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Mccrory, David L. "A Conceptual Structure and Study Guides for Teaching about Technology." Bulletin of Science, Technology & Society 6, no. 2 (1986): 291–93. http://dx.doi.org/10.1177/027046768600600226.
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McCrory, David L. "A Conceptual Structure and Study Guides for Teaching About Technology." Bulletin of Science, Technology & Society 6, no. 3 (1986): 291–93. http://dx.doi.org/10.1177/027046768600600326.
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Huda, Khuan. "INTERCONTINENTAL INSIGHT: A COMPARATIVE STUDY OF HIGHER EDUCATION INSTITUTIONS IN MALAYSIA AND INDONESIA." Global Journal of Humanities and Social Sciences 02, no. 08 (2023): 01–08. http://dx.doi.org/10.55640/gjhss-social-319.
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Explores the educational landscapes A Comparative Study of Higher Education Institutions in Malaysia and Indonesia of Malaysia and Indonesia, focusing on their higher education institutions. This comparative study investigates various aspects, including educational policies, curriculum structures, teaching methodologies, student demographics, and institutional cultures. By analyzing similarities and differences, the research aims to offer insights into the strengths, challenges, and potential areas for collaboration between Malaysian and Indonesian higher education systems.
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Fien, John. "Understanding the Macro-context of Teaching Environmental Education: A Case Study from Queensland, 1989-1991." Australian Journal of Environmental Education 8 (1992): 77–114. http://dx.doi.org/10.1017/s0814062600003323.
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Any discussion of curriculum should consider the social setting, especially the relationship between schools and society and its influence on curriculum decisions…. Curriculum decisions take place in a complex social setting, through demands that are imposed by society and filter down to schools (Ornstein and Hunkins, 1988: 114).Context is an important element in understanding the nature of the curriculum in any field and its goals. Thus, Cornbleth (1988: 89) describes curriculum as “an ongoing social activity shaped by various contextual influences within and beyond the classroom”. She argues that curriculum is a “contextualized social process” which:… cannot be understood adequately … without attention to its setting or context. Curriculum is contextually shaped…. (C)urriculum emerges from the dynamic interaction of action, reflection and setting (Cornbleth, 1990: 6-7)Similarly, Berlak and Berlak (1981: 24) write of the need to investigate teachers' decision making in terms of “the social, cultural and political forces and structures that are omnipresent in all social situations”. Sharp and Green (1975) argue that comprehensive explanations of teaching require an investigation of the “sociology of situations, their underlying structure and interconnections and the constraints and contingencies they impose” (p. 25).
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Thyer, Bruce A., Geraldine Jackson-White, Richard Sutphen, and Dorothy F. Carrillo. "Structured study questions as a social work teaching method: A controlled experimental study." Innovative Higher Education 16, no. 3 (1992): 235–45. http://dx.doi.org/10.1007/bf00920314.
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Robinson, Kirk S. "The influence of neoliberalism on graduate student teaching preparation: a structural, interactionist study." Studies in Graduate and Postdoctoral Education 11, no. 3 (2020): 295–310. http://dx.doi.org/10.1108/sgpe-09-2019-0076.
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Purpose The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered at Midwestern State University) shaped their experiences in the seminar. However, as this study unfolded, the author learned that the neoliberal social structure enveloping TEAC 530 informed how GTAs interacted with their peers. It became necessary to interrogate how the seminar, against a neoliberal backdrop, shaped GTAs’ interactions. Design/methodology/approach Using an ethnographic methodological approach, this inquiry drew from fieldnotes from 21 different TEAC 530 sessions, with collection occurring over the course of 15 months. This project also drew upon 18 semi-structured interviews and analysis of relevant documents. Findings Neoliberalism’s influence on TEAC 530’s structure and learning goals created conditions that did not forge strong GTA peer connections; the extent to which GTAs got to know each other and build relationships was questionable. Fruitful working peer relationships were inconsistent, making it challenging for GTAs to learn and contrast their experiences and understandings about teaching with peers. Originality/value Neoliberalism’s influence on TEAC 530 undermined the seminar’s community of practice design, limiting the scope and depth of GTAs’ peer interactions, which in turn limited the facilitation of GTAs’ teaching preparation.
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Kuzmin, Victor, Mariia Kuzmina, and Svitlana Borysiuk. "PECULIARITIES OF TEACHING THE SUBJECT «METHODS OF SOCIAL RESEARCH» FOR STUDENTS OF THE SPECIALTY «231-SOCIAL WORK»." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 204–10. http://dx.doi.org/10.24144/2524-0609.2021.48.204-210.
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In modern Ukrainian society there is a problem of professional training of students, which depends on the quality and features of methods of teaching professional disciplines. Also in recent years, the specialty of social work is gaining importance and almost no state can do without qualified social workers who not only provide assistance to various groups, but also participate in the development of regulations and legislation. Social work as a branch of social knowledge that is actively developing, covers both global social technologies and certain methods of working with specific types of social problems. The subject «Methods of social research» is based on modern methods of collecting and processing information and sociological data, which will undoubtedly help the sociologist and social worker in solving social problems. The purpose of the article is to identify and study the features of teaching the subject «Methods of Social Research», the material of which is necessary for future social workers in working with different groups and social problems. General scientific and sociological methods of cognition of social phenomena and processes were used, namely: logical-historical, structural-functionalist and comparative analysis − to study the peculiarities of teaching sociological disciplines; analysis and synthesis − to highlight the content of teaching methods; classifications − for typology of methods of teaching disciplines; structural-functional analysis − to clarify the structure of teaching. The following features of teaching the subject «Methods of social researches» can be revealed: studying of the modern SPSS program which is necessary for social workers during research work; the teacher uses different teaching methods depending on the level of knowledge of students and the complexity of the topic; teachers involve students in writing research papers, which are an integral part of training of future bachelors and masters; in addition to the material according to the curriculum, students also study general competencies.
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Ritter, Jason K., Dave Powell, and Todd S. Hawley. "Takin’ It to the Streets: A Collaborative Self-Study into Social Studies Field Instruction." Social Studies Research and Practice 2, no. 3 (2007): 341–57. http://dx.doi.org/10.1108/ssrp-03-2007-b0003.
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This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching practices while working with student teachers in the field. By systematically embracing opportunities to explore mutually pressing issues and concerns manifest across the student teaching semester, the authors found that collaborative self-study provided a useful framework for considering their pedagogical reasoning and decision making as they encouraged student teachers to engage in rationale-based practice. The understandings gleaned from this study provided the authors with a basis upon which to reexamine their developing teacher educator pedagogies, as well as to critique the nature and structure of their teacher education program.
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Qiu, Zhi, Su Wang, Xiang Chen, Xingwei Xiang, Qingqing Chen, and Junqiao Kong. "Research on the Influence of Nonmorphological Elements’ Cognition on Architectural Design Education in Universities: Third Year Architecture Core Studio in Special Topics “Urban Village Renovation Design”." Buildings 13, no. 9 (2023): 2255. http://dx.doi.org/10.3390/buildings13092255.
