Search results for: teaching practices
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 6772

Search results for: teaching practices

6562 Arabic as a Foreign Language in the Curriculum of Higher Education in Nigeria: Problems, Solutions, and Prospects

Authors: Kazeem Oluwatoyin Ajape

Abstract:

The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning.

Keywords: Arabic Language, foreign language, Nigerian institutions, curriculum, communicative approach

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6561 Differential Approach to Technology Aided English Language Teaching: A Case Study in a Multilingual Setting

Authors: Sweta Sinha

Abstract:

Rapid evolution of technology has changed language pedagogy as well as perspectives on language use, leading to strategic changes in discourse studies. We are now firmly embedded in a time when digital technologies have become an integral part of our daily lives. This has led to generalized approaches to English Language Teaching (ELT) which has raised two-pronged concerns in linguistically diverse settings: a) the diverse linguistic background of the learner might interfere/ intervene with the learning process and b) the differential level of already acquired knowledge of target language might make the classroom practices too easy or too difficult for the target group of learners. ELT needs a more systematic and differential pedagogical approach for greater efficiency and accuracy. The present research analyses the need of identifying learner groups based on different levels of target language proficiency based on a longitudinal study done on 150 undergraduate students. The learners were divided into five groups based on their performance on a twenty point scale in Listening Speaking Reading and Writing (LSRW). The groups were then subjected to varying durations of technology aided language learning sessions and their performance was recorded again on the same scale. Identifying groups and introducing differential teaching and learning strategies led to better results compared to generalized teaching strategies. Language teaching includes different aspects: the organizational, the technological, the sociological, the psychological, the pedagogical and the linguistic. And a facilitator must account for all these aspects in a carefully devised differential approach meeting the challenge of learner diversity. Apart from the justification of the formation of differential groups the paper attempts to devise framework to account for all these aspects in order to make ELT in multilingual setting much more effective.

Keywords: differential groups, English language teaching, language pedagogy, multilingualism, technology aided language learning

Procedia PDF Downloads 360
6560 Teaching Attentive Literature Reading in Higher Education French as a Foreign Language: A Pilot Study of a Flipped Classroom Teaching Model

Authors: Malin Isaksson

Abstract:

Teaching French as a foreign language usually implies teaching French literature, especially in higher education. Training university students in literary reading in a foreign language requires addressing several aspects at the same time: the (foreign) language, the poetic language, the aesthetic aspects of the studied works, and various interpretations of them. A pilot study sought to test a teaching model that would support students in learning to perform competent readings and short analyses of French literary works, in a rather independent manner. This shared practice paper describes the use of a flipped classroom method in two French literature courses, a campus course and an online course, and suggests that the teaching model may provide efficient tools for teaching literary reading and analysis in a foreign language. The teaching model builds on a high level of student activity and focuses on attentive reading, meta-perspectives such as theoretical concepts, individual analyses by students where said concepts are applied, and group discussions of the studied texts and of possible interpretations.

Keywords: attentive reading, flipped classroom, literature in foreign language studies, teaching literature analysis

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6559 Teacher Education in a Bilingual Perspective: Brazilian Sign Language and Portuguese

Authors: Neuma Chaveiro, Juliana Guimarães Faria

Abstract:

Introduction: The thematic that guides this study is teacher training for the teaching of sign language in a perspective of bilingual education – specifically aimed at Brazilian public schools that offer inclusive education, and that have, among its students, deaf children who use Brazilian Sign Language as a means of communication and expression. In the Teacher Training Course for Letters/Libras at the Universidade Federal de Goiás/UFG, we developed a bilingual education project for the deaf, linked to PIBID (Institutional Scholarship for Teaching Initiation Program), funded by the Brazilian Federal Government through CAPES (Coordination for the Improvement of Higher Education Personnel). Goals: to provide the education of higher education teachers to work in public schools in basic education and to insert students from the UFG’s Letters/Libras course in the school’s daily life, giving them the opportunity for the creation and participation in methodological experiences and of teaching practices in order to overcome the problems identified in the teaching-learning process of deaf students, in a bilingual perspective, associating Libras (Brazilian Sign Language) and Portuguese. Methodology: qualitative approach and research-action, prioritizing action – reflection – action of the people involved. The Letters-Libras PIBID of the College of Letters/UFG, in this qualitative context, is guided by the assumptions of investigation-action to contribute to the education of the Libras teacher. Results: production of studies and researches in the area of education, professionalization and teaching practice for the degree holder in Letters: Libras; b) studies, research and training in bilingual education; c) clarification and discussion of the myths that permeate the reality of users of sign languages; d) involving students in the development of didactic materials for bilingual education. Conclusion: the PIBID Project Letters/Libras allows, both to the basic education school and to the teachers in training for the teaching of Libras, an integrated and collective work partnership, with discussions and changes in relation to bilingual education for the deaf and the teaching of Libras.

