxtapositions, reflection, teacher education

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Authors: Almagul Nurgaliyeva

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The phenomenon of novice teacher attrition is an urgent issue. The effective mechanisms to increase the retention rate of novice teachers relate to the nature and level of support provided at an employing site. This study considered novice teacher retention as a motivation-based process, which is based on a variety of support activities employed to satisfy novice teachers’ needs at an early career stage. The purpose of the study was to examine novice teachers’ perceptions of the effectiveness of the induction program and other support structure(s) at a secondary school in Nur-Sultan. The study was guided by Abraham Maslow’s (1943) theory of motivation. Maslow’s hierarchy of needs was used as a theoretical framework to identify the novice teachers’ primary needs and the extent to which the induction programs and other support mechanisms provided by the school administrators fulfill those needs. One school supervisor and eight novice teachers (four current and four former novice teachers) with a maximum of four years of teaching experience took part in the study. To investigate the perspectives and experiences of the participants, an online semi-structured interview was utilized. The responses were collected and analyzed. The study revealed four major challenges: educational, personal-psychological, sociological, and structural which are seen as the main constraints during the adaptation period. Four induction activities, as emerged from the data, are being carried out by the school to address novice teachers’ challenges: socialization activities, mentoring programs, professional development, and administrative support. These activities meet novice teachers’ needs and confront the challenges they face. Sufficient and adequate support structures provided to novice teachers during their first years of working experience is essential, as they may influence their decision to remain in the teaching profession, thereby reducing the attrition rate. The study provides recommendations for policymakers and school administrators about the structure and the content of induction program activities.

Keywords: beginning teacher induction, induction programme, orientation programmes, adaptation challenges, novice teacher retention

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Authors: Doaa Abbas Zaher

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For the past two decades demand for knowledge has been increasing. Management of society’s knowledge has far reaching effects to economic growth through increased capacity to complete viable activities. Organizations use information technology to effect organizational change. This is a challenge for the less developed nations whose capacity to integrate knowledge in core functions is limited. This creates organizational problems as there is global competition amongst organizations. Cross-cultural perceptions influence difference knowledge Management. This study provides a cross-cultural analysis on the influence in knowledge culture in Japan and Saudi Arabia to effect change in organizations. Since different countries adopt different knowledge management strategies, this dictates the state of organizational development through enriched organizational culture. The research uses a mixed approach design to collect data from primary and secondary sources. Primary source will use the questionnaires while secondary sources uses case analysis from books, articles, reports, and journals. The study will take a period of three years to come up with a complete paper.

Keywords: knowledge management, organizational culture, information, society knowledge

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Authors: Qiaoyun Yang

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Organizational scholars have paid enormous attention on how local governments manage their knowledge during the past two decades. Government knowledge management (KM) research recognizes that the management of knowledge flows and networks is critical to reforms on government service efficiency and the effect of administration. When dealing with complex affairs, all the limitations resulting from a lack of KM concept, processes and technologies among all the involved organizations begin to be exposed and further compound the processing difficulty of the affair. As a result, the challenges for individual or group knowledge sharing, knowledge digging and organizations’ collaboration in government's activities are diverse and immense. This analysis presents recent situation of government KM in China drawing from a total of more than 300 questionnaires and highlights important challenges that remain. The causes of the lapses in KM processes within and across the government agencies are discussed.

Keywords: KM processes, KM technologies, government, KM situation

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Authors: Enrique Barra, Abel Carril, Aldo Gordillo, Joaquin Salvachua, Juan Quemada

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Computers and multimedia equipment have improved a lot in the last years. They have reduced costs and size while at the same time has increased their capabilities. These improvements allowed us to design and implement a portable recording system that also integrates the teacher´s tablet PC to capture what he/she writes on the slides and all that happens in it. This paper explains this system in detail and the validation of the recordings that we did after using it to record all the lectures of a course in our university called “Communications Software”. The results show that pupils used the recordings for different purposes and consider them useful for a variety of things, especially after missing a lecture.