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This study focuses on the topic of “Urban Village Renovation Design” under the complex and diversified social needs in the third year of the architecture undergraduate program at Zhejiang University, China. Based on the theory and method of “situational teaching,” this study proposes a teaching framework integrating the investigation and cognition of nonmorphological elements, such as historical background, economic structure, social structure, public service, and human needs. The study aims to reveal the analysis and response of site investigation and architectural programming to social needs in the realistic context, and take nonmorphological elements as one of the important factors to promote the rationality and authenticity of architectural design, standardize the teaching process in the form of the teaching framework, and realize the teaching goal of solving social needs by design. Qualitative analyses are used to evaluate whether the proposed teaching framework achieves the expected teaching effects according to Bloom’s Taxonomy. We then use the Kirkpatrick model to quantitatively evaluate the specific effects of the framework, and the differences in the positive effects of nonmorphological elements on teaching are explored. In addition, regression analysis is used to discuss ways of obtaining nonmorphological elements. The results show that the teaching framework is a feasible method to improve students’ understanding of social problems and implement reasonable architectural programming that integrates nonmorphological elements in the architectural design course. To some extent, this teaching framework addresses the neglect of nonmorphological elements in traditional Chinese architectural design teaching, and forms an experience-based teaching methodology that can be used to guide architectural design teaching on other topics. This study is helpful in exploring the value and potential of nonmorphological elements in architectural design and provides a reference for college teachers engaged in architectural programming and design teaching.
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Persson, Christel, Daniel Einarson, and Maria Melén. "Educating the educators to be a driving force in higher education towards sustainable development." International Journal of Sustainability in Higher Education 24, no. 9 (2023): 197–212. http://dx.doi.org/10.1108/ijshe-10-2022-0332.
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Purpose This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students. Design/methodology/approach With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion. Findings Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice. Research limitations/implications When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution. Practical implications The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions. Social implications A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change. Originality/value This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.
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Tussupbekova, Madina, Ainagul Mukhtarkhanova, Lee Anne Godfrey, and Karachach Duvanaeva. "THE POSSIBILITIES OF A TEACHING INTERNSHIP IN DEVELOPING ENGLISH LANGUAGE TEACHING SKILLS." Bulletin of Osh State University, no. 1 (March 27, 2024): 127–41. http://dx.doi.org/10.52754/16948610_2024_1_12.
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This study is based on theoretical and practical aspects of an abroad internship and presents a qualitative (to observe scholars’ views on different university activities; informally interview scholars; open-ended questions about scholars’ adjustment experiences and social support from the host university) investigation. This study aims to explore the problems and challenges of an internship abroad and identify opportunities for learning at a host university. This investigation considers interpersonal challenges as academic issues (learning the university style, requirements, schedule, and structure); language (communication with native speakers in different social places and academic communities); and culture (living style, housing, expenses). This paper examines the experience of 11 scholars from different universities in Kazakhstan. The research was conducted through an online survey instrument Google Forms because it is commonly used in academic research in all Kazakhstan universities. There are 20 closed-ended questions with “yes”, “no' ' or other short reply to responses about their experiences during the internship.
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Shiddiq, Jamaluddin. "Model Pembelajaran Bahasa Arab di Ma’had Al-Jami’ah Walisongo Semarang." LISANIA: Journal of Arabic Education and Literature 2, no. 2 (2018): 102. http://dx.doi.org/10.18326/lisania.v2i2.102-120.
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This study discusses the models of Arabic teaching in Ma’had Al-Jami’ah Walisongo Semarang. The analysis based on the Richard Arend’s theory, which is mentions that the teaching models has 4 components are theoretical basis, instructional goals, syntax, and learning environment. This study aims to know each component of it in ma’had. The study result shows that the theoretical basis of teaching includes behavioral theory, social learning theory, the psychological theory of meaningfull verbal learning, the idea of cognitive pshycology, experiential learning theory, and information processing theory. The Instructional goal includes the learning to acquire the factual and declare knowledge, mastering of social cooperative behaviors, and acceptance between groups. The syntax be distinguished by the type of teaching models, include: a) Direct teaching, consists of the orientation, presentation, structured practice, the practice under guidance, and self-practice, b) Presentation teaching, consists of presenting advance organizer, task presentation and strengthening cognitive processing; c) cooperative learning, consists of presenting the goal and establishing set, presenting and organizing information, distributing some students into groups, supporting the team work and teaching, testing the material learning and giving a testing; 4) learning environment in ma’had, includes: in the direct, the teacher structures the environment stricty to maintain the academic focuses and hopes the tudents will be a good observer, listener and participant; b) in the presentation: the teacher distributing, some students into a group and in each gropu, there is two role, presentator and listener; c) cooperative: the environment organized based on task structure and reward cooperatively neither competitively.
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SHI, Wei, and Xian Ping MENG. "Effectiveness Study on Mind Mapping Approach to Students’ Operation Position Performance and Creativity on Traditional Chinese Painting." Revista de Cercetare si Interventie Sociala 84 (March 15, 2024): 91–100. http://dx.doi.org/10.33788/rcis.84.6.
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Under current diplomaism, students’ painting ability is cultivated, but the creativity development is restricted. Students mainly learn painting skills that technique training is mostly emphasized. To improve such a problem, it is necessary to build the operation position performance ability and the value and attitude towards creativity, cultivate creativity with multiple intelligences as the structure, stress on the creativity process and taking pressure in the experience, and integrate creativity into course teaching. Using experimental design model for this study, 202 art major students of a university in China, as the experimental subjects, are preceded the 18-week (2 hours per week for total 36 hours) experimental teaching research. The research results show that 1.mind mapping approach would positively affect operation position performance, 2.mind mapping approach would positively affect creativity, and 3.operation position performance shows significant and positive effects on creativity. According to the results to propose discussions, it is expected to provide students with the learning strategy of creative thinking through teachers’ teaching model, cultivate students’ operation position performance and creativity on traditional Chinese painting with the system structure and divergent thinking of mind mapping symbolism, as well as actually apply to the artistic creation of traditional Chinese painting.
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Pahl, Angelika, and Reinhard Tschiesner. "Vocational Interests and Teaching Preferences: Who Prefers Which Teaching Topic in the Nature–Human–Society Subject?" Behavioral Sciences 13, no. 8 (2023): 658. http://dx.doi.org/10.3390/bs13080658.
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This study focuses on the vocational interests of trainee teachers for kindergarten and primary school, investigating whether the RIASEC-interest dimensions are related to teaching preferences in the Swiss subject of Nature–Human–Society, which is characterized by its multidisciplinarity. Interests are a source of individual differences in people and important to study since they influence intrinsic motivation, and thus, behavior, effort, and occupational decisions. The results of the conducted survey, composed of the Nature–Human–Society questionnaire and the general interest structure test (AIST-R), show, in a sample of 220 participants, that trainee teachers’ vocational interests were partly related to their previous experiences in the specific content domains of Nature–Human–Society and slightly differed by gender. The RIASEC interest dimensions of social, investigative, realistic, and partly artistic evidence significant correlations with preferences in the teaching topics of the Nature–Human–Society subject. It became clear that trainee teachers with high realistic and investigative interests and low social and artistic interests tended to prefer thing-related teaching topics, while pronounced social and artistic interests with low realistic and investigative interests were associated with teaching preferences for people-related topics in the subject of Nature–Human–Society. The dominant role of Prediger’s people- versus thing-related interest orientation could thus also be confirmed in the choice of favorite teaching topics, signaling that teachers feel comfortable with those topics that match their interest structure.