Keywords: deaf, sign language, teacher training, educacion

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6558 Bridging Binaries: Exploring Students' Conceptions of Good Teaching within Teacher-Centered and Learner-Centered Pedagogies of Their Teachers in Disadvantaged Public Schools in the Philippines

Authors: Julie Lucille H. Del Valle

Abstract:

To improve its public school education, the Philippines took a radical curriculum reform in 2012, by launching the K-to-12 program which not only added two years to its basic education but also mandated for a replacement of traditional teaching with learner-centered pedagogy, an instruction whose western underpinnings suggest improving student achievement, thus, making pedagogies in the country more or less similar with those in Europe and USA. This policy, however, placed learner-centered pedagogy in a binary opposition against teacher-centered instruction, creating a simplistic dichotomy between good and bad teaching. It is in this dichotomy that this study seeks to explore, using Critical Pedagogy of the Place as the lens, in understanding what constitutes good teaching across a range of learner-centered and teacher-centered pedagogies in the context of public schools in disadvantaged communities. Furthermore, this paper examines how pedagogical homogeneity, arguably influenced by dominant global imperatives with economic agenda – often referred as economisation of education – not only thins out local identities as structures of global schooling become increasingly similar but also limits the concept of good teaching to student outcomes and corporate employability. This paper draws from qualitative research on students, thus addressing the gap created by studies on good teaching which looked mainly into the perceptions of teachers and administrators, while overlooking those of students whose voices must be considered in the formulation of inclusive policies that advocate for true education reform. Using ethnographic methods including student focus groups, classroom observations, and teacher interviews, responses from students of disadvantaged schools reveal that good teaching includes both learner-centered and teacher-centered practices that incorporate ‘academic caring’ which sustains their motivation to achieve in school despite the challenging learning environments. The combination of these two pedagogies equips students with life-long skills necessary to gain equal access to sustainable economic opportunities in their local communities.

Keywords: critical pedagogy of the place, good teaching, learner-centered pedagogy, placed-based instruction

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6557 Preferred Teaching Styles of University Level Young Assistant Professors in the Faculty of Agriculture

Authors: Jaisridhar P.

Abstract:

The present study aimed to investigate preferred teaching styles of young faculties in agricultural education among 23 constituent colleges of Tamil Nadu Agricultural University (TNAU) using Staffordshire Evaluation of Teaching Styles (SETS). An onlinesurvey was conducted among 156 young faculties of 2014 Batch working in different constituent colleges of TNAU and 73 faculties respondent to the survey. The results showed that 62.53 percent preferred “The one-off teacher” stylefollowed by62.26 percent preferring “The student centered, sensitive teacher” style.“The all-round flexible and adaptable teaching style” was preferred by 61.64 percent. The Official Curriculum Teacher” with 61.23 per cent preferring this style.58.97 per cent preferred “The Big Conference Teacher” followed by 58.08 percent of the faculties preferring “The Straight Fact no Non-sense Teacher” type of teaching style. From the results, it wasconcluded that blended teaching approach can balance a teacher’s personal strengths and interest with student’s needs, and curricular requirements enables a teacher to tailor their teaching according to the student’s needs and as per subject matter.

Keywords: teaching styles, assistant professors, agriculture, tamil nadu

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6556 Studies on the Teaching Pedagogy and Effectiveness for the Multi-Channel Storytelling for Social Media, Cinema, Game, and Streaming Platform: Case Studies of Squid Game

Authors: Chan Ka Lok Sobel

Abstract:

The rapid evolution of digital media platforms has given rise to new forms of narrative engagement, particularly through multi-channel storytelling. This research focuses on exploring the teaching pedagogy and effectiveness of multi-channel storytelling for social media, cinema, games, and streaming platforms. The study employs case studies of the popular series "Squid Game" to investigate the diverse pedagogical approaches and strategies used in teaching multi-channel storytelling. Through qualitative research methods, including interviews, surveys, and content analysis, the research assesses the effectiveness of these approaches in terms of student engagement, knowledge acquisition, critical thinking skills, and the development of digital literacy. The findings contribute to understanding best practices for incorporating multi-channel storytelling into educational contexts and enhancing learning outcomes in the digital media landscape.

Keywords: digital literacy, game-based learning, artificial intelligence, animation production, educational technology

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6555 Faculty Work-Life Engagement: A Survey about Teaching during and after Covid-19

Authors: Holly A. Rick, Melissa McCartney

Abstract:

The role of faculty has changed from the impact of Covid-19. Universities are changing faculty expectations. There is a changes in faculty workloads, and shift in how faculty work within a university. The research will identify areas where faculty are satisfied with their work, areas they would like their organizations to change, and how the faculty life is impacted by outside university obligations. A survey to obtain work-life balance, teaching responsibilities, and how a faculty’s personal life impacts their ability to work at their organization was conducted. The results of this research will identify areas where faculty have opportunities to engage in teaching, to balance their work life, and where organizations can change to support their faculty. Different ways of teaching including hyflex and other multimodal models will allow for faculty to engage in their teaching practice, professional development, and begin to establish work-life balance activities.

