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1
Rani, Elsa Nadia, Framesti Putri intan Kusuma, Riska Dwi Rahma Putri, Syahrial Syahrial, and Silvina Noviyanti. "Keterampilan Guru dalam Mengelola Kelas pada Pembelajaran Siswa Kelas IV SDV 55/I Sridadi." AS-SABIQUN 4, no. 2 (May 20, 2022): 265–76. http://dx.doi.org/10.36088/assabiqun.v4i2.1757.
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This study aims to determine the skills of teachers in managing the classroom. This type of research is qualitative as a research procedure that produces descriptive data in the form of written and spoken words from the behavior of the people observed. The subject of this research is the fourth grade teacher at SDN 55/I Sridadi. The results of this study indicate that the teacher's skills in managing the classroom can be done by always getting students to always be disciplined, neat and clean in everything. Classrooms with various decorations so that the class feels comfortable and beautiful. Always make lesson plans for one semester. Using learning resources from books and the internet and several learning media according to the learning material. And have good skills in opening and closing lessons, explaining learning materials, providing reinforcement and guiding group discussions.
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Hu, Sihua, Kaitlin T. Torphy, Kim Evert, and John L. Lane. "From Cloud to Classroom: Mathematics Teachers’ Planning and Enactment of Resources Accessed within Virtual Spaces." Teachers College Record: The Voice of Scholarship in Education 122, no. 6 (June 2020): 1–33. http://dx.doi.org/10.1177/016146812012200606.
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Background/Context Teachers face many different problems in teaching. Traditionally, research examines the complexity of teaching students and content by focusing on a teacher's physical space and influencing factors therein. While established conceptions of curricular enactment suggest that instructional materials shape both the intended and enacted curriculum, the materials themselves are traditionally conceived of as those that the district officially adopts (e.g., textbooks) or creates (e.g., curricular pacing guides). Yet, in 21st-century schools, a new era of information and technology presides. Facilitated by the cloud, teachers’ professional learning and interactions meld with a global network of colleagues, extending to community of practices online and curating instructional resources therein. In particular, the use of social media to broaden and deepen teachers’ access to instructional resources is a potentially transformative and yet disruptive phenomenon that has implications for classroom instruction. Narrowly focusing on districts’ official curriculum and its enactment by the teacher as an individual who is shaped by (but does not shape) her school landscape may not, in fact, fully reflect teacher professionalism today and account for teachers’ professional life in the social continuum from cloud to class. Purpose/Objective/Research Question/Focus of Study Situated in the conceptualization of managing problems in teaching and curating online resources as informal learning for the intended and enacted curriculum, this article builds on and extends these lines of research to examine teachers’ leverage of social capital—social network among individuals and resources available to people within their social network—from the virtual space to solve the problems common to teaching. Through this empirical illustration of resource diffusion from cloud to class, and how the curation of resource is integrated with teachers’ curriculum planning as well as classroom practices, we present a unique way of understanding teachers’ management of teaching problems in 21st-century schooling. Research Design We collected various types of data from 67 early-career teachers in one Midwestern state, including interviews, observation, and survey. We drew primarily on the interview data to exemplify our conceptual model of curation to address the problems of teaching. The three curation processes we identified are: (1) self-directed curation, (2) incidental curation, and (3) socialized curation. We observed more empirical evidence on the self-directed curation process in our data and chose to select a single case to go into further detail about the enactment of online resource in the classroom using the observation data, in additional to the interview data. We analyzed the case by specifying the perceived problems of teaching in one teacher's preparation to teach and how the curated resources from Teachers Pay Teachers were adopted and adapted to manage each of the problems, and the teacher's rationale for the decisions she made during the planning. We noticed, in this case and in other data that we have across teachers, that teachers rarely, if ever, directly articulate the curation of online resource for preserving classroom order, among the four endemic problems identified in the literature. Last, we examined the enactment of the online resource by describing teachers’ instructional practices in relation to her perceived ways of managing the problems of teaching. We also examined the resulting student learning in the mathematics lesson we analyzed. The single case of one teacher serves as an empirical illustration of how teachers could curate resources from the cloud in their planning and enactment of curriculum. Conclusions/Recommendations At the core of this study, we see teachers taking up their agency and drawing on a particular type of social capital resource to manage their enduring problems of teaching. We identified the different paths that teachers’ social capital may travel and accrue, and we argue for the importance of the community of practice online in the facilitation of resource flow from the cloud to the classroom. Also, we used a mathematics teacher's planning and enactment of instructional resources attained from the cloud for a three-day lesson series as an example to demonstrate how perceptions of teaching problems and curations of materials can culminate in a teacher's actual practices and impact student learning in the classroom. Our work has several implications for the field. First, although the different problems in teaching are well documented, teachers tend to seek out social capital resources from the virtual spaces to address some, but not all, of their problems. Specifically, preserving classroom order has not been present in our analysis of teachers’ articulation of their perceived problems for curation. Future studies can add more understanding to the online resources used in relation to teachers’ modes of curation and the type of teaching problems they hope to address. Second, the process of accessing the instructional resources, as delineated in the three modes of curation, demonstrates the complexity of the social network and social capital accrual mechanism in the 21st century, through which teachers’ professional communities expand beyond the school walls. Third, our work presents the considerations and thought processes of teachers’ curation of instructional materials in virtual spaces and enactment of the tasks. The combination of social capital resources and classroom processes in this study provides the foundation for researchers with different perspectives to further investigate the emerging phenomenon of social media and education.
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Aniq, Lailatun Nurul, Khairani Dian Annisa, and Diah Kristina. "Teacher’s Beliefs and Practice of Learner-Generated Material in a Flipped-Speaking Class." Langkawi: Journal of The Association for Arabic and English 6, no. 1 (June 25, 2020): 29. http://dx.doi.org/10.31332/lkw.v6i1.1675.
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The practice of learner-centered approach (LCA) in enhancing foreign language teaching-learning process has been broadly recognized. Little research, however, have disclosed how this approach works and promotes learners’ improved abilities. While learner-generated material (LGM) is a principle of and one of the activities in learner-centered approach, it is currently under studied, thus little researchers discuss how it applies in EFL context. This qualitative case study investigated the teacher’s belief and classroom practice of learner-generated material in a flipped speaking class. The participant of the study was a teacher in a vocational high school. The instruments were participant observation, semi-structured interview, and documentation. The analysis showed that the teacher’s belief was mostly consistent with her classroom practices, i.e. beliefs about learning objectives, teaching modeling, and procedure of learner-generated material, teaching resources, classroom management, teacher’s role, students’ role, and assessment. Nevertheless, there were little discrepancies, e.g. teachers’ beliefs about classroom procedure. The present study recommends that teachers, especially those new to LGM, follow the present findings in order to recognize the aspects within LGM in the umbrella of LCA and understand how these methods practices. The implication of the study is this research will give a contribution in Indonesian ELT context by providing a new perspective of learner-centered approach through technology.
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Sari, Nara, and Teguh Sulistyo. "EFL TEACHERS’ PERSPECTIVES ON MOBILE-ASSISTED LANGUAGE LEARNING (MALL) RESOURCES FOR VOCATIONAL HIGH SCHOOL STUDENTS." Journey: Journal of English Language and Pedagogy 5, no. 1 (March 17, 2022): 80–90. http://dx.doi.org/10.33503/journey.v5i1.1772.