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Bai, Reeta. "Teaching English Sentence Structure through Comics an Exploratory Study: Law Students Tamilnadu." ECS Transactions 107, no. 1 (2022): 3117–28. http://dx.doi.org/10.1149/10701.3117ecst.
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AbstractReading habit is loosing its fragrance because of social media and more of distraction with modern gadgets. Even though many online reading sources such as kindle, storytel, reading blogs etc are available in large number but students get deviated from the content and switch on to other app and the major failure is the focus on the prescribed content. Alternative method to inculcate reading habit is the ancient method that is through books, when they touch and feel the books they get to read more. Beard and Rhodes1 experimented comics with MS degree learners and the experiment proved that reading comics helped them to express their thoughts, anxieties etc. Generally many students including adults hesitate to spend time on reading books alternative source to get involved in reading is comics because it is in chunk with animations a delight for both mind and eyes. Esiner2 study stated that usage of comics helped the learner to improve visual and verbal skill. This study focus on the introduction of comics to the law students for teaching sentence structure. As their profession is more of reading and understanding the cases of human, they must be trained with sentence structure. Northern part of Tamilnadu is the target group, which comprises of five college and the experiment was carried with sixty students. The result proves that the students exposed to reading habit was understanding the usage of sentence structure and their creative level of writing skill is witnessed during the research.
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Bulut, Birol, Turan Kaçar, and İrfan Arıkan. "Argumentation-Based Learning in Social Studies Teaching." Journal of Education and Learning 8, no. 3 (2019): 89. http://dx.doi.org/10.5539/jel.v8n3p89.
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An argument is the product that is produced as a result of the discussion to support a claim. Argumentation is a reasoning process in which arguments are generated by using claims, data and reasoning components. Argumentation-based learning is an effective approach that can be used to discuss ideas on sociological issues, and is particularly effective in teaching semi-structured problems, such as sociological issues. Social studies are the process of forming a bond based on proofs via social reality and getting dynamic information as a result. The aim of this study is to determine the place of argumentation-based learning in social studies teaching. Whether or not the argumentation-based learning approach is applied in social studies teaching constitutes the research problem. According to the data obtained from this study, it is thought that argumentation-based learning approach can be applied in social studies teaching. In this study, one of the qualitative research methods used in the document analysis method was used.
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El Geddawy, Yasser, Fernando A. Mikic-Fonte, Martín Llamas-Nistal, and Manuel Caeiro-Rodríguez. "Introducing Personal Teaching Environment for Nontraditional Teaching Methods." Applied Sciences 12, no. 15 (2022): 7596. http://dx.doi.org/10.3390/app12157596.
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Students use technology in various ways to learn. The differences in their learning goals and needs make it challenging for teachers to be more engaged in designing educational tasks, assisting, and coping with their students learning. This paper introduces a novel structure of a concept for teaching called Personal Teaching Environment (PTE). This contribution aims to provide teachers with PTE components (tools, connections and activities, and data sources) that can facilitate the fulfillment of their educational tasks for them. The main goal of this study is to define the concept of PTE and its components, as well as to investigate the most popular nontraditional teaching methods and to relate PTEs to these methods with application examples. Therefore, this paper addresses the following questions: (a) What is the structure of PTE, and how does it work? (b) What are nontraditional teaching methods’ advantages, frameworks, and successful implementation stories? and (c) How would you categorize the tool types of nontraditional teaching methods to serve PTE applications? A review was conducted to achieve these goals, and a total of 93 peer-reviewed articles pertaining to the most frequently studied nontraditional teaching methods were comprehensively studied and analyzed. The analysis resulted in practical guidelines, including the benefits and tool types of the five studied nontraditional teaching methods (flipped classroom, problem-based learning, gamification, case study, and social media-centered). Based on the results, the authors established significant examples for teachers who aim to use one or more of those nontraditional teaching methods through the adoption and utilization of the PTE applications.
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Marx, Jonathan, and Douglas Eckberg. "Teaching Scholarship During The 1990s: A Study of Authorship in Teaching Sociology." Teaching Sociology 33, no. 3 (2005): 252–62. http://dx.doi.org/10.1177/0092055x0503300302.
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While the scholarship of teaching has risen in prominence in the past few decades, little is presently known about the structure of knowledge creation and dissemination in that area of scholarship. Such basic facts as the characteristics of programs that perform and publish the research (e.g., B.A., M.A., or Ph.D.), or the identities of specific schools that are leaders in teaching scholarship remain undocumented. This article explores the topic through counts of articles and notes published in a major outlet in the scholarship of teaching, Teaching Sociology, during the decade of the 1990s. We address the following: (1) Does publication of teaching scholarship vary by the type of degree program (e.g., B.A., M.A., and Ph.D.) or by other characteristics? (2) Are some institutions centers of teaching scholarship? (3) How wide is the scope of teaching scholarship across the nation's departments? Overall, we find that a variety of sociology departments have established records of teaching publishing. Yet, some departments are leaders and appear to create a climate favorable to teaching scholarship. Jonathan Marx is professor of sociology at Winthrop University where he teaches courses in research methods, education, sport, organizations, and health. His most recent publications vary from a social history of science fairs to an examination of final gift exchange among the elderly. Douglas Eckberg is professor of sociology and Chair of the Department of Sociology and Anthropology at Winthrop University. He teaches a variety of courses and is convinced that research methods is the most fundamental course for developing critical thinking in students. He will be taking a sabbatical from teaching next year to pursue his strongest research interest–historical (nineteenth-century) southern homicide.
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Kristiyanto, W. H. "Teaching Physics in Scientific Information Disclosure Era Through Daily Physics Learning." Journal of Physics: Conference Series 2392, no. 1 (2022): 012028. http://dx.doi.org/10.1088/1742-6596/2392/1/012028.
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Abstract Daily physics is the study of physics that raises problems and applications in everyday human life. This study aims to describe the structure of physics learning in everyday life that supports physics learning in the era of scientific information disclosure and its implementation. This qualitative descriptive research was conducted by examining the structure of everyday physics learning and observing the responses of research subjects with physics and social backgrounds who participated in the daily physics lessons. The results of this study indicate that the structure of learning physics in everyday life is designed to be followed by all participants from both exact and non-exact groups as part of the Whole Person Education program. Subjects with a background in Physics explain daily physics learning followed by discussions based on popular events in everyday life that are studied from the physics side easily and strengthen the understanding of physics concepts that they already have. Subjects with social backgrounds explain daily physics learning, followed by presenting examples that occur in everyday life, such as birthday balloons that can be attached to walls and others. These examples can be easily accepted and understood by all participants. However, participants with social backgrounds find it quite difficult when the discussion enters the discussion of abstractions such as equations and formulas. This research concludes that the structure of everyday physics is very supportive of learning physics for many people in the era of scientific information disclosure.