Keywords: recording system, capture dynamic presentations, lecture recording

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Authors: Zhihao Zheng, Zhilin Wang, Linxin Liu

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In the research of automated knowledge question-answering systems, accuracy and efficiency are critical challenges. This paper proposes a knowledge graph-enhanced Retrieval-Augmented Generation (RAG) method, combined with a Graph Neural Network (GNN) structure, to automatically determine the correctness of knowledge competition questions. First, a domain-specific knowledge graph was constructed from a large corpus of academic journal literature, with key entities and relationships extracted using Natural Language Processing (NLP) techniques. Then, the RAG method's retrieval module was expanded to simultaneously query both text databases and the knowledge graph, leveraging the GNN to further extract structured information from the knowledge graph. During answer generation, contextual information provided by the knowledge graph and GNN is incorporated to improve the accuracy and consistency of the answers. Experimental results demonstrate that the knowledge graph and GNN-enhanced RAG method perform excellently in determining the correctness of questions, achieving an accuracy rate of 95%. Particularly in cases involving ambiguity or requiring contextual information, the structured knowledge provided by the knowledge graph and GNN significantly enhances the RAG method's performance. This approach not only demonstrates significant advantages in improving the accuracy and efficiency of automated knowledge question-answering systems but also offers new directions and ideas for future research and practical applications.

Keywords: knowledge graph, graph neural network, retrieval-augmented generation, NLP

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Authors: Jasmin Cowin

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Augmented reality digital technologies, big data, and the need for a teacher workforce able to meet the demands of a knowledge-based society are poised to lead to major changes in the field of education. This paper explores applications and educational use cases of augmented reality digital technologies for educational organizations during the Fourth Industrial Revolution. The Fourth Industrial Revolution requires vision, flexibility, and innovative educational conduits by governments and educational institutions to remain competitive in a global economy. Educational organizations will need to focus on teaching in and for a digital age to continue offering academic knowledge relevant to 21st-century markets and changing labor force needs. Implementation of contemporary disciplines will need to be embodied through learners’ active knowledge-making experiences while embracing ubiquitous accessibility. The power of distributed ledger technology promises major streamlining for educational record-keeping, degree conferrals, and authenticity guarantees. Augmented reality digital technologies hold the potential to restructure educational philosophies and their underpinning pedagogies thereby transforming modes of delivery. Structural changes in education and governmental planning are already increasing through intelligent systems and big data. Reimagining and redesigning education on a broad scale is required to plan and implement governmental and institutional changes to harness innovative technologies while moving away from the big schooling machine.

Keywords: fourth industrial revolution, artificial intelligence, big data, education, augmented reality digital technologies, distributed ledger technology

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Authors: Khalid Soussi

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The study at hand has attempted to describe the acquisition of three EFL lexical knowledge aspects - meaning, synonymy and collocation – across three academic levels: Baccalaureate, second year and fourth year university levels in Morocco. The research also compares the development of the three lexical knowledge aspects between knowledge (reception) and use (production) and attempts to trace their order of acquisition. This has led to the use of three main data collection tasks: translation, acceptability judgment and multiple choices. The study has revealed the following findings. First, L1 and EFL mental lexicons are connected at the lexical knowledge depth. Second, such connection is active whether in language reception or use. Third, the connectivity between L1 and EFL mental lexicons tends to relatively decrease as the academic level of the learners increases. Finally, the research has revealed a significant 'order' of acquisition between the three lexical aspects, though not a very strong one.