Keywords: faculty engagement, faculty responsibilities, HyFlex, teaching, work-life balance

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6554 Teachers’ Involvement in their Designed Play Activities in a Chinese Context

Authors: Shu-Chen Wu

Abstract:

This paper will present a study by the author which investigates Chinese teachers’ perspectives on learning at play and their teaching activities in the designed play activities. It asks the question of how Chinese teachers understand learning at play and how they design play activities in the classroom. Six kindergarten teachers in Hong Kong were invited to select and record exemplary play episodes which contain the largest amount of learning elements in their own classrooms. Applying video-stimulated interview, eight teachers in two focus groups were interviewed to elicit their perspectives on designing play activity and their teaching activities. The findings reveal that Chinese teachers have a very structured representation of learning at play, and the phenomenon of uniformity of teachers’ act was found. The contributions of which are important and useful for professional practices and curricular policies.

Keywords: learning at play, teacher involvement, video-stimulated interview, uniformity

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6553 Exploring Thai Early Childhood Teachers’ Experience and Concerns regarding Teaching Children with Disabilities in Inclusive Classrooms

Authors: Sunanta Klibthong

Abstract:

In view of the Thailand government policy creating increasing awareness of opportunity for children with special needs, the number of children with disabilities enrolled in kindergartens in Thailand has increased. This study explores early childhood teachers’ experiences and concerns of teaching children with disabilities in inclusive classrooms. The population of the study was private early childhood teachers who teach in inclusive classrooms in Thailand. Quantitative data obtained through a questionnaire were supplemented by early childhood teachers’ interviews to identify key experiences and concerns of the teachers when teaching children with and without disabilities in the same classrooms. The results of this study indicated that many teachers face challenges including lack of professional development opportunities, difficulty identifying the needs of all children and how to use effective strategies to support inclusive practices in their classrooms. Teachers also expressed concern about parents’ lack of willingness to accept children without disabilities studying together with those with disabilities in the same classrooms. Findings from this study can inform program support for parents and professional support needs of teachers in the provision of high-quality inclusive programs for all students.

Keywords: the concern, early childhood, experience, inclusive education, Thailand

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6552 L2 Learning and Teaching through Digital Tools

Authors: Bâlc Denisa-Maria

Abstract:

This paper aims to present some ways of preserving a language heritage in the global era. Teaching a second language to foreign students does not imply only teaching the grammar and the vocabulary in order to reach the 4 skills, but it means constant work on developing strategies to make the students aware of the heritage that the language they learn has. Teachers and professors need to be aware of the fact that language is in constant change, they need to adjust their techniques to the digital era, but they also have to be aware of the changes, the good and the bad parts of globalizations. How is it possible to preserve the patrimony of a certain language in a globalized era? What transformations does a language face in time? What does it mean to preserve the heritage of a language through L2 teaching? What makes a language special? What impact does it have on the foreign students? How can we, as teachers, preserve the heritage of our language? Would it be everything about books, films, music, cultural events or what else? How is it possible to include digital programs in your teaching and preserving the patrimony of a language at the same time? How does computational linguistics help us in teaching a certain language? All these questions will be tackled during the essay, with special accent on the definition of a language heritage, the new perspectives for teachers/ professors, everything in a multimodal and complex way of presenting the context. The objectives of this research are: - to present some ways of preserving the heritage of a certain language against globalization - to illustrate what preservation means for L2 teaching - to encourage teachers to be aware of their language patrimony The main contributions of my research are on moving the discussion of preserving a certain language patrimony in the context of L2 teaching.

Keywords: preservation, globalization, language heritage, L2 teaching

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6551 A Theoretical Analysis on the Controversial Issue of Teaching Professional in the Institutionalized Perspective

Authors: Tien-Hui Chiang, Q. Zhou

Abstract:

For structural-functionalism, one set of the common traits of traditional professionals, such as medical practitioners and engineers, can be viewed as the criteria for evaluating whether a given occupation has the right of claiming its professional status or not. Under the influence of this professionalism, teaching practitioners have devoted themselves to acquiring this right as evidenced by the fact that initial training has been extended to even the level of postgraduate. However, for interactionalists, professionalism adopts a predetermined assumption so that it ignores the dynamic nature of social development, which is able to regulate the professional status of a given occupation. Such an interactive approach highlights the concept of professionalization. Furthermore, Marxists argue that structural-functionalists have ignored the impact of proletarianization on the white collar. While professionals gradually lose their control over their practices, the title of profession functions as a self-regulated icon that prevents them from collaborating with the working class and, in turn, creates the ideology of de-politicization sustaining the interests of the ruling class. This article adopts a theoretical analysis on these contradictory arguments. It argues that these criticisms neglect the influence of the institutionalized value system on social operation, which is the core element in sustaining the notion of the profession.