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This study aimed to ascertain vocational EFL teachers’ perspectives on the development of Mobile-Assisted Language Learning (MALL) resources in vocational schools. It employed a mixed-method approach in which data were collected simultaneously using an open-ended questionnaire and semi-structured interviews. The study involved 95 English teachers from vocational schools in two cities of East Java, Indonesia. Among the participants, four were invited to participate in an online interview to discuss their perspectives on the characteristics, use and development of MALL material for vocational students. Data analysis was performed using descriptive statistics. The analysis results showed that more than half of the respondents agreed that MALL resources were more accessible (65.4%), easier to generate (65.4%) and more successful at improving learners’ autonomy (73.1%), compared to traditional materials. Additionally, 40% of teachers thought that MALL materials could be used to promote classroom interaction, and it was much easier for teachers to provide immediate feedback through mobile phone. In summary, 42% of teachers agreed that MALL resources could aid in foreign language acquisition. Due to students’ proximity to technology and mobile devices, teachers recognized that MALL materials can be applied inside and outside the classrooms. Therefore, vocational EFL teachers must be able to develop and implement MALL materials in their classrooms.
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Willingham, Tiara, Greer Wright, Christine A. Draper, and Michelle Reidel. "Preservice Teachers' Perceptions and Knowledge of Graphic Novels in the Content Areas." Georgia Journal of Literacy 37, no. 2 (October 30, 2014): 27–34. http://dx.doi.org/10.56887/galiteracy.60.
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This article describes a qualitative study conducted to introduce preservice teachers to graphic novels which are often considered 'unconventional' reading materials. The study addressed specific questions to gain better understanding of preservice teachers' perceptions and knowledge of graphic novels, as well as how graphic novels can be used as classroom resources in each content area. There were fifteen preservice teachers involved in the study. Findings reveal that overall preservice teachers in this study believed that graphic novels were a beneficial resource to engage students in content material, and using them as a resource can foster meaningful learning in all content areas.
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Hart, Lynn C. "Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses." Teaching Children Mathematics 13, no. 4 (November 2006): 211–15. http://dx.doi.org/10.5951/tcm.13.4.0211.
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Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.
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Raudeliunaite, Rita, and Eglė Steponėnienė. "SUPPORTING FACTORS FOR PRIMARY SCHOOL TEACHERS IN ENSURING INCLUSIVE EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 84. http://dx.doi.org/10.17770/sie2020vol4.4918.
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The objective of the study presented in this article is to reveal supporting factors for primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter the ASD). Qualitative research was chosen for the study. In the study, the method of a semi-structured written reflection was used. The obtained data was analysed by applying the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic.16 primary school teachers participated in the study. The study data revealed that the school’s inclusive culture and organization of inclusive education by the teacher at the classroom level had a significant importance for ensuring inclusive education for children with ASD. The school’s openness to children diversity, implementation and cherishing of inclusive education values, favourable physical and psychosocial environment, ensuring support for learners, their parents, teachers and education support professionals, financial resources which allow for attracting necessary human and material resources, skilled teachers and professionals, the school’s collaborating community and the school’s collaboration with other institutions to ensure the quality of inclusive education were considered the key factors for the school’s inclusive culture. The teacher’s positive attitude to all the learners, child-oriented approach, favourable and inclusive educational and social environment created in the classroom, the teacher’s close collaboration with learner’s parents, other teachers and education support professionals, and continuous improvement of qualification were indicated as factors of the key importance for creation of an inclusive educational environment at the classroom level by teachers.
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Sukhorukova, A. A., and S. N. Shwedov. "ACTIVITY-VALUE APPROACH IN THE APPLICATION OF ELECTRONIC EDUCATIONAL RESOURCES WHILE TEACHING AT A MILITARY UNIVERSITY." Educational Psychology in Polycultural Space 55, no. 3 (2021): 106–12. http://dx.doi.org/10.24888/2073-8439-2021-55-3-106-112.
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The pedagogical conditions for the use of the activity-value approach in teaching cadets of a military university, namely in the process of using electronic educational resources by teachers, have been investigated. The functions of the teacher and students are described in interactive cooperation, within the framework of using computer programs in the classroom in technical disciplines. Some aspects of the algorithm of the teacher's actions when using electronic resources in the classroom with cadets in technical subjects and difficulties in creating a database of computer programs used in practical training are revealed. The attention is paid to media content in educational resources used in training specialists, to the participation in the creation of a database of electronic educational resources for teachers, methodologists, programmers. The goals of the formation of cognitive and professional values of cadets, professional competencies, research abilities of students when working with computer programs in technical subjects are stated. The activity-based forms of teaching are revealed, which teachers use both in classroom and in extracurricular activities, aimed at conveying a holistic view of future professional activities, taking into account the self-reflection of the individual. The scientific novelty of the article lies in the description of computer programs implementation in technical disciplines based on the activity-value approach. As a result, the active use of the activity-value approach by university teachers when using electronic educational resources in the classroom has been substantiated. The article is of interest for novice university teachers, methodologists of departments, adjuncts and applicants.
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Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom." SAGE Open 7, no. 4 (October 2017): 215824401773994. http://dx.doi.org/10.1177/2158244017739949.
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This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.
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Bicciato, Stella. "MATERIALS AND RESOURCES FOR TEACHING ITALIAN PRAGMATICS." Italiano LinguaDue 13, no. 2 (January 26, 2022): 624–44. http://dx.doi.org/10.54103/2037-3597/17160.
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This study aims to describe the materials and the resources utilized for teaching Italian pragmatics, both in foreign and second language contexts. 139 teachers of Italian answered an online questionnaire which elicited information about the materials and resources they used in the classroom as well as information regarding their teaching techniques. Their answers were clustered into five main categories. The results revealed that the most commonly used materials were printed, audiovisual, self-produced, students’ oral production and digital materials. Within these categories, textbooks (printed materials) and videos (audiovisual material) were considered as the most preferred materials by the teachers. Regarding teaching techniques, the most frequently used by teachers were role plays, watching videos and listening exercises. The findings of the present study suggest that textbooks, the main resource for teaching pragmatics, should be implemented with specific activities on this topic. By receiving guidelines, teachers could appropriately teach pragmatics in their classes without the need to create their own materials.
Materiali e risorse per l’insegnamento della pragmatica italiana
Questo studio mira a descrivere i materiali e le risorse utilizzate per l’insegnamento della pragmatica italiana, sia in contesti di lingua straniera che di lingua seconda. 139 insegnanti di italiano hanno risposto a un questionario online predisposto allo scopo di raccogliere informazioni sui materiali e le risorse che usavano in classe e sulle loro tecniche di insegnamento. Le risposte degli insegnanti sono state raggruppate in cinque principali categorie. I risultati hanno rivelato che i materiali più comunemente usati sono a stampa, audiovisivi, autoprodotti, produzione orale degli studenti e digitali. All’interno di queste categorie, i libri di testo (materiali stampati) e i video (materiale audiovisivo) sono i materiali preferiti dagli insegnanti. Per quanto riguarda le tecniche di insegnamento, le più utilizzate dagli insegnanti risultano essere i giochi di ruolo, la visione di video e gli esercizi di ascolto. I risultati del presente studio suggeriscono che i libri di testo, la risorsa principale per l’insegnamento della pragmatica, dovrebbero essere implementati con attività specifiche a questo dedicate. Disponendo di linee guida, gli insegnanti potrebbero insegnare in modo appropriato la pragmatica nelle loro classi senza avere la necessità di creare materiali propri.
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Cushing, Ian. "Resources not rulebooks." Metaphor and the Social World 9, no. 2 (November 5, 2019): 155–76. http://dx.doi.org/10.1075/msw.18022.cus.
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Abstract This paper explores the way that teachers use metaphors to think and talk about grammar and what this means for classroom practice. It does so by employing conceptual metaphor theory to analyse teachers’ metalinguistic discourse, focusing particularly on construals of grammar and grammar teaching. Based on a series of interviews with 24 UK-based secondary school English teachers, the findings suggest that teachers make extensive use of metaphor, often mapping the abstract domain of grammar with concrete domains such as construction material and rulebook. The discipline of English studies itself was often construed as a series of separate parts, with grammar occupying a physical space that was often seen as disconnected to other aspects of the curriculum. The findings are discussed in relation to sociocultural contexts, including the current climate of English teaching in the UK, educational policy discourse, public and professional views on language, and the place of grammar on the curriculum.