Keywords: vocabulary acquisition, EFL lexical knowledge, mental lexicon, vocabulary knowledge depth

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Authors: Yael Leibovitch

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Teaching academic writing is a source of concern for secondary schools. Many students struggle to meet the basic standards of literacy while teacher confidence in this arena remains low. These issues are compounded by the conventionally prescriptive character of writing instruction, which fails to engage student writers. At the same time, a growing body of research on dialogic teaching has highlighted the powerful role of talk in student learning. With the intent of enhancing pedagogical capability, this paper shares finding from a co-inquiry case study that investigated how teachers think about and negotiate classroom discourse to position students as effective academic writers and thinkers. Using a range of qualitative methods, this project closely documents the iterative collaboration of educators as they sought to create more opportunities for dialogic engagement. More specifically, it triangulates both teacher and student data regarding the efficacy of interdependent thinking and collaborative reasoning as organizing principals for literacy learning. Findings indicate that a dialogic teaching repertoire helps to develop the cognitive and metacognitive skills of adolescent writers. In addition, they underscore the importance of sustained professional collaboration to the uptake of new writing pedagogies.

Keywords: dialogic teaching, writing, teacher professional development, student literacy

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Authors: Majed A. Alsalem

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Universal Design for Learning (UDL) is common theme in education across the US and an influential model and framework that enables students in general and particularly students who are deaf and hard of hearing (DHH) to access the general education curriculum. UDL helps teachers determine how information will be presented to students and how to keep students engaged. Moreover, UDL helps students to express their understanding and knowledge to others. UDL relies on technology to promote students' interaction with content and their communication of knowledge. This study included 120 DHH students who received daily instruction based on UDL principles. This study presents the results of the study and discusses its implications for the integration of UDL in day-to-day practice as well as in the country's education policy. UDL is a Western concept that began and grew in the US, and it has just begun to transfer to other countries such as Saudi Arabia. It will be very important to researchers, practitioners, and educators to see how UDL is being implemented in a new place with a different culture. UDL is a framework that is built to provide multiple means of engagement, representation, and action and expression that should be part of curricula and lessons for all students. The purpose of this study is to investigate the variables associated with the implementation of UDL in Saudi Arabian schools and identify the barriers that could prevent the implementation of UDL. Therefore, this study used a mixed methods design that use both quantitative and qualitative methods. More insights will be gained by including both quantitative and qualitative rather than using a single method. By having methods that different concepts and approaches, the databases will be enriched. This study uses levels of collecting date through two stages in order to insure that the data comes from multiple ways to mitigate validity threats and establishing trustworthiness in the findings. The rationale and significance of this study is that it will be the first known research that targets UDL in Saudi Arabia. Furthermore, it will deal with UDL in depth to set the path for further studies in the Middle East. From a perspective of content, this study considers teachers’ implementation knowledge, skills, and concerns of implementation. This study deals with effective instructional designs that have not been presented in any conferences, workshops, teacher preparation and professional development programs in Saudi Arabia. Specifically, Saudi Arabian schools are challenged to design inclusive schools and practices as well as to support all students’ academic skills development. The total participants in stage one were 336 teachers of DHH students. The results of the intervention indicated significant differences among teachers before and after taking the training sessions associated with their understanding and level of concern. Teachers have indicated interest in knowing more about UDL and adopting it into their practices; they reported that UDL has benefits that will enhance their performance for supporting student learning.

Keywords: deaf and hard of hearing, professional development, Saudi Arabia, universal design for learning

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Authors: Piyawan Srisuruk, Janya Boonmeeprasert, Romwarin Gamlunglert, Benjamaporn Choikhruea, Ornjira Jaraepram, Jarin Boonsuchat, Sakdadech Singkibud, Kusalaporn Chaiudomsom, Chanatiporn Chonprai, Pornchanaka Tana, Suchat Paholpak