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Bendig, Charles D., and Marijo Gauthier-Bérubé. "Agency and Structure in Shipbuilding: Practice and Social Learning Perspectives." Heritage 6, no. 2 (2023): 1444–75. http://dx.doi.org/10.3390/heritage6020079.
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Shipbuilding is inherently a social process involving numerous craftsmen utilizing their knowledge and skills while working together to produce a complex machine. The construction of a ship traditionally relies on a stratified apprenticeship system that entails a master teaching apprentices their trade. In this type of setting, the shipyard becomes the classroom where the younger generations learn and mimic mannerisms from their instructors. The development of this technique is considered an individual practice, which, with other construction methodologies and shared interactions, becomes social structures within a specific society. Repetition of this type of practice may reaffirm the existing structure, which in this article relates to various communities of shipbuilders. This paper addresses shipbuilding’s social perspective through an operational process based on surviving shipwreck timbers. Two case studies are addressed: Mediterranean shipbuilding between the Medieval and Modern periods and a case study of late 17th-century French shipbuilding social organization.
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DEMİRKOL, Mehmet. "Stereotypes About the Teaching Profession." International Journal of Psychology and Educational Studies 9 (October 23, 2022): 998–1011. http://dx.doi.org/10.52380/ijpes.2022.9.4.963.
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This research aims to determine the stereotypes about the teaching profession. In line with this purpose, 104 classroom teachers determined by the criterion sampling method, one of the purposeful sampling methods, were determined as the study group in the 2021-2022 academic year. In this study, which was directed by the basic qualitative research model, one of the qualitative research approaches, semi-structured interview forms, were used to collect data. The purpose of this interview form was to identify the stereotypes experienced by classroom teachers, the cause for the creation of these judgments, and the behaviours expected of teachers and non-teachers to combat these stereotypes. The content analysis technique was used in the analysis process of the obtained data. As a result of the research, the teaching profession, It is seen that there are stereotypes that it is comfortable, having a lot of holidays, working half a day, the most difficult, earning money while lying down, a sacred, female profession. Examining the origins of stereotypes reveals that the teacher (attitude, qualifications, type of employment) and working conditions are professional factors. In contrast, the country's political structure, the media, and the social perspective are non-professional factors.
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Agha Shah, Ayesha. "APPLYING ACTION RESEARCH TO STRUCTURE INTERACTIVE AND ENGAGING DESIGN STUDIOS IN ARCHITECTURE SCHOOLS: A CASE STUDY OF UNIVERSITY OF BAHRAIN." Journal of Research in Architecture and Planning 32, no. 1 (2022): 10–22. http://dx.doi.org/10.53700/jrap3212022_2.
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Architecture design studio is a social environment where interactions among students and a teachers serve as a pedagogical tool to enhance the students’ imaginative and creative thinking. However, keeping students motivated for long hour studios is a challenging task. This Action Research (AR) is conducted to evaluate the effects of “structuring” the teaching sessions that take place in the architecture design studios to observe their effects on the motivational level of the students while working for prolonged length of time in a studio. The study examines two types of structured studios: semi-structured studios and fully-structured studios through a meticulous review of the planning, implementation and the cycle of activities. The findings reveal that a higher level of motivation is observed in students when the studio structure is designed to encourage collaborative learning amongst the students, and when the teacher acts as an active facilitator in the studio instead of being a mere observer. Keywords: Action Research, Architecture Design Studio, Higher Education, Motivation, Studio Teaching, Design Pedagogy
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Cadavid-Munera, Isabel Cristina. "Children’s Social Representations of English Teaching and Learning: A Study in Medellín, Colombia." Profile: Issues in Teachers' Professional Development 24, no. 1 (2022): 97–113. http://dx.doi.org/10.15446/profile.v24n1.93408.
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This article reports the findings of a qualitative interpretive research study that explored the social representations children have about the teaching and learning of English as a foreign language in elementary schools in Medellín, Colombia. Sixty children in first, third, and fifth grades of public and private schools participated in the study. Techniques such as drawings, pretend play, conversations, and semi-structured interviews were used to collect data. Three analogies summarize children’s perceptions in this study: learning as “echo,” teaching as a power instrument, and English as a tool to “survive” or to “live and interact with others.” Finally, a reflection and some implications for the teaching of English to children are presented.
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Tosun, Nilgün. "Social Networks as a Learning and Teaching Environment and Security in Social Networks." Journal of Education and Training Studies 6, no. 11a (2018): 194. http://dx.doi.org/10.11114/jets.v6i11a.3817.
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Technology is in a constantly evolving and changing structure since the existence of mankind. Because of this dynamic structure, technology fulfills a number of functions such as facilitating people's lives, time, profit from work, profit from cost, making life more enjoyable. At the same time, technology is used in all areas of life, and it also causes changes and transformations in these areas. Education is one of these areas, perhaps the most important, that technology affects. The hunter society, written with nails, made an important step with the paper's invention, and the written documents were moved from the stones to the books. The invention of computers and the internet has also opened an important milestone in human history and education. In the beginning, the course contents loaded on storage units such as floppy disks, CDs, DVDs were used by the students and teachers, computers were included in the education systems. During periods when we have not yet met with the internet, computer-assisted education has found a large place in many educational institutions and in the curriculum of education level. The development of information Technologies led to widespread use of the internet over time, and shortly thereafter examples of use in education began to increase. Computer-assisted education has also led to the rapid transition of education through internet-supported education, along with the different demands of the network society's individuals. Users are not satisfied with the internet environments where only reading authority is available, and more and more active and interacting requests have come to the agenda. Beyond reading, social networks that make it possible to comment, create content, upload/share/view images, upload video/audio files, and make video, text and voice calls have become popular for users. Social networking platforms where users interact with the environment or with other users in the environment have been attracted by the diversity of user profiles, the usage rates and durations, and the easy and versatility of accessibility. Because of these features, studies on the use of social networks in the field of education to support learning and teaching have also been accelerated and diversified. Social networks can also contain some security issues because they are huge platforms where billions of users are together. Having information about security issues as little as possible, what to do when they are encountered is important for the continuity of learning and teaching. The aim of this study is to demonstrate the importance of social networks, education, learning and teaching influences, possible security threats to be encountered in social networks, and measures to be taken. It is hoped that working in this context will shed light on the work of learners, teachers and decision makers on the subject.
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Ilaltdinova, E. Yu, and V. V. Kisova. "TEACHING TALENT AND TEACHING INTELLECT: THEORETICAL AND APPLIED APPROACHES DESIGN." Vestnik of Minin University 6, no. 4 (2018): 9. http://dx.doi.org/10.26795/2307-1281-2018-6-4-9.