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Asrial, Asrial, Syahrial Syahrial, Dwi Agus Kurniawan, May Subandiyo, and Nur Amalina. "Exploring obstacles in language learning: Prospective primary school teacher in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 8, no. 2 (February 27, 2019): 249. http://dx.doi.org/10.11591/ijere.v8i2.16700.
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<span>In the implementation of educational practices, Indonesian is used as the language of instruction. Teacher candidates are prepared to have language competence as their knowledge in carrying out classroom learning. Important language competence is owned by a prospective elementary school teacher to facilitate communication with students and design learning about language. In an effort to improve material understanding and mastery of good language competence, prospective teachers in Primary School Teacher Education have constraints in the learning process in tertiary institutions that are identified based on 9 indicators. These indicators consist of curriculum, practicum activities materials/tools, books/modules, initial abilities of prospective teachers, learning resources from outdoor learning, learning resources from outdoor language learning, learning resources from indoor learning, learning environments, motivating teacher candidates, and the ability to judge yourself. This study uses a qualitative research approach. This study aims to analyze the constraints students face in Indonesian language competence. The sample in this study were students in Primary School Teacher Education with a total of 30 respondents. Data collection using interview and documentation techniques.</span>
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Indriana, Dina, and Ahmad Arifin. "Pengembangan Kompetensi Profesional Guru Bahasa Arab Melalui Penelitian Tindakan Kelas." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 21, no. 02 (December 31, 2019): 239. http://dx.doi.org/10.32332/an-nabighoh.v21i02.1682.
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The problem faced by teachers, primarily Arabic teachers is how to conduct classroom action research correctly. As for the condition of Madrasah Arabic language teachers in the Serang Regency, most do not have an understanding of this. Then the Department of Arabic Language FTK UIN Sultan Maulana Hasanuddin Banten implemented the Community Service Program to facilitate, bridge, and communicate various lecturer resources in the administration of Community Service. This type of dedication research is qualitative field research. The purpose of this activity that researchers often hear and get information about the difficulties of teachers when going to conduct classroom action research (CAR). Based on this, the researchers conducted community service, especially Madrasah Arabic language teachers in the Serang Regency for assistance, training, workshops, monitoring of the implementation of CAR. From the results of dedication shows that the learning process is still centered on the teacher (teacher center). Doing PTK by the teacher will be able to improve student learning outcomes. The researcher's recommendations are: 1) Arabic teachers should always conduct Classroom Action Research. 2) Adjusting the use of methods in learning with the material, learning objectives, and age of students. 3) The teacher can use learning media. 4) Teachers in teaching must feel happy and cheerful. 5) The use of the time that must be considered.
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Gökalp, Türkan, and Mukaddes Demirok. "TEACHER'S OPINIONS ON THE EDUCATION OF INCLUSIVE STUDENTS." Near East University Online Journal of Education 4, no. 2 (September 8, 2021): 41–51. http://dx.doi.org/10.32955/neuje.v4i2.430.
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The purpose of this research is to examine the views of primary school teachers in the education process of inclusive students. The participants of the research were Şht. Mustafa Kurtuluş Primary School teachers. Our participant group of 10 consists of classroom teachers. Research data were collected by semi-structured interview technique, one of the qualitative research methods. The data obtained from the research were analyzed descriptively. As a result, considering the difficulties faced by classroom teachers in inclusion practices in primary schools, and the research findings in order to make mainstreaming education more successful, it can be suggested that all school personnel, especially classroom teachers, be conscious of mainstreaming practices and that sufficient resources and materials should be accessed for resource education. It shows that primary school teachers stated that students with special needs develop academically and socially during the inclusive education process, and that the inclusion practices that they want to be in the TRNC for students with special needs can be achieved with the participation of the families of the students with special needs and the cooperation with the guidance teacher and special education teacher. Classroom teachers support each other by exchanging ideas with other teachers the most. In inclusive education, a more successful inclusive education is considered when the difficulties experienced by classroom teachers in the support education service for students with special needs are minimized and the inclusive practices that are desired to be in the TRNC are realized.
Keywords: Inclusive Education, Teachers' Views, Students with Special Needs.
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Adji, Sandra Sukmaning, Dyah Aniza Kismiati, Heni Safitri, Hartinawati Hartinawati, Sugilar Sugilar, Idha Novianti, and Zakirman Zakirman. "Pelatihan Technological Pedagogical Content Knowledge (TPACK) Sebagai Kerangka Pengetahuan untuk Meningkatkan Kompetensi Guru." Jurnal Pengabdian UNDIKMA 3, no. 3 (November 18, 2022): 401. http://dx.doi.org/10.33394/jpu.v3i3.5897.
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This community service program aims to improve the teacher competence through Technological Pedagogical Content Knowledge (TPACK) training. The targets of this service program are elementary school teachers and twenty one junior high school teachers from various schools in South Tangerang. The service instrument used was a questionnaire with questions in the form of a Likert scale, then analyzed using descriptive analysis method. The result of this service shows that almost all participants agree and strongly agree that the TPACK material is useful for improving teacher competence. According to the teachers, after participating in the TPACK training, they can open their horizons to use learning programs that can be accessed through various learning resources. They even want to explore the material about TPACK. This is because TPACK is able to integrate pedagogic, content and technology elements in learning. After participating in the TPACK training, the teachers stated that they would try to apply TPACK in their classroom learning and try to choose learning strategies according to student needs. They even want to try to find sources of material from various learning resources related to TPACK.
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See, Siprianus, Berty Sadipun, Marselina Wali, Gregorius We'u, Adi Neneng Abdullah, Agustina Pali, and Siti Arafat. "Pelatihan Penyusunan Proposal PTK Kepada Para Guru Sekolah Dasar Di Gugus 3 Kabupaten Ende." Prima Abdika : Jurnal Pengabdian Masyarakat 1, no. 1 (March 1, 2021): 7–13. http://dx.doi.org/10.37478/abdika.v1i1.941.
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The responsibility of teachers as professional educators is imperative in carrying out their duties. To become professional teachers, elementary school teachers in cluster 3 of Ende sub-district feel the need to get enlightenment and scientific practice through training in the preparation of Classroom Action Research proposals, so that these teachers can create quality learning in the classroom. The method of this activity is in the form of training with stages starting from the presentation of the material by the resource team to the preparation of a Classroom Action Research proposal by the teachers. The results of this training show that on average the teachers are able to understand the concept of Classroom Action Research well with indicators that teachers can identify and determine the focus of research, determine learning strategies that are considered appropriate from relevant scientific literature, and can draft Classroom Action Research proposals. Thus this training activity has a positive impact on teacher professionalism in an effort to improve the competence of students in the classroom. For this reason, teachers are expected to continue to strive to carry out scientific activities, one of which is in the form of Classroom Action Research, so that teachers can morally continue to contribute to human resource development through the education sector.
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M. Y. Matdoan, M. W. Talakua, N. Lewaherilla, S. J. Latupeirissa, and J. E. T. Radjabaycolle. "PENERAPAN METODE DAN APLIKASI STATISTIK (SPSS dan Excel) UNTUK MENINGKATKAN MOTIVASI GURU DALAM PENELITIAN DAN PUBLIKASI ILMIAH." Jurnal Pengabdian Masyarakat Waradin 1, no. 2 (May 1, 2021): 92–100. http://dx.doi.org/10.56910/wrd.v1i2.184.