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Objective: To develop an Intensive and comprehensive program (ICP) for the Inclusive Class Teacher (ICPICT) to teach elementary students (ES) with ASD in order to enhance the students’ academic and social skills (ASS) and to study the effect of the teaching program. Methods: The purposive sample included 15 Khon Kaen inclusive class teachers and their 15 elementary students. All the students were diagnosed by a child and adolescent psychiatrist to have DSM-5 level 1 ASD. The study tools included 1) an ICP to teach teachers about ASD, a teaching method to enhance academic and social skills for ES with ASD, and an assessment tool to assess the teacher’s knowledge before and after the ICP. 2) an ICPICT to teach ES with ASD to enhance their ASS. The project taught 10 sessions, 3 hours each. The ICPICT had its teaching structure. Teaching media included: pictures, storytelling, songs, and plays. The authors taught and demonstrated to the participant teachers how to teach with the ICPICT until the participants could display the correct teaching method. Then the teachers taught ICPICT at school by themselves 3) an assessment tool to assess the students’ ASS before and after the completion of the study. The ICP to teach the teachers, the ICPICT, and the relevant assessment tools were developed by the authors and were adjusted until consensus agreed as appropriate for researching by 3 curriculum of teaching children with ASD experts. The data were analyzed by descriptive and analytic statistics via SPSS version 26. Results: After the briefing, the teachers increased the mean score, though not with statistical significance, of knowledge of ASD and how to teach ES with ASD on ASS (p = 0.13). Teaching ES with ASD with the ICPICT could increase the mean scores of the students’ skills in learning and expressing social emotions, relationships with a friend, transitioning, and skills in academic function 3.33, 2.27, 2.94, and 3.00 scores (full scores were 18, 12, 15 and 12, Paired T-Test p = 0.007, 0.013, 0.028 and 0.003 respectively). Conclusion: The program to teach academic and social skills simultaneously in an intensive and comprehensive structure could enhance both the academic and social skills of elementary students with ASD. Keywords: Elementary students, autism spectrum, academic skill, social skills, intensive program, comprehensive program, integration.

Keywords: academica and social skills, students with autism, intensive and comprehensive, teaching program

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Authors: Jussi Horelli, Salla Niittymäki

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In this acceleratingly developing world, it will be crucial for our students to not only to adapt to continuous change, but to be the driving force of it. This raises the question of how can the educational processes motivate and encourage the students to learn the perhaps most important skill there for their further work career: the ability to learn and absorb more by themselves. In engineering education, the learning contents and methods have traditionally been very substance oriented and teacher-centered. In Häme University of Applied Sciences (HAMK), the pedagogical model has been completely renewed during the past few years. Terms like phenomenon or skills-based learning and collaborative teaching are things which have not very often been related to engineering education, but are now the foundation of HAMK’s pedagogical model in all disciplines, even in engineering studies. In this paper, a new flexible way of executing engineering studies will be introduced. The paper will summarize three years’ experiences and observations of a process where traditional teacher-centric mechanical engineering teaching was converted into a model where teachers work collaboratively in teams supporting the students’ learning processes.

Keywords: team teaching, collaborative learning, engineering education, new pedagogy

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Authors: Thelma Mort

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Currently, in South African schools, under the fast-paced and content-heavy CAPS curriculum, the notion of play is being lost in the foundation phase. Even in Grade R, aimed at improving the quality of education, there is a focus on mathematical literacy, language, and life skills (DoE, 2001). This is largely due to the dichotomizing of play and learning. And although the play is meant to be the primary means of achieving these skills, it somehow loses its playfulness in the face of early academic pressure. Student teachers similarly have not been trained to use play in the early years of schooling. This action research study shares findings from the “Learn to Play” intervention in teacher training at one university in which student teachers were given substantial training in types of play, the ways they could use and promote play, and the changing roles of teachers in play-based learning. Using observation focus group interviews, reflections, student teacher engagement in learning communities, and Theories of Change, the study measures the changes made by the intervention in student teachers’ approaches and attitudes to play in the classroom. Key findings were that the student teachers learned new skills, had better relationships with pupils, and became more confident in their foundation phase settings.