Keywords: teaching profession, professionalism, professionalization, proletarianialization, institutionalized value system

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6550 EFL Teacher Cognition and Learner Autonomy: An Exploratory Study into Algerian Teachers’ Understanding of Learner Autonomy

Authors: Linda Ghout

Abstract:

The main aim of the present case study was to explore EFL teachers’ understanding of learner autonomy. Thus, it sought to uncover how teachers at the de Department of English, University of Béjaia, Algeria view the process of language learning, their learners’ roles, their own roles and their practices to promote learner autonomy. For data collection, firstly, a questionnaire was designed and administered to all the teachers in the department. Secondly, interviews were conducted with some volunteers for the sake of clarifying emerging issues and digging deeper into some of the teachers’ answers to the questionnaire. The analysis revealed interesting data pertaining to the teachers’ cognition and its effects on their teaching practices. With regard to their views of language learning, it seems that the participants hold discrete views which are in opposition with the principles of learner autonomy. The teachers seemed to have a limited knowledge of the characteristics of autonomous learners and autonomy- based methodology. When it comes to teachers’ practices to promote autonomy in their classes, the majority reported that the most effective way is to ask students to search for information on their own. However, in defining their roles in the EFL learning process, most of the respondents claimed that teachers should play the role of facilitators.

Keywords: English, learner autonomy, learning process, teacher cognition

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6549 Specialized Translation Teaching Strategies: A Corpus-Based Approach

Authors: Yingying Ding

Abstract:

This study presents a methodology of specialized translation with the objective of helping teachers to improve the strategies in teaching translation. In order to allow students to acquire skills to translate specialized texts, they need to become familiar with the semantic and syntactic features of source texts and target texts. The aim of our study is to use a corpus-based approach in the teaching of specialized translation between Chinese and Italian. This study proposes to construct a specialized Chinese - Italian comparable corpus that consists of 50 economic contracts from the domain of food. With the help of AntConc, we propose to compile a comparable corpus in for translation teaching purposes. This paper attempts to provide insight into how teachers could benefit from comparable corpus in the teaching of specialized translation from Italian into Chinese and through some examples of passive sentences how students could learn to apply different strategies for translating appropriately the voice.

Keywords: contrastive studies, specialised translation, corpus-based approach, teaching

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6548 Assessment of the Effect of Maintenance Practices on Tourist’s Patronage in Yankari Resort and Safari Nigeria

Authors: Eldah Ephraim Buba

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The study is aimed at assessing the effect of maintenance practices on tourist patronage. Yankari resort and Safari had a patronage of twenty thousand, three hundred and two international and national tourists in two thousand and ten, fourteen thousand nine hundred and sixty two, in two thousand and eleven and ten thousand six hundred and one, in two thousand and twelve. The number of tourists keeps falling as the resort has been witnessing low patronage. Personal observation has shown that the state of facilities in the resort is bad. This study aims to appraise maintenance practices in the resort and how it affects tourist patronage. Standard checklist was used for the appraisal of facilities, while questionnaires were administered to tourists to examine whether maintenance practices in the resort do affect their patronage. Findings show that Operational maintenance was poorly carried out while repairs maintenance was fairly done. The study also discovered that there is significant relationship between maintenance practices and tourist patronage. It is recommended that adequate repairs and operational maintenance practices should be carried out in the resort to encourage tourist patronage.

Keywords: maintenance, practices, tourist, patronage

Procedia PDF Downloads 259
6547 Factors Related to Teachers’ Analysis of Classroom Assessments

Authors: Hussain A. Alkharusi, Said S. Aldhafri, Hilal Z. Alnabhani, Muna Alkalbani

Abstract:

Analysing classroom assessments is one of the responsibilities of the teacher. It aims improving teacher’s instruction and assessment as well as student learning. The present study investigated factors that might explain variation in teachers’ practices regarding analysis of classroom assessments. The factors considered in the investigation included gender, in-service assessment training, teaching load, teaching experience, knowledge in assessment, attitude towards quantitative aspects of assessment, and self-perceived competence in analysing assessments. Participants were 246 in-service teachers in Oman. Results of a stepwise multiple linear regression analysis revealed that self-perceived competence was the only significant factor explaining the variance in teachers’ analysis of assessments. Implications for research and practice are discussed.