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The development of computers in the current era can help teachers improve human resources (HR), especially in the field of education. SPSS and Excel are statistical applications that can process teacher research data such as education management data and classroom action research data and so on. This community service (PKM) is carried out in the form of statistical application training (SPSS and Excel) as well as writing techniques and publication of scientific articles. Participants in this activity consisted of 21 teachers and employees of the Muhammadiyah Mamala High School in Central Maluku. The conclusion obtained in this activity is that activities that have been carried out in the form of training are considered very good (99%). All material that has been planned can be delivered, although due to time constraints there are some materials that are only presented in an outline. The participants' ability in mastering the material was considered very
1Jurusan Matematika FMIPA Universitas Pattimura, Ambon-Maluku
good (98%). This is based on the teacher's ability in training and trials in the form of classroom action research data processing using Excel and SPSS applications. In addition, from the results of the training given to the participants, it was found that all the training participants perfectly mastered the tasks given in the training.
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Manimegalai, S., and N. Kalai Arasi. "ATTITUDE TOWARDS USING CYBER RESOURCES AMONG PROSPECTIVE TEACHERS." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 8, no. 65 (July 1, 2021): 14923–31. http://dx.doi.org/10.21922/srjis.v8i65.1335.
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Information and Communication Technology has rigorously impacted upon the way the teaching and learning is being carried out in the classrooms of twenty first century. Digital learning has opened the doors of a new classroom and has made knowledge and information accessible to everyone in any corner of the globe. Cyber resources are a collection of various online resources. The quality of nation depends on the quality of human capital it has, and ultimately the quality of human capital depends on the quality of education. Teaching and learning process is considered very important in education. Teacher plays a vital role in imparting knowledge and influences the students’ learning and their educational accomplishments. The main objective of this paper is to assess the attitude towards using cyber resources among prospective teachers. Sample of the study comprises of 300 prospective teachers randomly selected. Normative survey method was employed for data collection. The Attitude towards using Cyber Resources scale constructed and standardized by Dr. S. Rajasekar (2010) was used for data collection. Three hypotheses were formulated to guide this study. Student’s ‘t’ test was used to analyse the collected data. Results revealed that gender, educational qualification and discipline do not influence the attitude towards using cyber resources among prospective teachers. The prospective teachers have felt the need to use cyber resources for strengthening their knowledge by accessing advanced materials, reach out their students, and to use cyber resources as an effective teaching tool especially in this pandemic period.
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Ellebæk, Jens Jakob. "PCK som ”Materialefaglighed” – videns og handlingsstrukturer i naturfagslokalet." Nordic Studies in Science Education 16, no. 2 (August 13, 2020): 124–37. http://dx.doi.org/10.5617/nordina.6556.
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Based on empirical data from three teachers’ practice in the field of primary science (science and technology),
the article discusses the relationship between materiality and the development of Pedagogical
Content Knowledge (PCK). Methodologically, narrative inquiry is used as an approach in the analysis of
the multiple data from in-depth interview, classroom observation and stimulated reflection. The results
show several types of connections and pathways for perceived PCK development. Both socio-material
resources and collegial collaboration around experiential material practice are highlighted. The analyzes
show that PCK in science and technology is not only perceived as cognitively tied to the individual, but also
linked to central materials and elements of the teachers’ practice. At the same time, teachers perceive
the development of PCK as being linked to the availability of particular socio-material structures, and to
meaningful collaboration with colleagues who can convey, exemplify and make available the knowledge
distributed in the materials. As a result of the analyzes, the concept of “Materialefaglighed” (Material-
PCK) is constructed and stated as an analytical concept that contains the science teacher’s distributed and
socio-materially linked knowledge, ability and doing.
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Hu, Sihua, Kaitlin T. Torphy, and Amanda Opperman. "Culturally Relevant Curriculum Materials in the Age of Social Media and Curation." Teachers College Record: The Voice of Scholarship in Education 121, no. 14 (November 2019): 1–22. http://dx.doi.org/10.1177/016146811912101409.
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Social media and other virtual resource pools (VRPs) have emerged as spaces wherein teachers can connect with other educators and acquire curriculum materials. Though teachers actively engage online, seeking and accessing alternative curriculum materials, little is known about how these efforts may impact culturally relevant education for students with diverse languages, literacies, and cultural practices in the classrooms. Situated in Ladson-Billings's work on culturally relevant pedagogy, this chapter outlines a framework for selecting and evaluating culturally relevant curriculum materials and applies it in a prominent virtual space: Teachers Pay Teachers (TpT). We find that there is a lack of opportunity for deep engagement in culturally relevant education as evidenced in resources found on TpT. This finding suggests unique challenges as well as opportunities for educators and researchers to leverage resources and knowledge from the cloud to the classroom. We conclude with a discussion of these challenges and opportunities from the perspectives of four groups of actors: (1) the creators and curators of curriculum materials, (2) the prosumers who proactively seek out resources and leverage VRPs, (3) the educators who commit to preparing or guiding teachers using VRPs, and (4) the researchers who study the virtual space for education quality and equity.
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Sawyer, Amanda G., Lara K. Dick, and Pierre Sutherland. "Online Mathematics Teacherpreneurs Developers on Teachers Pay Teachers: Who Are They and Why Are They Popular?" Education Sciences 10, no. 9 (September 15, 2020): 248. http://dx.doi.org/10.3390/educsci10090248.
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Online teacherpreneurs are teachers who use social media platforms to create, sell, and distribute educational resources to others. For many teachers, they have become the new curriculum developers in our virtually intensive world. Curriculum development in mathematics education has a large impact on how students understand concepts, but little is known about these online mathematics teacherpreneurs influences on the curriculum. Therefore, as part of a larger study investigating the top 500 free elementary mathematics educational resource developers on TeachersPayTeachers.com (TpT), we surveyed the teacherpreneurs who created these top resources. Using the constant comparative method, we analyzed 58 responses to learn more about the online mathematics TpT teacherpreneurs: who they are, how they believe they became popular, and what they believe their teacher customers want when searching for resources. We found these teacherpreneurs identified themselves as teachers with typically over 10 years of experience creating classroom resources. Many attributed their popularity to advertising their resources via social media and having a large number of products available for teachers. They identified beliefs that teachers want easy to use, free, quality materials that are visually appealing. Implications, including findings that indicate a misalignment between what teachers say they want and what the teacherpreneurs believe teachers want, are discussed.
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Husnial Pardi, M. Habib. "Pengembangan Kompetensi Professionalisme Guru Madrasah Melalui Pelatihan Penelitian Tindakan Kelas (PTK)." Participative Journal: Jurnal Pengabdian Pada Masyarakat 1, no. 1 (April 12, 2021): 39–48. http://dx.doi.org/10.55099/pj.v1i01.15.
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Madrasah Aliyah Bayyinul Ulum Santong has quite a number of certified teachers as capital in developing madrasas to become excellent madrasas. Human resources: teachers as a strategic component in supporting the quality of learning need to be improved on an ongoing basis, one of which is training or Classroom Action Research (CAR) workshops. This activity aims to improve the quality of learning in the classroom. The participants in this activity were all 14 subject certification teachers in the Madrasah Aliyah Bayyinul Ulum environment. The method of activities used is workshops and training with 3 main activities, namely deepening the material and compiling the PTK proposal through workshops, planning PTK through group discussion activities (Focus Group discussions), and implementing PTK through guidance on the implementation of PTK. The result is that the teachers understand better CAR, and realize the urgency of CAR in improving the quality of learning in the classroom. With the practical ability to compile proposals and to be followed up by research activities, a research culture will be built among teachers as a solution in solving various learning problems which in turn will increase the competence of teacher professionalism itself
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Zahir, Mariyam Z., Anna Miles, Linda Hand, and Elizabeth C. Ward. "Opportunities to Enhance Children's Communication Development at School in Underserved Communities." Language, Speech, and Hearing Services in Schools 53, no. 1 (January 5, 2022): 104–21. http://dx.doi.org/10.1044/2021_lshss-20-00148.