Keywords: action research, foundation phase, South Africa, student teacher training

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Authors: Nongyao Intasaso, Atchara Rattanama, Navarat Pewnual

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This research is survey research purposed to study the factor affected to knowledge management efficiency of personnel in Rajamangala University of Technology Srivijaya, and study the problem of knowledge management affected to knowledge development of personnel in the university. The tool used in this study is structures questioner standardize rating scale in 5 levels. The sample selected by purposive sampling and there are 137 participation calculated in 25% of population. The result found that factor affected to knowledge management efficiency in the university included (1) result from the organization factor found that the university provided project or activity that according to strategy and mission of knowledge management affected to knowledge management efficiency in highest level (x̅ = 4.30) (2) result from personnel factor found that the personnel are eager for knowledge and active to learning to develop themselves and work (Personal Mastery) affected to knowledge management efficiency in high level (x̅ = 3.75) (3) result from technological factor found that the organization brought multimedia learning aid to facilitate learning process affected to knowledge management efficiency in high level (x̅ = 3.70) and (4) the result from learning factor found that the personnel communicated and sharing knowledge and opinion based on acceptance to each other affected to knowledge management efficiency in high level (x̅ = 3.78). The problem of knowledge management in the university included the personnel do not change their work behavior, insufficient of collaboration, lack of acceptance in knowledge and experience to each other, and limited budget. The solutions to solve these problems are the university should be support sufficient budget, the university should follow up and evaluate organization development based on knowledge using, the university should provide the activity emphasize to personnel development and assign the committee to process and report knowledge management procedure.

Keywords: knowledge management, efficiency, personnel, learning process

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Authors: Kailen Krame

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This paper presents a review of the literature on the efficacy of mindfulness-based interventions for reducing occupational stress and burnout among K-12 educators. An in-depth discussion of the incidence and impact of teacher stress and burnout is provided, as a wealth of literature indicates that this issue is of growing concern and has important implications not only for individual educators but also for students and the school as an organization. Given the evidence of a link between teacher wellbeing and student outcomes, this topic is worth further investigation in order to better understand sources of stress and burnout and propose adequate coping strategies for today’s educators. As a potential solution to teacher stress and burnout, mindfulness-based interventions are reviewed in-depth, and an overview of the history, diverse application, and effects of mindfulness practice are provided. Relevant outcomes of educator mindfulness training presented in the literature include increased emotional regulation, self-efficacy, and personal wellbeing, among several others. Lastly, additional implications and benefits of educator mindfulness training are explored, limitations of the current research are reviewed, and apparent best practices are proposed.

Keywords: educator burnout, emotional regulation, mindfulness, self-efficacy, stress-reduction

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Authors: Siwanit Autthawuttikul, Prakob Koraneekid, Sayamon Insa-ard

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The purposes of this research were to development creatively integrated teaching skills using Information and Communication Technology (ICT) for professional teacher in schools under the education area of the basic education commission, ministry of education both schools under the office of primary education and those under The office of secondary education in eight western region provinces of Thailand. This is useful in defining a vision for the school strategy and restructuring schools in addition, teachers will have developed skills in teaching creative integrated ICT. The research methodology comprises quantitative and qualitative data collection. The Baseline Survey, focus group for discussions and then the model was developed creatively integrated teaching skills using ICT. The findings showed that 7 elements were important: (1) Academy Transformation (2) Information Technology Infrastructure (3) Personal Development (4) Supervision, Monitoring and Evaluation (5) Motivating and Rewarding (6) Important factor affecting the success of teaching integrated with ICT were knowledge, skills, attitudes and (7) The role of the individual concerned. The comparison creatively integrated teaching skills before and after participating in the overall shows that the average creatively integrated teaching skills using ICT after attending the event is 3.27, and standard deviation was 0.56, higher than before which is 2.60 and the standard deviation was 0.56. There are significant differences significant statistically level of .05. The final average score of the evaluation plan design creatively integrated teaching skills using ICT teachers' average score was 26.94 at the high levels.

