Teaching Assignments Research Articles

국어과 중등교사 임용시험(2002-2024) ‘고전 시가’ 영역의 분석 및 방향

Objectives The purpose of this study was to analyze the questions in the ‘classical poetry’ area in the Korean Language Department Secondary Teacher Appointment Test (2002-2024), and to suggest what direction to proceed in the future. Methods Questions in the classical poetry area were extracted from the Korean language department secondary teacher appointment test questionnaire and analyzed ‘tendency’ and ‘type of question’ based on the direction and principles of questions provided by the Korea Institute for Curriculum and Evaluation. Results The tendency of the questions could be divided into three main categories. First, there was a great tendency to consist of 2-3 passages only within the classical poem. Second, there was a bias in the classical poem section that is presented every year. Third, there were many cases where the works that were presented reappeared in different forms with similar content. The types of questions were analyzed by dividing them by period. First, in the 2000s, there was a great tendency to write questions by memorizing knowledge or content about the work. Second, questions before and after 2010 were presented focusing on knowledge of literary history and understanding and analysis of works. Third, the written questions from 2014 to the present are presented to allow objective evaluation as much as possible, and the narrative questions are presented in the direction of analysis, reasoning, synthesis, and evaluation based on data. Conclusions Based on the analysis results, four directions for the future classical poetry appointment test are proposed. First, it is necessary to expand the scope of complex passages in classical poetry. Second, reduce the deviation of the frequently asked branches, and evenly present the branches of oral literature, Korean literature, and Chinese literature. Third, develop questions to measure more diverse and higher-order thinking. Fourth, the questions are presented so that the essence of the classic poem, “a poem” and “a song (歌)” can be confirmed or realized.

Indaga-T Innovation Group: A Trajectory of Teaching Collaboration

Objective/Theoretical Framework: This paper orders various experiences of teaching innovation in the context of the Indaga-t group of the University of Barcelona. In them, the collaboration between professors from different Degrees taught in the faculties of Education and Fine Arts is shown. Method: The work carried out went beyond sharing teaching, displaying a series of methodologies that led teachers to work in joint actions intervening in the same space and time with students. Results and Discussion: The text shows how various dilemmas were faced in a university context where, increasingly, the relationship between the credits of the courses and their teaching assignments do not invite teachers to interact by going to the classroom together. Implications of the Research: The challenge involved reflecting and becoming aware of the motivations that combined efforts in the face of a stiff institution where time is a scarce resource. Originality/Value: The experiences of communication are the result of learning relationships between teachers and students who worked together collaboratively from different areas of knowledge; These experiences speak of the commitments that were assumed as our beyond our own courses and their teaching plans.

Dr. Lucinda Lee Katz, Kinney Lau’s first teacher: Reflections on Lau v. Nichols (1974): Bilingual education, advocacy, and parent engagement

ABSTRACT Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco’s public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays through her senior year in high school, yielding a higher level of Cantonese proficiency. As a member of the National Teacher Corps (1965–1968), she earned a Master’s degree in teaching while also serving as a teaching intern at a public elementary school. Stationed at Jean Parker Elementary in San Francisco’s Chinatown for her first teaching assignment, she was thrust into running parent-teacher conferences that semester as her master teacher was ill. She met Mrs. Lau, the mother of Kinney Kimmon Lau, who was the main plaintiff in Lau v. Nichols (1974). At the time, the language of instruction at the school was English only. Throughout this interview, Lucinda illuminates how the advocacy of Mrs. Lau led her to be transformed by the justice orientation of a bilingual education model.

Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions

The adoption of K–12 program wanted to produce better proficient pupils with the skills needed for both job and lifetime study. Though the Department of Education (DepEd) emphasized the need for many teachers, issues like the number of students enrolled in the program and the subjects that require specialized instruction tend to increase. Instructors end up teaching subjects other than their area of expertise, which is a problem that schools all around the country are still facing today. This qualitative-phenomenology study carried out a small-scale interview that investigated the challenges faced by teachers who had to teach multiple subject areas. Teachers (n=8) were purposively sampled according to their subject areas. Thematic analysis indicated that teachers were troubled of teaching multiple subject areas because of the preparation process they need to consider, the difference in teaching materials and even their teaching methods matter. Some noted that the process was not effective because the subject mastery was insufficient. These have major implications in education in the Philippines especially it was a common practice to give teaching loads to teachers having competence beyond their area of expertise. This highlighted the need to reevaluate teaching assignments and strategies for professional development to ensure that educators have the necessary competence to effectively teach in different subject areas.