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Purpose: Alternative service delivery approaches are required to provide support for children with communication difficulties in underserved communities. Schools have a unique set of assets that can be utilized to provide this support. This study explored what the education sector and classrooms in the early years of schooling offer as support for children with communication difficulties in an underserved Majority World country, the Maldives. The objective was to identify opportunities to enhance support provided for these children. Method: A qualitative multimethod approach was used involving (a) 520 min of classroom observational data from four remote schools, (b) interviews with four special education needs teachers, and (c) an interview with a Ministry of Education official. Classroom observational data were analyzed using the Communication Supporting Classroom Observation Tool. Deductive content analysis was used to analyze the interview data. Results: The support system aimed to reflect the Inclusive Education Policy of the Maldives. The Ministry of Education official and teachers raised concerns regarding lack of allied health services such as speech-language therapy in schools. Teachers frequently used certain communication supporting interactions such as imitation in classrooms. Missed opportunities to enhance communication were observed, including limited use of some interaction features such as modeling language, limited planned opportunities for children to interact in class, and limited resources in the environment to develop communication in Grade 1 and 2 compared to preschool. Conclusion: Findings suggest building capacity among teachers and training teachers on identified classroom communication support areas to enhance support for children with communication difficulties. Supplemental Material: https://doi.org/10.23641/asha.17003980
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S. Navidad, Rowena. "Management of Learning Resources Materials, Technology Utilization, and Teachers’ Competence in Selected Public Schools." International Multidisciplinary Research Journal 1, no. 1 (March 27, 2019): 82–91. http://dx.doi.org/10.54476/iimrj413.
Full textAbstract:
The government is drawing up blueprints for the provision of quality education through its adoption of the K-12 curriculum. This transformation of the education system creates entirely new demand for producing the kind of talent its economy needs to sustain growth and development. Master teachers and school heads must be able to utilize technology inside the classroom and be competitive enough and able to manage the resource materials under Learning Resource Management Development System. This study aimed to assess the status of learning resource materials utilization, level of management of learning resources, technology utilization, and teachers' competence. The study utilized a descriptive, inferential quantitative method and a survey questionnaire. The data gathered were interpreted using the weighted mean and Z- test. The salient findings of the study showed that both the master teacher and the school head, Strongly Agree on the status of resource materials utilization. Results revealed that the hypothesis on the significant difference in the status of learning resource materials utilization was accepted; hence, it was not significant. The hypothesis about the test of difference on the level of management of resource materials was rejected; therefore, it was significant. To establish the difference in the assessment on the level of technology utilization, the hypothesis was rejected; therefore, it was significant. On the level of the master teacher's competence based on their Performance Commitment and Review Form, it purported that respondents assessed it as Excellent. The test of difference on master teachers' competence based on IPCRF revealed that it was significant; thus hypothesis was rejected. The findings were the basis for a proposed plan for Teachers' Capacity Training Program on Technology Utilization. It was of great help in designing a technology utilization plan that could increase teachers' competence in the full realization of the Department of Education goals and objectives.
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Lumban Batu, Purnama NF, Sakilah Bewafa, and Wida Cahyaningrum. "Online Resourcing in Maritime English Teaching: The Teachers’ Challenges." PROSIDING POLITEKNIK ILMU PELAYARAN MAKASSAR 1, no. 4 (March 4, 2021): 209–13. http://dx.doi.org/10.48192/prc.v1i4.341.
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Due to the Covid-19 pandemic, a sudden shift of learning model to online system has brought new challenges to the teachers. They are obliged to adapt and conduct new classroom practices to ensure an effective teaching and learning process is carried out. These new teaching practices are applied in the whole teaching process, from planning to evaluating processes. These include material resourcing, material development, material delivery, and assessment. This paper presents a micro-study focusing on how Maritime English (ME) teachers in Jakarta adapt to the online teaching and learning process in material resourcing and delivering processes. The data were collected through an online questionnaire distributed to twenty-one ME Teachers at high school and higher education levels. The results show that the teachers find it challenging to adapt to online learning and tried their utmost by using whatever resources they have in their hands. However, there is a lack of consideration in using proper online resources to achieve the learning objectives.
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Maile, Simeon. "Teachers’ Challenge of Using Own Expenses to Do the Employer’s Job in Selected Schools Located in Tshwane West District, Gauteng." Journal of Learning and Educational Policy, no. 24 (July 11, 2022): 35–63. http://dx.doi.org/10.55529/jlep.24.35.53.
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Generally, it is expected in any employment that the employer would supply all employees with all the necessary materials and knowledge resources to do their jobs. In the light of this expectation schools are allocated grants according to Norms and Standards for Funding ring-fenced for operations, and also receive learning and teaching support materials (LTSM) in terms of the National Policy earmarked for use in the classrooms for different subjects. Despite the allocation and supply of LTSM, many teachers still use their own expenses to execute their fiduciary duties in the classroom even though the Norms and Standards for Funding and LTSM policy mandates schools to take care of the LTSM items meant for use by teachers in the classroom. The purpose of this paper is to investigate teachers’ use of their own expenses to teach in the classroom. Data was drawn through the use of qualitative approaches from selected ten teachers (n=12) employed in schools categorised as quintile one to three. The findings reveal that most teachers use their own money to buy certain materials necessary for teaching in the classroom. I concluded that school budgets which are mandated to cater for LTSM should honour the allocation by buying enough LTSM covering the whole year.
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Owino, Clifford Otieno, Beatrice A. Bunyasi, and Racheal W. Kamau-Kangethe. "Material Resources Adaptation and Implementation of Cbc for Early Years Learners with Disabilities in Primary Schools in Nairobi City County, Kenya." International Journal of Research and Innovation in Social Science 06, no. 11 (2022): 831–38. http://dx.doi.org/10.47772/ijriss.2022.61142.
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A competency-based curriculum has been adopted in the Kenyan education system. However, learners with disabilities in regular schools would be learning using two separate programs, that is an inclusive education program and a competency-based curriculum program. Implementing the two programs simultaneously to this category of learners could be challenging. Therefore, this study focused on the material resources adaptation influencing competency-based curriculum implementation for Early Years Learners with disabilities in primary schools. The study was premised on the theory of Complexity and Education by Davis and Sumara (2006), which holds that the fruitfulness and range of systems in which ambiguity and uncertainty occur, should be embraced, and accommodated during evaluation. The researcher employed a concurrent embedded design based on the mixed-method approach in data gathering. The study’s location was Nairobi City County, Kenya. The target population was 368 participants and from this target, the study sampled 16 heads of schools, 48 teachers, and 2 Educational Officers who were the respondents. The instruments of data collection were semi-structured questionnaires, an observation checklist, and an interview schedule. The piloting of instruments took place in one school with a special unit. The instruments were only accepted as valid and reliable after the results of Cronbach’s alpha coefficient of r=.75. Data were analyzed through descriptive and inferential statistics. In addition, data were prepared and organized using Statistical Package for Social Sciences into percentages, mean, Skewness, standard deviations, graphs, and tables. The researcher tested the hypothesis by use of the chi-square test at a significant level of α =<.05. Findings revealed that teachers with a high mean score on instructional methods adaptation for learners with disabilities also had high mean scores on implementation of CBC in a regular class. Only about 13(29.5%) of teachers occasionally adapted teaching materials to learners with disabilities. Most of the materials mentioned were missing in the class for the implementation of CBC TO learners with disabilities. Similarly, most of the materials such as tables, charts, graphics, and computers were those used in a standard classroom and therefore lacked adaptation for use by learners with disabilities in a CBC class. most schools had inadequate knowledge of material resources for learning by learners with disabilities. Most school officials failed to understand the difference between the materials used in the standard classroom and the adapted materials for special instruction for learners with disabilities which hampered the proper implementation of CBC. Only about 2(5%) of the teachers from public schools had attended seminars and workshops on special needs education, while about 14(35%) belonged to private schools. Consequently, teachers who had attended the seminars and workshops in special needs education revealed that the knowledge gained during the training improved their skills in material resource adaptation for learners with disabilities. The study recommended the need for mass training of teachers in the use of adapted material resources and adaptation of material resources for the accommodation of learners with disabilities in Nairobi, Kenya.