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Introduction: the article deals with current problems of teaching talent and teaching intelligence. A review of the main foreign psychological concepts of giftedness is presented (the concept of “intellectual threshold” is a triad concept of giftedness, a five-factor psychosocial model of giftedness, etc.), different approaches to understanding the structure of this phenomenon are analyzed. The theoretical concepts of giftedness of domestic researchers are discussed in the context of the psychology of intelligence and the psychology of creativity: the working concept of giftedness, the theory of intellectual giftedness, the dynamic theory of giftedness, etc.). The national concept of teaching talent of schoolchildren is analyzed from the point of view of the authors' understanding of the psychological content and dynamics of the development of teaching talent in the age aspect. Materials and methods: the main methods of the research are the analysis of the literature, formalization and modeling, psychological and pedagogical design of theoretical and applied approaches to the description of the phenomenons of teaching talent and teaching intelligence.Results: the author's understanding of teaching talent as a psychological prerequisite for the development of pedagogical abilities and teaching intelligence is proposed, its structure and content of its components are determined. The variable range of manifestations of universal structural components (creativity, activity, level of development of cognitive processes) and special structural components (pedagogical, communicative and organizational tendencies, artistry, speech abilities, empathy, interest in teaching activity) teaching talent are described. A brief overview of the key modern psychological theories of intelligence, including plural, emotional, creative, practical intelligence is given. Some domestic studies are analyzed, in particular the structural-dynamic theory of social intelligence. A teaching intelligence construct is introduced that meets the modern principles of scientific knowledge: inter-paradigm, the search for new generalizations based on the study of the history of the problem and the requirements of new approaches. The author's understanding of teaching intelligence as an integrative individual psychological personality characteristic is formulated. A five-factor structure of teaching intellect is presented, including cognitive intelligence, creative intelligence, practical intelligence, emotional and social intelligence.Discussion and Conclusions: the definition of theoretical and applied approaches to describing the phenomenons of teaching talent and teaching intelligence is the basis for developing the conceptual framework for identifying and accompanying pedagogically gifted youth. The prospect of the study is the development of instruments for diagnosing and monitoring the effectiveness of work on supporting pedagogically gifted young people at all stages of the life cycle of the teaching profession. The article is addressed to a wide range of specialists involved in the work of supporting gifted children and pedagogically gifted youth - schoolchildren, applicants, students and graduates of pedagogical universities.
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Čolaković-Lončar, Jelena. "Social motivation and emotional competence in students." Civitas 11, no. 2 (2021): 173–99. http://dx.doi.org/10.5937/civitas2102173q.
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The goal of the research was to identify relations between social motivation structure and emotional competence among students of different psychosocial characteristics. The research was conducted at the Faculty of Philosophy and the Faculty of Economics, East Sarajevo University. The sample consisted of 228 first-and fourth-year students. For the study purposes, we used the social motivation questionnaire and the emotional competence questionnaire. The results of the research will be useful as motivation for further research, as well as in teaching and designing programs which promote students' mental health.
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Nojaja, Vincent, and Leila Kajee. "“Mending Bridges”: English Teachers Teaching for Social Cohesion." International Journal of Learning, Teaching and Educational Research 22, no. 1 (2022): 1–14. http://dx.doi.org/10.26803/ijlter.22.1.1.
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This article explores English Home and First Additional Language (English HL/FAL) teachers’ insights into social cohesion and what their understandings imply for teaching the language in diverse secondary schools in South Africa. Twenty-seven years into democracy, South African society remains beset with social challenges, such as increasing inequalities, poverty, and violence indicating intolerance and a general decline of moral fibre in society. Guided by the theory of social justice in education and supported by the notion that critical pedagogy has the potential to transform society, this qualitative case study explored English teachers’ perceptions of a cohesive society, and the way they teach for such a society. This study explored whether their theoretical understanding of the concept improves teachers’ positioning of education in diverse secondary schools, to achieve the broader objectives outlined in the national curriculum, and successfully foster social change in post-apartheid South African society. Conducted through the method a qualitative exploratory case study, data were elicited through semi-structured interviews and lesson observations of seven English HL/FAL teachers from three diverse secondary schools in Merafong City, in the Gauteng Province, in South Africa. Using content analysis to analyse data, this study found that teachers perceived a cohesive society as one of solidarity, respect, peace, humanity, and equal treatment. Interestingly, some teachers could not clearly link the concept with formal education, or in fact, English teaching, something which indicated that their pedagogic knowledge is limited, thus impeding the process of improving social cohesion in society.
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Cervi, Laura, José Manuel Pérez Tornero, and Santiago Tejedor. "The Challenge of Teaching Mobile Journalism through MOOCs: A Case Study." Sustainability 12, no. 13 (2020): 5307. http://dx.doi.org/10.3390/su12135307.
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Smartphones have become a key social tool: They have changed the way people consume, receive and produce information, providing potentially anyone with the opportunity to create and share content through a variety of platforms. The use of smartphones for gathering, producing, editing and disseminating news gave birth to a new journalistic practice, mobile journalism. Incorporating mobile journalism is, thus, the current challenge for journalism educators. Our article aims at discovering whether new models of education, such as massive online courses, can help mobile journalism training. The research focuses on the first pilot project of a massive open online courses (MOOC) on mobile journalism, the Y-NEX MOOC. By assessing structure, functioning and participants’ opinion, the objective is to discover if MOOCs prove to be useful tools in mobile journalism training. Results show that this model of distance open learning can be helpful for mobile journalism training, providing some recommendations for improvement.
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Phuong, Vo Tu. "A Study of Oxymoron in English and its Values for Teaching English-Majored Students." Journal of Educational and Social Research 13, no. 4 (2023): 76. http://dx.doi.org/10.36941/jesr-2023-0091.
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Oxymoron in English is a linguistic phenomenon of special importance. This phenomenon appeared in the language for a long time, but it developed strongly from the end of the 15th century. This is a fairly common phenomenon and appears a lot in the language. It is very important to study oxymoron in English and its implications for teaching students majoring in English. Research results will help students better understand English sentence structure and word usage, and help develop creative thinking and flexibility in using language. The research also familiarize language majors with different rhetorical devices and expressions, strengthen their writing and speaking skills, create an interesting learning environment, raise students' curiosity and interest, and help them absorb knowledge in a positive way. In this article, the author will focus on clarifying oxymoron in English and its application in teaching. To have a solid basis, the author will conduct a survey and evaluate learners to understand its advantages and limitations.
 
 Received: 17 April 2023 / Accepted: 20 June 2023 / Published: 5 July 2023
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Kim, Jungjoo, and Hosung You. "A Relationship among Self-direction, Teaching Presence, Social Presence and Perceived Academic Achievement of Teachers in Distance Training Program." Korea University Institute of Educational Research 84 (August 30, 2022): 111–32. http://dx.doi.org/10.24299/kier.2022.353.111.
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The purpose of the study is to explore the effect of self-direction on academic achievement in distance training program mediated by teaching presence and social presence and examine the structural relationship between those factors. To achieve the research purpose, path structure of the research model were analyzed through confirmatory factor analysis of the structural equation model with 379 samples collected from the teachers who had participated in the program. As a result, this study found that first, the self-direction of the learners in distance education showed a positive effect to academic achievement. Second, their self-direction showed a positive effect to academic achievement by partially being mediated by the teaching presence and social presence. This study is meaningful in terms of broadening the understanding of factors affecting academic achievement in a distance education environment and the relationship by investigating the structural relationship between self-direction, teaching & social presence, and academic achievement for learners. Significant implications are followed to support and design teaching and learning practices in distance education.
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Soma Widnyana, I. Gede. "PERSEPSI UMAT HINDU TERHADAP AJARAN KARMAPHALA DALAM TEKS AGASTYA PARWA DI DESA SONGAN KINTAMANI BANGLI." Jurnal Penelitian Agama Hindu 1, no. 2 (2017): 448. http://dx.doi.org/10.25078/jpah.v1i2.281.