Keywords: analysis of assessment, classroom assessment, in-service teachers, self-competence

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6546 Teacher Education: Teacher Development and Support

Authors: Khadem Hichem

Abstract:

With the new technology challenges, dynamics and challenges of the contemporary world, most teachers are struggling to maintain effective and successful teaching /learning environment for learners. Teachers as a key to the success of reforms in the educational setting, they must improve their competencies to teach effectively. Many researchers emphasis on the ongoing professional development of the teacher by enhancing their experiences and encouraging their responsibility for learning, and thus promoting self-reliance, collaboration, and reflection. In short, teachers are considered as learners and they need to learn together. The educational system must support, both conceptually and financially, the teachers’ development as lifelong learners Teachers need opportunities to grow in language proficiency and in knowledge. Changing nature of language and culture in the world, all teachers must have opportunities to update their knowledge and practices. Many researchers in the field of foreign or additional languages indicate that teachers keep side by side of effective instructional practices and they need special support with the challenging task of developing and administering proficiency tests to their students. For significant change to occur, each individual teacher’s needs must be addressed. The teacher must be involved experientially in the process of development, since, by itself, knowledge of how to change does not mean change will be initiated. For improvement to occur, new skills have to be guided, practiced, and reflected upon in collaboration with colleagues. Clearly, teachers are at different places developmentally; therefore, allowances for various entry levels and individual differences need to be built into the professional development structure. Objectives must be meaningful to the participant and teacher improvement must be stated terms of student knowledge, student performance, and motivation. The most successful professional development process acknowledges the student-centered nature of good teaching. This paper highlights the importance of teacher professional development process and institutional supports as way to enhance good teaching and learning environment.

Keywords: teacher professional development, teacher competencies, institutional support, teacher education

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6545 Self-Efficacy and Attitude of the Graduating Pre-Service Teachers as Influenced in Their Student Teaching Performance

Authors: Sonia Arradaza-Pajaron, Maria Aida Manila

Abstract:

Teaching is considered the noblest yet believed to be one of the most complicated and challenging professions. Along this view, every teacher-producing institution should look into producing quality pre-service graduates who are efficacious enough with the right attitude and to deal with the task accorded to them. This study investigated the association between self-efficacy and attitude of graduating pre-service teachers with their actual student teaching performance. Survey questionnaires on self-efficacy and attitude toward practice teaching were fielded to the 90 actual respondents while their practice teaching grade was extracted to serve as the other main variable. Data were analyzed and treated statistically utilizing weighted mean and Pearson r to determine the relationship of variables of the study. Findings revealed that attitude of respondents of the three curricular programs was favorable, and they are self-efficacious. Their practice teaching performance was interpreted as very good. Results further showed a significant positive relationship between their self-efficacy and practice teaching performance. It showed that their rating was a manifestation of self- efficacious group. Although they exude positive attitude towards practice teaching, yet no significant relationship was seen with their attitude and performance. Moreover, data manifested that most of them can pay attention during their conduct of lessons in the class, as well as, listen attentively to their cooperating teachers during post conferences. They can perform student teaching tasks better even when there were other interesting things to do. Most of all, they can regulate or suppress not so pleasant thoughts or feelings and take things lightly even in most challenging situations. As gleaned from the results, it can be concluded that there was an association between self-efficacy and practice teaching performance of the respondents.

Keywords: academic achievement, attitude, self-efficacy, student teaching performance

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6544 Predominance of Teaching Models Used by Math Teachers in Secondary Education

Authors: Verónica Diaz Quezada

Abstract:

This research examines the teaching models used by secondary math teachers when teaching logarithmic, quadratic and exponential functions. For this, descriptive case studies have been carried out on 5 secondary teachers. These teachers have been chosen from 3 scientific-humanistic and technical schools, in Chile. Data have been obtained through non-participant class observation and the application of a questionnaire and a rubric to teachers. According to the results, the didactic model that prevails is the one that starts with an interactive strategy, moves to a more content-based structure, and ends with a reinforcement stage. Nonetheless, there is always influence from teachers, their methods, and the group of students.

Keywords: teaching models, math teachers, functions, secondary education

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6543 Challenges in Teaching Code of Ethics and Professional Conduct

Authors: Rasika Dayarathna

Abstract:

Computing has reached every corner of our lives in many forms. The Internet, particularly Social Media, Artificial Intelligence, are prominent among them. As a result, computing has changed our lives and it is expected that severe changes will take place in the coming years. It has introduced a new set of ethical challenges and amplified the existing ethical challenges. It is the duty of everyone involved from conceptualizing, designing, implementing, deploying, and using to follow generally accepted practices in order to avoid or minimize harm and improve the quality of life. Since computing in various forms mentioned above has a significant impact on our lives, various codes of conduct and standards have been introduced. Among many, the ACM (Association of Computing Machinery) Code of Ethics and Professional Conduct is a leading one. This was drafted for everyone, including aspiring computing professionals. However, teaching a code of conduct for aspiring computing professionals is very challenging since this universal code needs to be taught for young computing professionals in a local setting where there are value mismatches and exposure to information systems. This paper discusses the importance of teaching the code, how to overcome the challenges, and suggestions to improve the code to make it more appealing and buying in. It is expected that the improved approach would contribute to improving the quality of life.