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Orwenjo, Daniel Ochieng, and Fridah Kanana Erastus. "Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya." Journal of Learning for Development 8, no. 3 (November 17, 2021): 582–600. http://dx.doi.org/10.56059/jl4d.v8i3.529.
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The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.
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Raynesa Noor Emiliasari. "Lesson Planning in EFL Classroom: A Case Study in Lesson Plan Preparation and Implementation." Wiralodra English Journal 3, no. 2 (October 16, 2019): 367–75. http://dx.doi.org/10.31943/wej.v3i2.67.
Full textAbstract:
Lesson planning is an important stage that must be done by the teacher before teaching. Through careful planning, the learning process will be more organized. However, based on preliminary studies, it is known that teachers still have difficulties in preparing learning. Even though the learning has been prepared, the learning process goes beyond the plan. This study aims to: 1) explore the teachers’ preparation of teaching English; and 2) investigate the implementation of teachers’ lesson plan in teaching English. As a case study, the research site was in three of secondary schools in Majalengka. Three English teachers were involved as respondents. Interview, observation, and documentation were used to collect the data. The findings showed that teachers prepared the lesson plan by: 1) reviewing the core compentence and basic competence from the syllabus; 2) searching for learning resources; 3) choosing learning media; 4) determining the material; 5) selecting learning method; 6) compiling indicators and goals. However, the activities compiled in the lesson plan were not all implemented. Some disorders occured during the learning process because of teachers behalf, such as meeting, teachers profesionalism training, and other schools’ activities. If some learning activities did not implemented, the teachers made transactional decision to make up the class.
Keywords : Lesson Planning, Teaching English, Preparation, Implementation.
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Navarro-Pablo, Macarena, Yiyi López-Gándara, and Eduardo García-Jiménez. "The use of digital resources and materials In and outside the bilingual classroom." Comunicar 27, no. 59 (April 1, 2019): 83–93. http://dx.doi.org/10.3916/c59-2019-08.
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Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources and materials in the classroom. The aims of this study are: 1) To analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; 2) To analyse how the educational stage affects teachers' and learners' perceptions on this use; 3) To analyse the type of digital resources and materials in English that learners use outside the classroom. The following analyses have been carried out: Categorical Principal Components Analysis; Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; and that these perceptions are affected by the educational stage. This study concludes that the type of resources and materials that learners use outside the classroom is determined by those used in the classroom. However, at home, they are used differently, which is indicative of the need to adapt classroom practices to learners’ own independent uses. La investigación sobre la integración de recursos y materiales digitales en contextos AICLE es todavía escasa. Este trabajo presenta los resultados obtenidos en ocho centros de la provincia de Sevilla, donde se han recogido las opiniones de alumnado y profesorado AICLE a través de cuestionarios y entrevistas. Los objetivos del estudio son: 1) Analizar las opiniones de los participantes sobre la integración de los recursos y materiales digitales en el aula; 2) Analizar cómo afecta la etapa educativa a las opiniones de ambos grupos; 3) Analizar el tipo de recursos y materiales digitales en lengua inglesa que utiliza el alumnado fuera del aula. Se han llevado a cabo los siguientes análisis: análisis de componentes principales categóricos; prueba no paramétrica U de Mann-Whitney; análisis de contenido; y se ha calculado el coeficiente de correlación de Pearson. Los resultados muestran discrepancias en las percepciones de profesorado y alumnado con respecto al uso de los recursos y materiales digitales en el aula; y que estas percepciones se ven afectadas por la etapa educativa. Este estudio concluye que el tipo de recursos que utiliza el alumnado fuera del aula está condicionado por el uso que se hace de ellos dentro de la misma. Sin embargo, en casa se utilizan de manera diferente, lo que revela la necesidad de adaptar las prácticas de aula a los usos autónomos del alumnado.
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Chastenay, Pierre. "To Teach Or Not To Teach Astronomy, That Is The Question: Results Of A Survey Of Québec’s Elementary Teachers." Journal of Astronomy & Earth Sciences Education (JAESE) 5, no. 2 (December 4, 2018): 115–36. http://dx.doi.org/10.19030/jaese.v5i2.10221.
Full textAbstract:
To determine the extent of astronomy teaching in Quebec’s schools, we conducted an online survey of 500 Québec’s elementary (K-6) teachers between January and March 2015. With a 35-items questionnaire, we wanted to find out how these elementary teachers teach astronomy (or not) to their classrooms, what is their background in Science & Technology (S&T), what pre-service education they received, the reasons why they teach astronomy or not to their students, the resources and materials they have at their disposal, their perception of the effectiveness of pre- and in-service training they received, and their perceived needs for in-service training. Results show that the majority of teachers surveyed didn’t study science beyond high school and have had no experience in S&T employment before becoming a teacher. We also found that only half of the teachers surveyed actually teach astronomy to their class, mostly by using reading and writing material, and that 39% of “Astronomy teachers” in our sample teach astronomy to their class between 6 and 10 hours per year. Major hurdles to astronomy teaching perceived by the teachers in our survey are a lack of experience and training in astronomy, a lack of resources and equipment, inadequate classroom arrangement, and their own, self-perceived incompetence in astronomy. Pre-service education in astronomy, in science and in science teaching is also considered mainly unsatisfactory, or non-existent in the case of astronomy; in-service training in astronomy is mainly composed of conversations with colleagues. Most respondents thus consider in-service training in astronomy to be inefficient or inexistent.
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Khair, Imamatul. "Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 103–18. http://dx.doi.org/10.14710/parole.v12i1.103-118.
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Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.
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Et al., Avilova Khalida Nabijanovna. "Creating Authentic Reading Materials for EFL Learners In Uzbekistan." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2730–42. http://dx.doi.org/10.17762/pae.v58i1.1157.
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Reading skill plays an important role as it is an indispensible tool in majority language classrooms. Selection and development of EFL (English as a Foreign Language) reading materials relevant to local context must be carefully done by the teachers, because every internet resource or course book may not be appropriate in all classrooms. This paper gives an overview about reading material development and the selection of authentic materials for designing reading tasks in the English as a foreign language classroom in Uzbekistan. It also looks for theories which support the efforts in developing culturally and locally appropriate EFL reading materials.
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Taubay, D. S. "THE EFFECTIVENESS OF USING “FLIPPED CLASSROOM” METHOD IN THE PROCESS OF TEACHING ENGLISH." Vestnik of M. Kozybayev North Kazakhstan University, no. 2 (54) (July 7, 2022): 25–33. http://dx.doi.org/10.54596/2309-6977-2022-2-25-33.
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The article is devoted to the description and application of the new learning technology “Flipped Classroom”. The issue of changes in the educational process, in teaching, taking into account changes in the characteristics of students, the qualities of teachers, resources and the teaching methodology itself, contributing to the development of educational motivation of students is considered. The possibilities of giving students the freedom to choose when, where and in what rhythm to study, the sequence and level of complexity of the studied material are shown. The article reveals the features of the work of a teacher and a student that increase the effectiveness of “Flipped Classroom” methodology, presents the phases of the roles of a teacher and a student and provides models for applying the presented technology (in the classroom and at home) in the educational process. And all discussed the effectiveness of the “Flipped Classroom” model, its advantages and disadvantages in comparison with the traditional teaching method.