Keywords: integrated curriculum, information and communications technology, teachers in the western region, schools

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Authors: Annemari Munk Svendsen, Jesper Tinggaard Svendsen

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The purpose of this study was to investigate different discourses about the body, movement and the main progression in and aim of Physical Education (PE) that are immersed within Physical Education Teacher Education (PETE) textbooks. The study was based on an examination of Danish PETE course documents listing 296 educational texts prescribed by PETE teachers for PETE programs in Denmark. It presents a more specific analysis of the 20 most used textbooks in Danish PETE. The study found three different discourses termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. These discourses represent different ways of conceptualising and appraising PE as a school subject. The results also suggest that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. Furthermore, that PETE textbooks comprise powerful documents that through their recurrent use of high modality are tending to be unequivocal in their suggestions for PE practices. On the basis of these findings, the presentation suggests that PETE teachers may use textbook analysis in the educational program as a tool for enhancing critical reflections upon central ideological dilemmas in PE.

Keywords: critical discourse analysis, critical reflection, physical education teacher education, textbooks

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Authors: Muhammad Saleem Ullah Khan Sumbal, Eric Tsui, Ricky Cheong, Eric See To

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Organizations are posed to a threat of valuable knowledge loss when employees leave either due to retirement, resignation, job change or because of disabilities e.g. death, etc. Due to changing economic conditions, globalization, and aging workforce, organizations are facing challenges regarding retention of valuable knowledge. On the one hand, large number of employees are going to retire in the organizations whereas on the other hand, younger generation does not want to work in a company for a long time and there is an increasing trend of frequent job change among the new generation. Because of these factors, organizations need to make sure that they capture the knowledge of employee before (s)he walks out of the door. The first step in this process is to know what type of knowledge employee possesses and whether this knowledge is important for the organization. Researchers reveal in the literature that despite the serious consequences of knowledge loss in terms of organizational productivity and competitive advantage, there has not been much work done in the area of knowledge loss assessment of departing employees. An important step in the knowledge retention process is to determine the critical ‘at risk’ knowledge. Thus, knowledge loss risk assessment is a process by which organizations can gauge the importance of knowledge of the departing employee. The purpose of this study is to explore this topic of knowledge loss risk assessment by conducting a qualitative study in oil and gas sector. By engaging in dialogues with managers and executives of the organizations through in-depth interviews and adopting a grounded methodology approach, the research will explore; i) Are there any measures adopted by organizations to assess the risk of knowledge loss from departing employees? ii) Which factors are crucial for knowledge loss assessment in the organizations? iii) How can we prioritize the employees for knowledge retention according to their criticality? Grounded theory approach is used when there is not much knowledge available in the area under research and thus new knowledge is generated about the topic through an in-depth exploration of the topic by using methods such as interviews and using a systematic approach to analyze the data. The outcome of the study will generate a model for the risk of knowledge loss through factors such as the likelihood of knowledge loss, the consequence/impact of knowledge loss and quality of the knowledge loss of departing employees. Initial results show that knowledge loss assessment is quite crucial for the organizations and it helps in determining what types of knowledge employees possess e.g. organizations knowledge, subject matter expertise or relationships knowledge. Based on that, it can be assessed which employee is more important for the organizations and how to prioritize the knowledge retention process for departing employees.

Keywords: knowledge loss, risk assessment, departing employees, Hong Kong organizations

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Authors: Baki Dursun, Kemal Benk

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English as a Lingua Franca (ELF) has become an increasingly hot topic in many of the developing countries including Turkey. Likewise, in most of these expanding circle countries the way of teaching English has been redesigned in accordance with Lingua Franca Core. Admittedly, the focus was on Grammar-based teaching formerly; however, with the introduction of the ELF, the shift is now more on teaching speaking abilities and strategies of negotiation of meaning. However, there are several reasons for this shift, one of the major contributions stems from the teacher training programs offered by Turkish universities as M.A. programs. Therefore, the aim of this paper is to compare and contrast the similarities and divergences among the instructors who have taken ELF classes in their teacher-training program and those who have not. With a longitudinal design, for five months, classes of two different groups of teachers (ELF Group vs. Traditional Group) have been observed and three teachers have been selected for each group. During the observations, principles of Lingua Franca Core offered by Jenkins have been taken into account and used to form the rubric for the observations. After the five-month period, a Likert scale type questionnaire has been given to the students to explore their level of anxiety while speaking. Independent samples t-test have been administered to see the groups differences statistically. The results of the study will be presented during the conference.