Keywords: code of conduct, professionalism, ethics, code of ethics, ethics education, moral development

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6542 Crossing the Interdisciplinary Border: A Multidimensional Linguistics Analysis of a Legislative Discourse

Authors: Manvender Kaur Sarjit Singh

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There is a crucial mismatch between classroom written language tasks and real world written language requirements. Realizing the importance of reducing the gap between the professional needs of the legal practitioners and the higher learning institutions that offer the legislative education in Malaysia, it is deemed necessary to develop a framework that integrates real-life written communication with the teaching of content-based legislative discourse to future legal practitioners. By highlighting the actual needs of the legal practitioners in the country, the present teaching practices will be enhanced and aligned with the actual needs of the learners thus realizing the vision and aspirations of the Malaysian Education Blueprint 2013-2025 and Legal Profession Qualifying Board. The need to focus future education according to the actual needs of the learners can be realized by developing a teaching framework which is designed within the prospective requirements of its real-life context. This paper presents the steps taken to develop a specific teaching framework that fulfills the fundamental real-life context of the prospective legal practitioners. The teaching framework was developed based on real-life written communication from the legal profession in Malaysia, using the specific genre analysis approach which integrates a corpus-based approach and a structural linguistics analysis. This approach was adopted due to its fundamental nature of intensive exploration of the real-life written communication according to the established strategies used. The findings showed the use of specific moves and parts-of-speech by the legal practitioners, in order to prepare the selected genre. The teaching framework is hoped to enhance the teachings of content-based law courses offered at present in the higher learning institutions in Malaysia.

Keywords: linguistics analysis, corpus analysis, genre analysis, legislative discourse

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6541 A Framework for Teaching Distributed Requirements Engineering in Latin American Universities

Authors: G. Sevilla, S. Zapata, F. Giraldo, E. Torres, C. Collazos

Abstract:

This work describes a framework for teaching of global software engineering (GSE) in university undergraduate programs. This framework proposes a method of teaching that incorporates adequate techniques of software requirements elicitation and validated tools of communication, critical aspects to global software development scenarios. The use of proposed framework allows teachers to simulate small software development companies formed by Latin American students, which build information systems. Students from three Latin American universities played the roles of engineers by applying an iterative development of a requirements specification in a global software project. The proposed framework involves the use of a specific purpose Wiki for asynchronous communication between the participants of the process. It is also a practice to improve the quality of software requirements that are formulated by the students. The additional motivation of students to participate in these practices, in conjunction with peers from other countries, is a significant additional factor that positively contributes to the learning process. The framework promotes skills for communication, negotiation, and other complementary competencies that are useful for working on GSE scenarios.

Keywords: requirements analysis, distributed requirements engineering, practical experiences, collaborative support

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6540 Enhancing Thai In-Service Science Teachers' Technological Pedagogical Content Knowledge Integrating Local Context and Sufficiency Economy into Science Teaching

Authors: Siriwan Chatmaneerungcharoen

Abstract:

An emerging body of ‘21st century skills’-such as adaptability, complex communication skills, technology skills and the ability to solve non-routine problems--are valuable across a wide range of jobs in the national economy. Within the Thai context, a focus on the Philosophy of Sufficiency Economy is integrated into Science Education. Thai science education has advocated infusing 21st century skills and Philosophy of Sufficiency Economy into the school curriculum and several educational levels have launched such efforts. Therefore, developing science teachers to have proper knowledge is the most important factor to success of the goals. The purposes of this study were to develop 40 Cooperative Science teachers’ Technological Pedagogical Content Knowledge (TPACK) and to develop Professional Development Model integrated with Co-teaching Model and Coaching System (Co-TPACK). TPACK is essential to career development for teachers. Forty volunteer In-service teachers who were science cooperative teachers participated in this study for 2 years. Data sources throughout the research project consisted of teacher refection, classroom observations, Semi-structure interviews, Situation interview, questionnaires and document analysis. Interpretivist framework was used to analyze the data. Findings indicate that at the beginning, the teachers understood only the meaning of Philosophy of Sufficiency Economy but they did not know how to integrate the Philosophy of Sufficiency Economy into their science classrooms. Mostly, they preferred to use lecture based teaching and experimental teaching styles. While the Co- TPACK was progressing, the teachers had blended their teaching styles and learning evaluation methods. Co-TPACK consists of 3 cycles (Student Teachers’ Preparation Cycle, Cooperative Science Teachers Cycle, Collaboration cycle (Co-teaching, Co-planning, and Co-Evaluating and Coaching System)).The Co-TPACK enhances the 40 cooperative science teachers, student teachers and university supervisor to exchange their knowledge and experience on teaching science. There are many channels that they used for communication including online. They have used more Phuket context-integrated lessons, technology-integrated teaching and Learning that can explicit Philosophy of Sufficiency Economy. Their sustained development is shown in their lesson plans and teaching practices.