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Goldstein, Susan B. "Cross-Cultural Psychology as a Curriculum Transformation Resource." Teaching of Psychology 22, no. 4 (December 1995): 228–32. http://dx.doi.org/10.1207/s15328023top2204_3.
Full textAbstract:
Many teachers of psychology are turning to the cross-cultural literature in their efforts to address issues of diversity in their courses. This cannot be accomplished, however, by simply inserting findings from cross-cultural research into general psychology courses. Along with changes in course content, we must address ways of presenting this material effectively and the possible impact of these efforts on classroom dynamics. Recommendations are made for more effective use of cross-cultural resources that concern (a) avoiding the marginalization of cross-cultural materials and perspectives, (b) raising awareness about bias within the cross-cultural literature, (c) avoiding the creation or reinforcement of stereotypes, (d) using accurate terminology to make cross-cultural comparisons, (e) distinguishing between emics and etics, and (f) creating a classroom environment in which diversity is valued.
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Dinev, Ilia, and Nadka Dineva. "THROUGH E-LEARNING." Education and Technologies Journal 11, no. 2 (August 1, 2020): 366–70. http://dx.doi.org/10.26883/2010.202.2374.
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E-learning refers to the e-learning process and includes: web-based learning, virtual classroom articles and digital collaboration. The advantage of communication between teachers and students via electronic media is the accessible variety of online resources that give engagement and conscious perception of the learning material.
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Ainsyiyah, Elmas Dw, and Andres M. Ginting. "Pancasila and Civic Education Learning by Non Pancasila and Civic Education Program Graduate." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 3 (July 29, 2020): 1650–59. http://dx.doi.org/10.33258/birci.v3i3.1097.
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This study aims to (1) find out planning and understanding of learning by Non Pancasila and Civic Education Program Graduate (2) to find out the learning done by Non Pancasila and Civic Education Program Graduate (3) In order to know the obstacles faced by Pancasila and Civic Education teachers by Non Pancasila and Civic Education Program Graduate. The research used in this case uses qualitative research methods through interview techniques with sources in which there are vice principals in the field of curriculum, the teacher concerned from the school under study. The results obtained in this study are, there are teachers who teach Pancasila and Civic Education are graduate Teacher of Pancasila and Civic Education Study Program, Sociologists, and there are Bachelor of Laws. The teacher also experiences many difficulties in delivering the material in class. Students are shaken up by boredom because the teacher's teaching style is monotonous with lectures and memorization, moreover Pancasila and Civic Education has memorized the constitution material which makes students lazy to follow the learning process. From the results of this research, schools must also have a role in equipping Non Pancasila and Civic Education Program Graduate with adequate learning resources so that teachers have thorough preparation before entering class. Teachers must also be able to overcome obstacles that occur in the classroom so that an interactive learning process occurs with students so that Pancasila and Civic Education subjects do not become a scourge for them.
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Subagiyo, Ardi, Slamet Setiawan, and Oikurema Purwati. "Teachers' Perceptions of The Material In The Existing English Textbook For Nursing Assistant Students." Syntax Literate ; Jurnal Ilmiah Indonesia 7, no. 4 (April 22, 2022): 4589. http://dx.doi.org/10.36418/syntax-literate.v7i4.6801.
Full textAbstract:
The use of appropriate material is important in the English teaching and learning process. However, the existing textbooks sometimes may not fulfill the need of teachers and students. In particular, the English textbooks for SMK students are still general for all skill competencies. They do not fulfill the students’ needs relating to their skill competencies. The main aim of this study is to investigate the teacher’s perception of the English textbook. It focusses on the material on existing English textbook that is used by nursing assistant students, its relevance with students’ need, and the English textbook for nursing assistant student should be, from the teachers’ perspective. This study used a qualitative approach consisting of data collection in form of a questionnaire and interviews. 15 teachers are selected to be the participant in this study based on specific criteria. The result confirmed that the using textbook in classroom activities is very important to assist students’ in gaining learning objectives. However. It should be complemented with other resources to match with student’s need. Some suggestion was added to the English textbook should be.
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Subagiyo, Ardi, Slamet Setiawan, and Oikurema Purwati. "Teachers' Perceptions of The Material In The Existing English Textbook For Nursing Assistant Students." Syntax Literate ; Jurnal Ilmiah Indonesia 7, no. 4 (April 22, 2022): 4589. http://dx.doi.org/10.36418/syntax-literate.v7i4.6801.
Full textAbstract:
The use of appropriate material is important in the English teaching and learning process. However, the existing textbooks sometimes may not fulfill the need of teachers and students. In particular, the English textbooks for SMK students are still general for all skill competencies. They do not fulfill the students’ needs relating to their skill competencies. The main aim of this study is to investigate the teacher’s perception of the English textbook. It focusses on the material on existing English textbook that is used by nursing assistant students, its relevance with students’ need, and the English textbook for nursing assistant student should be, from the teachers’ perspective. This study used a qualitative approach consisting of data collection in form of a questionnaire and interviews. 15 teachers are selected to be the participant in this study based on specific criteria. The result confirmed that the using textbook in classroom activities is very important to assist students’ in gaining learning objectives. However. It should be complemented with other resources to match with student’s need. Some suggestion was added to the English textbook should be.
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Ajayi, Olufemi Abiodun, and Dauda Kelvin Sikiru. "Evaluation of the Primary School Component of Universal Basic Education in Lagos East Senatorial District of Nigeria." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 64–77. http://dx.doi.org/10.53449/ije.v4i1.145.
Full textAbstract:
The study evaluated Universal Basic Education (UBE) programme at the primary school level in Lagos East Senatorial District of Nigeria. It used the descriptive design of survey type and CIPP evaluation model. The sample comprised 450 teachers and 45 head teachers using multistage sampling technique. Educational Resources Inventory Scale (ERIS) (r = 0.78) and Learning Resources Utilization Scale (LERUS) (0.69) were used in data collection. Frequency counts, simple percentages, median, mean and standard deviation were used to answer the research questions. Results of analysis showed that writing materials, multimedia learning aids, good and conducive classroom, measuring instruments like ruler, compass and instructional materials were the adequate (Median = 3.00) educational resources in primary schools located in the District. The result further showed a progressive increase (Mean > 58.04) in enrolment of pupils. Teachers were found to be adequate (Mean = 10.62) in number when compared to the national standard of 1:40 teacher-pupil ratio. However, funds for the smooth running of the schools were grossly inadequate (Mean = 1.00). Lastly, the finding revealed that teachers adequately utilized (Median = 3.00) the available educational resources in the schools. The conclusion was that resource and fund gap still widely exist among primary schools in the District. It was therefore recommended that government should be more alive to its responsibility of providing requisite educational resources in all public primary schools supported with an initiative to make funds available.
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Huang, Li-Shih. "Taking Stock of Corpus-Based Instruction in Teaching English as an International Language." RELC Journal 49, no. 3 (April 20, 2017): 381–401. http://dx.doi.org/10.1177/0033688217698294.
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Corpora are essential tools in the teaching of English as an international language (EIL). With the advent of high-powered computers, online corpora have been developed with the potential to transform how EIL is taught both inside and outside the classroom, since anyone with a mobile device and internet access can now take advantage of numerous corpora databases. But applying computer corpora to language pedagogy also requires teacher mediation; moreover, the issues involving the lack of corpus integration in either the EIL language classroom or teacher training programmes are both challenging and complex. Nonetheless, there is hope that empowering teachers with the necessary tools, skills, and knowledge in using online corpora will lead to the day when corpora resources and their use are no longer the exclusive preserve of researchers and reference material developers.