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<p><em>Hindu has wide range of teaching sources including sruti and smrti, and also local theology in the from of manuscripts which are used as guidance of good actions.Although there are many holy texts which humans can use as their guidance in life, but not all the humans can act based on dharma as it is taught in those holy texts. It is proven in a mountain village where most of the villagers are jero (priests) who should act based on dharma, but in fact there are still many social deviations and crimes in the village. The most recent case happened a few months ago where there was a murder done by JeroMangku (Priest).</em></p><p><em>Based on the explanation above, the problems discussedvin this research are; (1) what is the structure of Karmaphala teachings in Agastya Parwa Text? (2) what are the functions of Karmaphala teaching in Agastya Parwa Text? (3) what is the perception of the people in songan village Kintamani Bangli about the Karmaphala teaching in Agastya P arwa Text? The theoriesused in this research are structural theory, function theory, and perception theory. Structural theory refers to the theory introduced by teewu: the basic assumption of structuralism is; text is the whole complete meaning which has intrinsic coherence. Function theory refers to the theory introduced by Ratna and Damono, both are combined to figure out the function of literature in society. The purpose is to find out the function of Agastya Parwa Text. Perception theory is used to examine the problem related to people’s perception about Agastya Parwa Text. This a qualitative research using library research and interview and also document study. This research uses descriptive method, structural understanding and interpretation and the analysis presentation uses descriptive method.</em></p><p><em>Structure discussion, in here text structure andKarmaphala teachings structure in Agastya Parwa Text are discussed. Text structure related to the general description and the points of the teachings In Agastya Parwa Text. The structure of Karmaphala teaching in Agastya Parwa Text is broken down into some parts; (1) Sancita Karmaphala (2) Prarabda Karmaphala (3)Kriyamana Karmaphala, but the explanation of those parts are not done in order. For example, at the beginning is about Kriyamana Karmaphala, and the Sancita Karmaphala, and the back again to Kriyamana Karmaphala. The function of Karmaphala in Agastya Parwa Text is; morality aeducation function, religious function, social funcation, and as a medium of inspiration. Therefore, people of songan village really believe in the Karmaphala teaching found in Agastya Parwa Text.</em></p>
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Yao, Yuan. "Deep Integration of AI and TPACK: Reconstruction of Teachers’ Knowledge Structure in the Post-pandemic Era." BCP Education & Psychology 3 (November 2, 2021): 150–54. http://dx.doi.org/10.54691/bcpep.v3i.28.
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The development of artificial intelligence (AI) technology has brought an unprecedented intelligent reform to teaching, and the COVID-19 pandemic has provided an opportunity for online and offline hybrid teaching mode. During the pandemic prevention and control period, the application of AI technology has brought about subversive changes in teaching methods, teaching content and teaching environment. This is the result of continuous adjustment in teaching practice in schools around the world, and will be a new characterization of teaching practice in the future. The social crisis caused by COVID-19 requires teachers to adjust their knowledge structure accordingly. Based on the new requirements for teachers in the era of AI and the traditional Technological Pedagogical Content Knowledge (TPACK) theory, this paper puts forward a new idea to reconstruct teachers’ knowledge structure by deep integration of AI and TPACK. This study studies how teachers should change their knowledge structure from the four dimensions of Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK, and puts forward suggestions for the intelligent development of education, in order to provide new theoretical support for teachers’ career development in the Post-pandemic era.
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Thai, Hung Le, Thoa Dinh Thi Kim, Lien Vu Phuong, and Vy Nguyen Thi Phuong. "ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model." Journal of Educational and Social Research 12, no. 3 (2022): 172. http://dx.doi.org/10.36941/jesr-2022-0076.
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Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence.
 
 Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022
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Ahmed, Syed Danish Haseen, and Ambreen Usmani. "Bridging Gaps in Teaching and Learning Biochemistry: A Qualitative Study." Pakistan Armed Forces Medical Journal 74, no. 2 (2024): 522–29. http://dx.doi.org/10.51253/pafmj.v74i2.9994.
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Objective: To identify the sources of learning gaps in biochemistry teaching and learning and explore new teaching and learning strategies, considering the students' perceptions and felt needs. Study Design: Exploratory qualitative study (Social-constructivist philosophical worldview). Place and Duration of Study: Public Sector Medical College, Pakistan, from Jul 2020 to Jul 2021. Methodology: Students from all five years of medical college were recruited voluntarily after their written consent. Ten focus group discussions were conducted, each consisting of approximately 8 to 12 participants. Each session was recorded and then later transcribed verbatim. Verbatim FGDs were reviewed, and codes were given as the concept became recognizable. A code structure was developed via an inductive approach, and then sub-themes and themes were generated. Results: Ten major themes were generated from the FGDs. These themes were teaching, students’ motivation, clinical irrelevance, educational needs, transition difficulty, attitudes, student support, senior peers, curriculum coherence, and assessment. These themes were further elucidated to explain the causes of the learning gaps and provide suggestions. Conclusion: This study concludes that teaching, students’ motivation, clinical irrelevance, educational needs, difficulty in transition, student attitude, student support, senior peers, curriculum coherence, and assessment are the potential sources of the learning gap to achieve intended learning outcomes of biochemistry for medical students.
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ERDOGAN, Erdi, and Bulent AKBABA. "Should We Flip the Social Studies Classrooms? The Opinions of Social Studies Teacher Candidates on Flipped Classroom." Journal of Education and Learning 7, no. 1 (2017): 116. http://dx.doi.org/10.5539/jel.v7n1p116.
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The technology revolution continues to profoundly influence the educational process. Thus, the traditional teaching process is changing and education which is individualized with technology supported teaching processes comes to the forefront. One of the concrete indicators is the flipped classroom model. The purpose of this study is to determine the opinions of the teacher candidates who continue the undergraduate program of social studies education towards the flipped classroom model and its usability in social studies course. Phenomenology which is one of patterns of the qualitative research approach was used as the individual perceptions of the students were examined in the study. Purposeful sampling method was used in the determining the study group of the research and nine teacher candidates were included in the study with criteria sampling. The data were collected with a semi-structured interview form. Content analysis method was used in the analysis of research data. As a result, teacher candidates have a positive attitude towards technology-supported teaching processes and stated that the use of flipped classroom model in social studies course would solve many problems like time management and absence of in-class practices. Moreover, it has been stated that prospective teachers are not equipped enough to implement this model, and problems may arise due to supervision during the application phase. Finally, teacher candidates stated they wanted to use the flipped classroom model in the teaching process, but that a certain experience has to be provided first.
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Putra, Rangga Mega. "A Study on Ganre-Based Approach in Teaching Speaking to Indonesian EFL Learners." Pedagogy : Journal of English Language Teaching 7, no. 1 (2019): 1. http://dx.doi.org/10.32332/pedagogy.v7i1.1418.