Keywords: technological pedagogical content knowledge, philosophy of sufficiency economy, professional development, coaching system

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6539 Teaching Buddhist Meditation: An Investigation into Self-Learning Methods

Authors: Petcharat Lovichakorntikul, John Walsh

Abstract:

Meditation is in the process of becoming a globalized practice and its benefits have been widely acknowledged. The first wave of internationalized meditation techniques and practices was represented by Chan and Zen Buddhism and a new wave of practice has arisen in Thailand as part of the Phra Dhammakaya temple movement. This form of meditation is intended to be simple and straightforward so that it can easily be taught to people unfamiliar with the basic procedures and philosophy. This has made Phra Dhammakaya an important means of outreach to the international community. One notable aspect is to encourage adults to become like children to perform it – that is, to return to a naïve state prior to the adoption of ideology as a means of understanding the world. It is said that the Lord Buddha achieved the point of awakening at the age of seven and Phra Dhammakaya has a program to teach meditation to both children and adults. This brings about the research question of how practitioners respond to the practice of meditation and how should they be taught? If a careful understanding of how children behave can be achieved, then it will help in teaching adults how to become like children (albeit idealized children) in their approach to meditation. This paper reports on action research in this regard. Personal interviews and focus groups are held with a view to understanding self-learning methods with respect to Buddhist meditation and understanding and appreciation of the practices involved. The findings are considered in the context of existing knowledge about different learning techniques among people of different ages. The implications for pedagogical practice are discussed and learning methods are outlined.

Keywords: Buddhist meditation, Dhammakaya, meditation technique, pedagogy, self-learning

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6538 Inclusive Practices in Physical Education: A Survey of Pre-Service Teachers' Attitudes and Self-Efficacy in the Context of Teachers' Training

Authors: Teresa M. Odipo

Abstract:

Inclusive physical education and an inclusive educational approach in German schools have received much attention in recent years due to the UN Convention on the rights of persons with disabilities proposals, which came into force in Germany in 2009. The aim of inclusive PE is to include children with disabilities and able bodied children, based on the idea, that all children should attend school together. While PE mostly took place in a heterogeneous environment, introducing children with all kinds of disabilities posed more challenges to the teachers, when children with disabilities were included. Therefore it is important that the educational approach should include pre-service teachers’ (PST) self-efficacy for and their attitudes towards inclusive practices. The PSTs’ self-efficacy for inclusive practices is one of the strongest predictors of the success of the inclusion reforms introduced in 2009, in order to improve PSTs’ ability to handle these very new challenges. PE stands out because the very nature of sport involves the body which means that all children, especially those with special needs should be treated in an appropriate manner. Up till now, it has been mostly English-speaking countries that have been assessed for inclusive practices in PE. Due to the lack of research in Germany, there is a strong need to question PSTs’ prepared-ness. This paper presents results from the 2016 survey conducted on around 100 PSTs by the German University of Sports in Cologne and opens up new directions within PSTs’ education, concerning their attitudes and self-efficacy towards inclusive PE. These new aspects will be included in the construction of new learning and teaching tools to improve pre-service teachers’ education for inclusive Physical Education.

Keywords: attitudes, inclusive physical education, pre-service teachers, self-efficacy

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6537 Effective Teaching Pyramid and Its Impact on Enhancing the Participation of Students in Swimming Classes

Authors: Salam M. H. Kareem

Abstract:

Instructional or teaching procedures and their proper sequence are essential for high-quality learning outcomes. These actions are the path that the teacher takes during the learning process after setting the learning objectives. Teachers and specialists in the education field should include teaching procedures with putting in place an effective mechanism for the procedure’s implementation to achieve a logical sequence with the desired output of overall education process. Determining the sequence of these actions may be a strategic process outlined by a strategic educational plan or drawn by teachers with a high level of experience, enabling them to determine those logical procedures. While specific actions may be necessary for a specific form, many Physical Education (PE) teachers can work out on various sports disciplines. This study was conducted to investigate the impact of using the teaching sequence of the teaching pyramid in raising the level of enjoyment in swimming classes. Four months later of teaching swimming skills to the control and experimental groups of the study, we figured that using the tools shown in the teaching pyramid with the experimental group led to statistically significant differences in the positive tendencies of students to participate in the swimming classes by using the traditional procedures of teaching and using of successive procedures in the teaching pyramid, and in favor of the teaching pyramid, The students are influenced by enhancing their tendency to participate in swimming classes when the teaching procedures followed are sensitive to individual differences and are based on the element of pleasure in learning, and less positive levels of the tendency of students when using traditional teaching procedures, by getting the level of skills' requirements higher and more difficult to perform. The level of positive tendencies of students when using successive procedures in the teaching pyramid was increased, by getting the level of skills' requirements higher and more difficult to perform, because of the high level of motivation and the desire to challenge the self-provided by the teaching pyramid.