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Fitriani, Ni Wayan, and Luh Gd Rahayu Budiarta. "An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (July 22, 2021): 98. http://dx.doi.org/10.23887/jpbi.v9i1.36343.
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Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.
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Pino, Angela, and Laia Viladot. "Teaching–learning resources and supports in the music classroom: Key aspects for the inclusion of visually impaired students." British Journal of Visual Impairment 37, no. 1 (September 17, 2018): 17–28. http://dx.doi.org/10.1177/0264619618795199.
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Currently, there still exist barriers that prevent a satisfactory connection between music education and the visually impaired population. This is due to the teachers’ lack of preparation and their general ignorance of the functioning of the Braille music system, the materials, specialist support, and other tools needed for the inclusion of this type of students in the classroom. In order to familiarize the educational community with the resources and specialist support involved in inclusive music teaching, we conducted and analysed semi-structured interviews with the following persons: (1) the music specialists at the Organización Nacional de Ciegos Españoles Resource Centre (Spanish National Organization of the Blind); (2) a music teacher who had two visually impaired students in her classes; and (3) a blind student who studied music and had specialized in piano performance. The contributions made by this article consist of the categorization of the different teaching–learning resources involved in inclusion, information on how specialist support can be provided to facilitate these resources, and the relationships between resources and specialist support taking into account the point of view of teacher as the main figure responsible for inclusion in the music classroom.
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Saienko, N. "The use of a «flipped classroom» approach in teaching foreign languages to technical university students." Bulletin of Kharkov National Automobile and Highway University, no. 94 (December 16, 2021): 197. http://dx.doi.org/10.30977/bul.2219-5548.2021.94.0.197.
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With the development of modern technologies, a flipped classroom approach is gaining popularity. The idea of «flipped classroom» approach is that the main stages of the teaching and learning process, such as classroom activities and homework, change places. It means that the theoretical material is studied by students on their own by watching videos and listening to audio lectures recorded by the teacher, or preformed materials downloaded from websites on the Internet, while in the classroom the students are involved in fulfilling practical tasks and discussion of problematic issues. Goal. The purpose of the article is to determine the potential of the flipped classroom approach in teaching foreign languages to university students. Methodology. The flipped classroom approach assumes that students have an unlimited access to electronic resources. There are the following advantages of the technology: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom activities. Among the disadvantages are students’ being lack of equipment and unlimited access to the Internet resources. Another disadvantage of the technology is an extra workload on teachers who have to develop, record and upload lectures, which take time and skill, as well as carefully integrate them into the classroom work. Results. The data of the university students’ interview on the benefits and disadvantages of the approach are given which reveal conflicting points of view though the majority mentioned the availability of the e-learning materials always at hand as the key benefit of the approach. Originality of the study is the revealing of the potential of the flipped classroom approach in teaching foreign languages to university students, emphasizing its pros and cons, exploring the ways of its further development. Practical value. Despite some of its disadvantages the technology can be widely used in teaching foreign languages, especially in the frames of distance learning as it gives the students an opportunity of learning languages on their own with the teacher’ role of being the facilitator.
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Yusny, Rahmat, and Desi Nanda Kumita. "Using Prezi Presentation as Instructional Material in English Grammar Classroom." Englisia Journal 3, no. 2 (March 20, 2017): 105. http://dx.doi.org/10.22373/ej.v3i2.995.
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Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.
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Kiss, Tamas, and Hazelynn Rimbar. "English Language Teacher Agency in Rural Sarawak: Exploiting Teaching Materials." English Teacher 50, no. 2 (August 1, 2021): 142–56. http://dx.doi.org/10.52696/dcvu6828.
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This paper explores English language teacher agency in rural Sarawak, Malaysia within the context of materials exploitation. The introduction of an international textbook series in all primary schools in Malaysia has brought about significant challenges for teachers who work in socially and economically deprived educational settings, where resources are scarce and where the textbook’s cultural references may be alien to the learners. In order for it to be meaningfully used in the classroom, language teachers need to adapt and localize the textbook for their learners. However, diverting from the officially prescribed material and scheme of work may be a risky business and it requires high levels of teacher autonomy and agency. The data show that although research participants find the materials in need of adaptation, not all make changes due to possible deficiencies in their capabilities or their lack of willingness to act. Those who make changes and thus enact their professional beliefs and values are motivated by completely different reasons. The study found that teachers’ interpretation of their work context significantly influences their agential roles and that teacher agency emerges from an interaction of individual capability, professional action, and the professional and social contexts in which the teacher operates.
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Poudel, Sagar. "Use of Journal Articles in English Language Classroom." Journal of NELTA 22, no. 1-2 (May 31, 2018): 110–16. http://dx.doi.org/10.3126/nelta.v22i1-2.20046.
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Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 110-116
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Odom, Samuel L., Scott R. McConnell, and Lynette K. Chandler. "Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities." Exceptional Children 60, no. 3 (December 1993): 226–36. http://dx.doi.org/10.1177/001440299406000304.
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The purpose of this study was to assess teachers' judgments of the acceptability, feasibility, and current use of child specific, peer-mediated, and environmental arrangement intervention strategies for promoting social interaction skills of young children with disabilities. One hundred thirty-one teachers from five geographical areas participated in this study. Using the Social Interaction Program Features Questionnaire, these teachers reported that a high percentage of their students needed to acquire peer social interaction skills and that there was a moderate to great need for curricular or instructional materials. The overall mean ratings for the three types of intervention strategies were generally positive and did not differ significantly, suggesting that teachers found all three types of interventions acceptable and feasible. However, the range of item ratings for specific techniques within the broader classes of interventions suggested that certain procedures were relatively more or less acceptable and feasible than others. Barriers to implementing the program included limited teacher time, resources available to teachers (i.e., space, staff, materials), and access to peers without disabilities. Teacher ratings of feasibility were related more closely to current use of procedures than were ratings of acceptability.
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Pino, Ángela, Carla Rodríguez-Rossell, and Laia Viladot Vallverdú. "'How can I include them?': Teaching pupils with visual impairment in the inclusive music classroom." Didacticae: Revista de Investigación en Didácticas Específicas, no. 12 (October 14, 2022): 124–37. http://dx.doi.org/10.1344/did.2022.12.124-137.
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In most cases, music teachers lack specific strategies to give an appropriate response to the educational needs of students with visual impairments. Taking into account the need to find new approaches that are helpful for music teachers to go through the many challenges of inclusion, this article explores the potential that active music methods may have in the inclusive music education of students with visual disabilities. This exploratory study uses qualitative content analysis in combination with a case study method, intending to contrast the resources found in three active music methods (Ward’s, Dalcroze’s, and Suzuki’s) with the real experience of a music teacher. Results include ten resources which promote learning for all students along with the description of how the teacher used them in real life, examples and guidelines to be applied in the music classroom. Conclusions show that the pedagogies analyzed offer a wide range of opportunities for multi-sensory learning through the resources presented -which can also be transferred to other music pedagogies-, and confirm that active music methods facilitate inclusion in environments where students with visual disabilities are present.
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McKinney, F. K. "Some Resources on Fossils for K-12 Teachers and Students." Paleontological Society Papers 2 (October 1996): 297–321. http://dx.doi.org/10.1017/s1089332600003351.
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This compilation of resources has no pretensions of being complete. Whereas some commercially-produced materials are included, the focus is on free and inexpensive materials and opportunities available both nationwide and locally. A large number of governmental organizations such as state geological surveys and professional organizations of paleontologists, geologists, and biologists have produced materials for distribution at minimal cost. In addition, many professional societies, state geological surveys, county to federal parks, and amateur societies provide educational opportunities “in the field”, where classes can visit fossils where they occur in nature, either to observe them or, where fossils are abundant and conditions are safe, to collect them to take back to the classroom for further study.