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The implementation of genre-based approach in EFL teaching has been increasingly attracting many EFL teachers’ attention. This study aimed at investigating the implementation of Ganre-Based Approach in teaching and learning process of speaking skill at SMPN 1 Gamping Yogyakarta. This study was descriptive qualitative. The techniques of collecting the data were observation, interviews and documentation. The data was analyzed by referring to theory of the stages of genre-based approach developed by Hammond et al., (1992). The total of the sample of this study was 28 students in the seventh grade of SMPN 1 Gamping Yogyakarta. The findings showed that the English teacher still had some weakness in implementing genre-based approach. Moreover, the students still had many difficulties in generic structure and social function of the text.
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Gozali, Imelda, Yazid Basthomi, and Abdul Syahid. "Painting the ELT Research Landscape during the Pandemic: A Bibliometric Study." Mextesol Journal 47, no. 3 (2023): 1–18. http://dx.doi.org/10.61871/mj.v47n3-2.
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The COVID-19 pandemic considerably altered the English Language Teaching (ELT) milieu . Hence, this bibliometric study was conducted to sketch a broad description of the ELT research during the outbreak and reveal the conceptual, intellectual, and social structure of the field. The Scopus database was consulted to find journal articles published in English on ELT between 2020 and 2021. A total of 2,273 documents were analyzed by running Bibliometrix R-Tool. The findings on research productivity and impact under general description indicated the growing prominence of Asian countries in ELT research. The conceptual and intellectual structure analyses suggest that topics on technology and psycholinguistics have gained increasing interest. However, the social structure analysis result called for more collaboration among institutions in the ELT field. The result of this study may serve as a valuable guide for novice ELT writers on contemporary topics, prominent ELT scholars, and leading journals for reference and publication venue. For future research, ELT researchers interested in bibliometrics can carry out similar research using different databases or perform this same study after two years to paint the post-pandemic ELT research landscape.
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Aljabr, Fahad, Arif Ahmed Mohammed Hassan Al-Ahdal, and Rashed Daghamin. "Influence of Social Networking Sites on Undergraduate Saudi EFL Learners: A Study at Ha'il University." Theory and Practice in Language Studies 13, no. 11 (2023): 3030–38. http://dx.doi.org/10.17507/tpls.1311.33.
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Smart usage of social networking sites can make them useful instruments for communication, learning, and teaching purposes. Owing to rising demand for it, digital technology, particularly social networking sites are finding a place in the universities. The purpose of this study is to look into the influence of using social networking sites in the teaching of English at tertiary level. Semi-structured interviews were conducted with twenty-five lecturers and fifty undergraduate students from the first year of the academic calendar year 2020-2021 in the University of Ha'il, Saudi Arabia. The findings of the study revealed that SNSs may be a double-edged sword, as they may have both favourable as well as detrimental impacts on the development and improvement of EFL learners' speaking and writing abilities. The study highlights the necessity for the proper usage of social networking sites (SNSs) in academic contexts. It also suggests that social networking sites (SNSs) if appropriately used, can be incorporated into the undergraduate teaching system to improve EFL proficiency and competence.
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Gerdin, Göran, Lena Larsson, Katarina Schenker, et al. "Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities." International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6904. http://dx.doi.org/10.3390/ijerph17186904.
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A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond.
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Hasnitah, Aprida. "SOSIOLINGUISTIK DALAM PEMBELAJARAN BAHASA INDONESIA." Vol. 13 No. 2 (2023): Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah 13, no. 2 (2023): 442–51. http://dx.doi.org/10.23969/literasi.v13i2.7442.
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Linguistics is the study of language, both as an object and in its function and development. The existence of language structures can be seen throughout history and is a special phenomenon, isolated from other social elements. Regarding the structure of language and the limitations it imposes (lexical semantics, phonology, morphology, syntax and functional stylistics), language is a very specific and separate social phenomenon. Some language elements and categories, their characteristics and structural variants cannot be translated and are unique to the language. There are a number of methods and approaches that focus on sociolinguistic studies, including: a) competence-based language teaching, b) communicative language teaching, c) natural approach, d) cooperative language learning. In addition, there are several explanations of the basic theories of sociolinguistics that are applied in schools, namely: a) language as a communication tool, b) language skills are broad, c) students are part of society
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Mangena, Masilo Lucas, and Khashane Stephen Malatji. "Strategies to support rural-based schools in teaching and learning during COVID-19: The case of the Maune circuit in the Capricorn North district." South African Journal of Education 44, no. 2 (2024): 1–8. http://dx.doi.org/10.15700/saje.v44n2a2343.
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With this study we investigated strategies to support rural-based schools in teaching and learning during the COVID-19 pandemic. The research was conducted in 6 secondary schools in the Maune circuit, Capricorn North district of the Limpopo province, South Africa. A qualitative research approach using a case study research design was followed in the study. The population consisted of 42 school management teams (SMTs) and school governing bodies (SGBs) in the Maune circuit. Purposive sampling was used to select 18 participants. Data were collected through individual semi-structured interviews. A thematic approach was used to analyse the data. The social realist theory was adopted as theoretical framework using the concepts of structure, culture and agency as theoretical lenses. We found that the Department of Basic Education did not train SMTs and SGBs, which affected teaching and learning. We concluded that due to the unavailability of ICT infrastructure within the Maune circuit, teaching and learning during strict lockdown (coronavirus disease [COVID-19]) were impossible and difficult when learners were rotating attendance. We recommend a shift from a blanket approach to school support to conducting an intensive needs analysis for each school in order to provide appropriate and relevant support. A social realist approach to school support is also recommended, where structure and culture are considered critical attributes for school development. It will be good for policy makers, role players and stakeholders to work together towards a common goal and carry out their agential role in ensuring that the needs of marginalised learners are met in schools.
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Akbaba, Bülent, and Bahadır Kılcan. "Develeopment of an Attitude Scale toward Oral History: A validity and reliability study." Pegem Eğitim ve Öğretim Dergisi 2, no. 1 (2012): 1–10. http://dx.doi.org/10.14527/c2s1m1.
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The purpose of this study is to develop a scale to determine prospective attitudes towards oral history. The scale consisting of 26 items was applied to 123 prospective teachers from Department of Social Sciences Teaching and 118 prospective teachers from Department of History Teaching in Gazi University, Gazi Faculty of Education. Experts' views were given importance to ensure the content validity of the scale. Explanatory factor analysis and item discrimination powers were calculated to determine the validity of the scale. After the analysis done, it is seen that the scale has a two-factor structure. Internal consistency level was calculated to detect the reliability of the scale. Results indicated that this scale can easily be used as a valid and reliable tool to determine the attitudes towards oral history studies.
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Keshav Raj Dhakal. "Teaching Current Events Insecondary Level Social Studies Classroom in Nepal." Interdisciplinary Research in Education 6, no. 2 (2021): 89–98. http://dx.doi.org/10.3126/ire.v6i2.43541.
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The purpose of the study was to explore how social studies teachers follow the current events in social studies classroom. The study used phenomenological approach of qualitative research design. In this study, semi structured interview technique was used as qualitative research method was utilized as a means of data collection. For this purpose, interviews were held with 10 social studies teachers in the study group. The interview were recorded on an audio recorder to avoid data loss and then after transcribed. The primary mode of analysis is the development of categories or themes from the raw data. The themes were divided into eight groups and analysis was made through the interpretative method. The results showed that all social studies teachers followed current events in their classroom.It has become necessary to prompt the more active participation of students in the classroom to take advantage of current events to make the social studies lesson more interesting and fun.