Exploring the Transformative Effects of the Rohingya Settlement on Secondary School Students in Bangladesh

The study aimed to investigate the impact of the displaced Rohingya settlement on secondary school students in Cox’s Bazar, focusing on their perceptions and the challenges they encounter. Utilizing interviews and focus group discussions, data were gathered from thirty students, five teachers, five parents, five community leaders, the UNO, and the USEO of Cox’s Bazar. Thematic analysis revealed that the Rohingya settlement significantly affects students’ learning environments both at school and home, with economic, communication, security, and health-related challenges identified. Positive and negative economic impacts were noted, along with communication difficulties and security concerns. Additionally, students exhibited tendencies towards amoral behavior when interacting with Rohingya individuals, and health issues adversely affected their learning. Policy recommendations include the appointment of additional teachers by NGOs/INGOs to alleviate teacher shortages, the construction of sustainable cyclone shelters within Rohingya camps, and enhanced parental monitoring to safeguard students from insecurity and immoral activities. Ultimately, the study advocates for the repatriation of Rohingya to Myanmar through international negotiations. Furthermore, it proposes further research utilizing a mixed-method approach for more comprehensive insights into the topic.

State control of school education in colonial and post-colonial India

Studies have indicated that local governments and communities can play a legitimate role in governing publicly-funded schools, although debates continue in relation to where and how decentralization operates across different contexts. In the Indian context, it has been argued that educational decentralization received a significant boost following the constitutional amendments of 1992, which mandated local government school management in rural and urban areas across India. However, drawing from the history of school management in India, we show that in colonial India, government-funded schools were locally managed by district boards and municipal bodies. By studying the education Acts of Indian states post-independence, we show that nearly all states adopted a centralized management system with state-controlled appointment and transfer of teachers and funding. Nationally, about 77% of government schools are managed by the state Department of Education, while only 18% of schools are controlled by local bodies. By analyzing sections of the Right to Education Act of 2009, we show that while the Act advocates for decentralized management of schools, it fails to devolve funds and functionaries to the local level. We argue that India's constitutional structure, weak fiscal devolution to local bodies, centralized appointment of functionaries, bureaucratic mistrust of local authorities, fear of local elite capture, upper caste control, and teacher union lobbying have led to centralized state control of education.

Teacher Learning Management

This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.This study aimed to provide an overview of the implementation of teacher learning management in improving student academic achievement at Madrasah Tsanawiyah Darussalam Buriko. Data were collected through interviews, observations, and documentation using a qualitative descriptive method. The findings indicate that effective learning management at Madrasah Tsanawiyah Darussalam Buriko involves three key stages: (1) Learning Planning: Lesson plans and other administrative tools are prepared, although often only to meet administrative requirements. (2) Implementation: Teachers generally follow their lesson plans, except in certain subjects where they rely solely on student textbooks. (3) Evaluation: This involves formative and summative assessments and evaluations of students' spiritual and social attitudes. Improved student learning outcomes are evidenced by fewer remedial cases attributed to teachers' innovative methods. However, challenges include insufficient infrastructure, additional teacher assignments, inadequate knowledge of planning and implementation, limited study duration, and student-related issues such as afternoon drowsiness, lack of enthusiasm, and discipline problems.

Effective Communication in Action: Unveiling Teacher Speech Acts in Indonesian Language Education

The Community Service (PKM) aims to analyze the speech acts of teachers used when teaching Indonesian subjects to students at Tinggimoncong State Elementary School, Gowa Regency, South Sulawesi Province. This service was carried out by involving Indonesian language teachers as partners in exploring the variety of speech acts used in delivering material in class. This service applied classroom observations, interviews, and recordings as data collection techniques. Data analysis used a qualitative approach, specifically a systematic coding of the observed interactions, to identify the dominant speech acts used by teachers when delivering the material. The results of the service show that the variety of speech acts used by teachers during Indonesian language learning are directive speech acts used to give instructions to students, expressive speech acts used to build emotional relationships with students, commissive speech acts, and declarative speech acts appear in explaining and giving teacher assignments to students. Teachers use assertive speech acts to express, state, and inform about subjects taught in class. This PKM activity also provides training to teachers on the application of speech acts that can increase the effectiveness of learning in the classroom. Implementing the findings positively impacts the communication skills of teachers teaching subjects, mainly Indonesian.

A Study on Preparation Experiences and Meaning of the Non-education Major Students for Teacher Appointment Examination

A Study on Preparation Experiences and Meaning of the Non-education Major Students for Teacher Appointment Examination

A Strategic Study on the Infiltration of Life Experience in the Teaching of Assignments in the Upper Primary School Language Group