Keywords: ELF, teacher training, speaking, anxiety

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Authors: Emmanuel Nkemakolam Okwuduba, Fransica Chinelo Offiah

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The technique of teaching chemistry to students is one of the determining factors towards their achievement. Thus, the study investigated the relationship between classroom interaction patterns and students’ achievement in Chemistry. The purpose of this study was to identify patterns of interaction in an observed chemistry classroom, determine the amount of teacher talk, student talk and period of silence and to find out the relationship between them and the mean achievement scores of students. Five research questions and three hypotheses guided the study. The study was a correlational survey. The sample consisted of 450 (212males and 238 females) senior secondary one students and 12 (5males and 7 females) chemistry teachers drawn from 12 selected secondary schools in Awka Education Zone of Anambra state. In each of the 12 selected schools, an intact class was used. Science Interaction Category (SIC) and Chemistry Achievement Test (CAT) were developed, validated and used for data collection. Each teacher was observed three times and the interaction patterns coded using a coding sheet containing the Science Interaction Category. At the end of the observational period, the Chemistry Achievement Test (for collection of data on students’ achievement in chemistry) was administered on the students. Frequencies, percentage, mean, standard deviation and Pearson product moment correlation were used for data analysis. The result showed that the percentages of teacher talk, student talk and silence were 59.6%, 37.6% and 2.8% respectively. The Pearson correlation coefficient(r) for teacher talk, student talk and silence were -0.61, 0.76 and-0.18 respectively. The result showed negative and significant relationship between teacher talk and mean achievement scores of students; positive and significant relationship between student talk and mean achievement scores of students but there is no relationship between period of silence and mean achievement scores of students at 0.05 significant levels. The following recommendations were made based on the findings: teachers should establish high level of student talk through initiation and response as it promotes involvement and enhances achievement.

Keywords: academic achievement, chemistry, classroom, interactions patterns

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Authors: A. Mohamed Mydeen, Pallapa Venkataram

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The learning process needs to be so pervasive to impart the quality in acquiring the knowledge about a subject by making use of the advancement in the field of information and communication systems. However, pervasive learning paradigms designed so far are system automation types and they lack in factual pervasive realm. Providing factual pervasive realm requires subtle ways of teaching and learning with system intelligence. Augmentation of intelligence with pervasive learning necessitates the most efficient way of representing knowledge for the system in order to give the right learning material to the learner. This paper presents a method of representing knowledge for Pervasive Toolroom Maintenance System (PTMS) in which a learner acquires sublime knowledge about the various kinds of tools kept in the toolroom and also helps for effective maintenance of the toolroom. First, we explicate the generic model of knowledge representation for PTMS. Second, we expound the knowledge representation for specific cases of toolkits in PTMS. We have also presented the conceptual view of knowledge representation using ontology for both generic and specific cases. Third, we have devised the relations for pervasive knowledge in PTMS. Finally, events are identified in PTMS which are then linked with pervasive data of toolkits based on relation formulated. The experimental environment and case studies show the accuracy and efficient knowledge representation of toolkits in PTMS.

Keywords: knowledge representation, pervasive computing, agent technology, ECA rules