Keywords: physical education, swimming classes, teaching process, teaching pyramid

Procedia PDF Downloads 101
6536 Rethinking of Self-Monitoring and Self-Response Roles in Teaching Grammar Knowledge to Iranian EFL Learners

Authors: Gholam Reza Parvizi, Ali Reza Kargar, Amir Arani

Abstract:

In the present days, learning and teaching researchers have emphasized the role which teachers, tutors, and trainers’ constraint knowledge treat in resizing and trimming what they perform in educational atmosphere. Regarding English language as subject to teaching, although the prominence of instructor’s knowledge about grammar has also been stressed, but the lack of empirical insights into the relationship between teacher’ self-monitoring and self-response of grammar knowledge have been observed. With particular attention to the grammar this article indicates and discusses information obtained self- feedback and conversing teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about grammar have to be prominent goal for teachers’ education and development programs.

Keywords: grammar knowledge, self-monitoring, self-response, teaching grammar, language teaching program

Procedia PDF Downloads 518
6535 The Application of ICT in E-Assessment and E-Learning in Language Learning and Teaching

Authors: Seyyed Hassan Seyyedrezaei

Abstract:

The advent of computer and ICT thereafter has introduced many irrevocable changes in learning and teaching. There is substantially growing need for the use of IT and ICT in language learning and teaching. In other words, the integration of Information Technology (IT) into online teaching is of vital importance for education and assessment. Considering the fact that the image of education is undergone drastic changes by the advent of technology, education systems and teachers move beyond the walls of traditional classes and methods in order to join with other educational centers to revitalize education. Given the advent of distance learning, online courses and virtual universities, e-assessment has taken a prominent place in effective teaching and meeting the learners' educational needs. The purpose of this paper is twofold: first, scrutinizing e-learning, it discusses how and why e-assessment is becoming widely used by educationalists and administrators worldwide. As a second purpose, a couple of effective strategies for online assessment will be enumerated.

Keywords: e-assessment, e learning, ICT, online assessment

Procedia PDF Downloads 528
6534 Knowledge Management (KM) Practices: A Study of KM Adoption among Doctors in Kuwait

Authors: B. Alajmi, L. Marouf, A. S. Chaudhry

Abstract:

In recent years, increasing emphasis has been placed upon issues concerning the evaluation of health care. In this regard, knowledge management has also been considered an important component of the evaluation process. KM facilitates the transfer of existing knowledge or the development of new knowledge among healthcare staff and patients. This research aimed to examine how hospitals in Kuwait employ knowledge management practices, including capturing, sharing, and generating, and the perceived impact of KM practices on performance of hospitals in Kuwait. Through adopting a quantitative survey method with 277 sample of doctors, the study found that in terms of the three major knowledge management practices – knowledge capturing, sharing, and generating – the adoption of KM practices were rated very low in the sampled hospitals in Kuwait. Hospitals paid little attention to the main activities that support the transfer of expertise among doctors in hospitals. However, as predicted by previous studies, knowledge management practices were perceived to have an impact on hospitals’ performance. Through knowledge capturing, sharing, and generating, hospitals could improve the services they provide through documenting best practices, transforming their hospitals into learning organizations in which lessons learned are captured, stored, and made available for others to learn from.

Keywords: knowledge management, hospitals, knowledge management practices, knowledge management tools, performance

Procedia PDF Downloads 462
6533 Classroom Management Whereas Teaching ESL to Saudi Students

Authors: Mohammad Akram

Abstract:

The aim of this study is to improve classroom management while teaching especially ESL/EFL. At the same time, it has been discussed about the standard of the students through some surveys held in Jazan University in the month of February and March, 2013. The present research is a classroom action-oriented study. The subject of the study is mainly the students whose first language is not English at all. The study is prepared in one cycle that has planning, action, and reaction as well. Teachers of English as a second language/foreign language generally face numerous of unexpected problems while dealing with their students. To make the classes practical, meaningful, and easy like fun for the students is really a cumbersome task. It's a very practical move towards classroom ESL/EFL teaching if we want to apply anything new, I mean new policies, tactics, recent/smart teaching methodologies, we must peep into the hole of past because it will give us the best solution for the present strategies. We need to academically study the past of our students to make their present fruitful. Here, author wants to present a few important problematic issues like classroom management in the area of ESL/EFL while teaching ESL students. Impact these are suggestions to combat drawbacks of 'Classroom Teaching'. “Classroom management is to put into practice and a process through teaching and learning process”.

Keywords: global, teachers, perceptions, classroom, management, integrated, segregated, comprehension, productive

Procedia PDF Downloads 634