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Gordon, Barrie, Jenn M. Jacobs, and Paul M. Wright. "Social and Emotional Learning Through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys." Journal of Teaching in Physical Education 35, no. 4 (2016): 358–69. http://dx.doi.org/10.1123/jtpe.2016-0106.
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This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly aligned with the social and emotional learning (SEL) theoretical framework. The study sought to identify the learning(s) that occurred and the impact of participation for participants. The key findings were that 1) the pedagogical approach and strategies of TPSR when implemented with a high level of fidelity align strongly with the SEL framework; 2) the structure and design of this TPSR based program was an important ingredient in the school’s overall approach to supporting SEL among students, and 3) a number of SEL outcomes were identified as a result of participation in this program.
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Castro, Antonia Luziane Silva de, and Paulo da Silva Lima. "CONTRIBUIÇÕES DO CICLO DE ENSINO APRENDIZAGEM BASEADO EM GENEROS PARA O ENSINO DE LEITURA E ESCRITA NO ENSINO FUNDAMENTAL." EntreLetras 13, no. 1 (2022): 463–85. http://dx.doi.org/10.20873/uft2179-3948.2022v13n1p463-485.
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In this study, we aim to emphasize the contributions that the teaching-learning cycle methodology can bring to the process of teaching reading and writing in Elementary School. Through it, we present the concepts and foundations of this didactic tool, highlighting the structure and analysis of textual genres present in the school curriculum. In order to do so, we will show how the teaching-learning cycle methodology can bring positive results in the teaching of reading and writing, considering its organization in its three levels (1 -preparation for reading, joint construction and autonomous construction; 2 -reading detailed, joint rewriting and individual rewriting; 3 –sentence construction, spelling/vocabulary and sentence writing). At the end of this work, we will seek to verify how the use of this methodology, associated with the conception of literacy as a social practice for the study and analysis of texts, provides an understanding of genres and their different purposes in various social domains.
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Eitzen, D. Stanley, and Susan Hyatt-Hearn. "Teaching “Sport and Society”: Problems and Consequences." Sociology of Sport Journal 9, no. 1 (1992): 60–69. http://dx.doi.org/10.1123/ssj.9.1.60.
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This is a case study of the consequences of a “sport and society” course for students. Data from a pretest and posttest of one class in sport and society suggest that students changed in “desired” directions. At the conclusion of the course they tend to adopt the sociological perspective, as indicated by a greater probability of criticism rather than the acceptance of societal arrangements, a greater willingness to change social structures, and a greater tendency to consider society rather than individuals as the cause of social problems. Students also became less sexist, and the posttest indicated that the course challenged conventional wisdom and thus demythologized the social reality of sport. Since this study was of one class, the results are tentative. The paper concludes with suggestions for further study.
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Oluwayimika, Kasumu Rebecca, and Idoghor Uduak. "Social Media and Quality Assurance for Teaching and Research Purposes." Global Journal of Social Sciences Studies 8, no. 2 (2022): 48–55. http://dx.doi.org/10.55284/gjss.v8i2.716.
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This investigation of social media and quality control in teaching and research was done. The investigation used a survey methodology. Ignatius Ajuru University of Education was the site of the investigation. All of the lecturers at Ignatius Ajuru University of Education made up the study's population. The study included 100 lecturers as its sample. For the study, the mean and standard deviation were used. In order to gather data for the study, a structured questionnaire titled "Social media and quality assurance for teaching and research purposes" was utilized as the instrument. Simple random sampling procedures were also used. Test retest was applied to measure reliability of the instrument and 0.84 coefficient was obtained. Mean was the statistical tool used for the study. The study found that social media sites like twitter, Facebook and Pinterest are helping teachers and students communicate and share knowledge and also carrying out research. Also, the study found that some lecturers have more than 40 articles published online through the use of social media sites. Based on the conclusion, the researchers recommended that lecturers should encourage other lecturers to use social networking sites in their teaching and research publication. Furthermore, social networking sites should be encouraged so that more publications can be done using social media.
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Lowenstein, Ethan. "Navigating teaching tensions for civic learning." Learning and Teaching 3, no. 1 (2010): 32–50. http://dx.doi.org/10.3167/latiss.2010.030103.
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This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.
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Msimanga, Mothofela R. "Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers." International Journal of Learning, Teaching and Educational Research 19, no. 12 (2020): 190–207. http://dx.doi.org/10.26803/ijlter.19.12.10.
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This study explored how the curriculum structure of the Bachelor of Education in economics teaching qualification at one South African university impacts on content knowledge of economics student teachers. Document analysis was undertaken on the university’s Faculty of Education prospectus. Due to meetings restrictions during lockdown, email focus group interviews were conducted. Ten fourth year economics student teachers participated in the study. The study adopted social transformation theory as a theoretical framework. Data was thematically analysed. Data revealed that economics student teachers study the subject content that is meant for economists and other economics related careers. The subject content that is not relevant to school curriculum economics negatively affects content knowledge needed during work-integrated learning and in in their teaching career. For this reason, the curriculum is unfairly structured. To strengthen the content knowledge of economics student teachers, the study recommends that a relationship between economics content in academic major modules and school curriculum economics content be formed. Secondly, economics academic major modules should expose economics student teachers to an introduction in economics content as a way of advancing their subject content knowledge but the focus should be more on school curriculum economics content.
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Mcdonald, Morva. "The Joint Enterprise of Social Justice Teacher Education." Teachers College Record: The Voice of Scholarship in Education 109, no. 8 (2007): 2047–81. http://dx.doi.org/10.1177/016146810710900806.
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Background/Context Responding to the challenges of the demographic imperative and calls for greater program coherence, social justice teacher education programs aim to integrate social justice in the professional preparation of teachers. Such programs intend to improve the preparation of teachers to teach students from diverse backgrounds, and in doing so they strive to keep the moral and ethical purposes of teaching and schooling at the center of teachers’ preparation. Purpose This study examines two social justice teacher education programs to explore teacher educators’ conceptions of social justice and the conditions that appear to support their joint enterprise. Research Design Findings presented are based on a year-long qualitative case study. Data sources include interviews with teacher education faculty and a review of program and course documents. Findings Grounded in communities of practice theory and a theory of social justice, I found that faculty conceptions of justice varied from an emphasis on meeting the needs of individuals to a concern with broader structural inequities. The mutual engagement of faculty appeared to be supported by external resources that provided structure and expertise, the selection of faculty with commitments to social justice and collaboration, and formal and informal opportunities to collaborate. Conclusions/Recommendations This study has implications for both practice and research in teacher education. In terms of practice, this study suggests that social justice teacher education relies on more than the efforts of individual teacher educators. Teacher education programs aiming to integrate social justice may benefit from implementing structures that enable faculty to work together in both defining and enacting such a vision of teaching and learning. The dimensions of social justice articulated by Mills and SJSU faculty offer teacher educators with a way of conceptualizing justice that attends to a core concept in the field—the goal of attending to individual student's needs—and to a less common concept of justice as tied to alleviating oppression.