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Authors: Alexander Huang

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Online learning sessions have become an indispensable complement to in-classroom-learning sessions in the past two years due to the emergence of Covid-19. Due to social distance requirements, many courses and interaction-intensive sessions, ranging from music classes to debate camps, are online. However, online learning imposes a significant challenge for engaging students effectively during the learning sessions. To resolve this problem, Project PWR, a non-profit organization formed by high school students, developed an online kid-teach-kid learning environment to boost students' learning interests and further improve students’ engagement during online learning. Fundamentally, the kid-teach-kid learning model creates an affinity space to form learning groups, where like-minded peers can learn and teach their interests. The role of the teacher can also help a kid identify the instructional task and set the rules and procedures for the activities. The approach also structures initial discussions to reveal a range of ideas, similar experiences, thinking processes, language use, and lower student-to-teacher ratio, which become enriched online learning experiences for upcoming lessons. In such a manner, a kid can practice both the teacher role and the student role to accumulate experiences on how to convey ideas and questions over the online session more efficiently and effectively. In this research work, we conducted two case studies involving a 3D-Design course and a Speech and Debate course taught by high-school kids. Through Project PWR, a kid first needs to design the course syllabus based on a provided template to become a student-teacher. Then, the Project PWR academic committee evaluates the syllabus and offers comments and suggestions for changes. Upon the approval of a syllabus, an experienced and voluntarily adult mentor is assigned to interview the student-teacher and monitor the lectures' progress. Student-teachers construct a comprehensive final evaluation for their students, which they grade at the end of the course. Moreover, each course requires conducting midterm and final evaluations through a set of surveyed replies provided by students to assess the student-teacher’s performance. The uniqueness of Project PWR lies in its established kid-teach-kids affinity space. Our research results showed that Project PWR could create a closed-loop system where a student can help a teacher improve and vice versa, thus improving the overall students’ engagement. As a result, Project PWR’s approach can train teachers and students to become better online learners and give them a solid understanding of what to prepare for and what to expect from future online classes. The kid-teach-kid learning model can significantly improve students' engagement in the online courses through the Project PWR to effectively supplement the traditional teacher-centric model that the Covid-19 pandemic has impacted substantially. Project PWR enables kids to share their interests and bond with one another, making the online learning environment effective and promoting positive and effective personal online one-on-one interactions.

Keywords: kid-teach-kid, affinity space, online learning, engagement, student-teacher

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Authors: Ibrahima Diallo

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The literature on teacher education foregrounds reflection as an important aspect of professional practice. Reflection for a teacher consists in critically analysing and evaluating retrospectively a lesson to see what worked, what did not work, and how to improve it for the future. Now, many teacher education programmes worldwide consider the ability to reflect as one of the hallmarks of an effective educator. However, in some context like Senegal, reflection has not been given due consideration in teacher education programmes. In contexts where it has been in the education landscape for some time now, reflection is mostly depicted as an individual written activity and many teacher trainees have become disenchanted by the repeated enactments of this task that is solely intended to satisfy course requirements. This has resulted in whitewashing weaknesses or even ‘faking’ reflection. Besides, the “one-size-fits-all” approach of reflection could not flourish because how reflection impacts on practice is still unproven. Therefore, reflective practice needs to be contextualised and made more thought-provoking through dialogue and by using classroom data. There is also a need to highlight change brought in teachers’ practice through reflection. So, this study introduces reflection in a new context and aims to show evidenced change in novice EFL teachers’ practice through dialogic data-led reflection. The purpose of this study is also to contribute to the scarce literature on reflection in sub-Saharan Africa by bringing new perspectives on contextualised teacher-led reflection. Eight novice EFL teachers participated in this qualitative longitudinal study, and data have been gathered online through post-lesson reflection recordings and lesson videos for a period of four months. Then, the data have been thematically analysed using NVivo to systematically organize and manage the large amount of data. The analysis followed the six steps approach to thematic analysis. Major themes related to teachers’ classroom practice and their conception of reflection emerged from the analysis of the data. The results showed that post-lesson reflection with a peer can help novice EFL teachers gained more awareness on their classroom practice. Dialogic reflection also helped them evaluate their lessons and seek for improvement. The analysis of the data also gave insight on teachers’ conception of reflection in an EFL context. It was found that teachers were more engaged in reflection when using their lesson video recordings. Change in teaching behaviour as a result of reflection was evidenced by the analysis of the lesson video recordings. This study has shown that video-stimulated reflection is practical form of professional development that can be embedded in teachers’ professional life.

Keywords: novice EFL teachers, practice, professional development, video-stimulated reflection

Procedia PDF Downloads 88