With the deepening of education reform and the needs of education development, more and more attention is being paid to students' language writing ability. Language writing is an important means to cultivate students' comprehensive language use ability and an important way to improve their comprehensive literacy. In order to better promote the construction and development of primary school language courses, nowadays, in the process of teaching primary school writing, teachers should stand on the children's position, pay active attention to the children's real life status, carefully plan and construct the students' life experience system, so that the students can complete the construction of the main body of the framework of the content of the assignment in the real and intentional life experience, and guide the students to pay attention to the life, awakening experience, accumulation of rich materials, so that the assignment will be more effective. Rich material, so that the content of the work of words and real sense, get rid of false, big, empty unrealistic sky, get rid of the "set work", fixed template of the undesirable phenomenon. Let the students' work content close to real life, full of real emotions, learn to choose the right life materials, build the structure of the composition, can think hard from different perspectives to express creatively. Let the assignments have something to say, let the assignments have a method to say, let the assignments have a character to say. This study focuses on students' writing in the fifth and sixth grades of primary school, focusing on life experience. The important value and significance of life experience in the teaching of language assignments in the upper primary grades helps teachers to update the concept of teaching assignments in a timely manner, improves primary school students' enjoyment of assignments, and then promotes the construction and development of primary school language assignments education.

Skills in Constructing and Implementing Learning Designs for Preservice Mathematics Teacher at Universitas Samudra

Many preservice mathematic teachers use a learning strategy (a model, method, or approach) that is connected to one or more mathematical abilities when preparing their final projects. This research project examines the use of this tactic through a (quasi) experimental learning approach. Upon selecting a learning approach, some final-year students investigate its impact on enhancing students' mathematical proficiency. Aim of this research is to determine the suitability profile of the final assignment of preservice mathematic teachers at Universitas Samudra between the title and the learning design applied and to find solutions to improve the understanding of preservice mathematic teachers at Universitas Samudra in preparing their final assignments. The results of the praxiological analysis skills in constructing and implementing learning designs for preservice mathematic teachers at Universitas Samudra are: 18,18% hhe learning implementation plan is in accordance with the learning model and is explained in the final assignment discussion, 42,42% the learning implementation plan is in accordance with the learning model but is not explained in the final assignment discussion, and 23,33% The learning implementation plan is not in accordance with the chosen learning model.

Principal Attitudes towards Out-of-Field Teaching Assignments and Professional Learning Needs

Principal Attitudes towards Out-of-Field Teaching Assignments and Professional Learning Needs

Racialized teacher tracking: the systematic exclusion of black teachers from advanced-level coursework

ABSTRACT This study systematically investigates the relationship between race/ethnicity and assignment patterns to Advanced Placement (AP) courses by exploring notions of racialized teacher tracking. Administrative data are used to examine AP course assignment in Texas high schools between 2012–2019. Findings show consistent disparities in the likelihood of Black teachers being assigned an AP course, even when controlling for teachers’ graduate degrees, certification pathways, and career levels. Alongside interrelated micro and macro-level institutional factors influencing teacher assignment, findings demonstrate that race/ethnicity structures Black teachers’ access to school resources and shapes perceptions of their legitimacy and status.

National Education Policy, 2020 and Appointment of Teachers through UGCNET-the Policy Paradox

In a recent notification in July (UGC, 5th July ) 2023, the University Grants Commission (UGC) has once again acknowledged the vitality of the National Eligibility Test (NET), State Level Eligibility Test (SLET) and State Eligibility Test (SET) as minimum criteria for appointment of teachers in Higher Education Institutions (HEIs) whereas Ph.D. will remain an optional criterion. This notification once again revived the debates of NET or an accredited test (SLET/SET) and/or Ph.D. and embarked scholars to read the underlying causes of such frequently changing policies of UGC and overall ramifications of these on recruitment in the HEIs. In the context of implementation of the National Education Policy (NEP), 2020, role of the HEIs for ensuring quality education has focused [1]. However, how these can be achieved through a dichotomous policy of NET/SLET/SET or PhD in the matters of selection of teachers. When many universities and colleges are run with inadequate teachers, in what ways they can fulfil the goal of NEP, 2020? How NET or an accredited test can be an important criterion for strengthening research programmers in HEIs? This paper critically evaluates these issues and presents the prolong issue of teachers’ recruitment and role of HEIs in India for quality education through teachers in the context of NEP. It brings light to how contradictory policies are embedded and in operational in the form of UGC-NET and other similar tests for limiting HEIs despite implementation of NEP, 2020.

Evaluating the Regional Contracted Teachers Appointment Program at the Junior High School Level in Tambrauw Regency, Southwest Papua Province : Context of Education in Remote Areas

This study aims to assess the achievements and impacts of the program regarding the appointment of contract teachers at the junior high school (SMP) level in Tambrauw Regency, Southwest Papua Province. This research used an evaluation method with the Context, Input, Process, and Product (CIPP) Evaluation Model developed by Stufflebeam. Respondents consist of representatives from the Department of Education, School Principals, and Teachers. Data collection methods include interviews, observations, and document studies. The collected data are then analyzed qualitatively and presented verbally. The utilization of triangulation and qualitative analysis methods in this study enhances the credibility of the data and the validity of the resulting findings. The analysis results indicate that: Firstly, in terms of context, the implementation of this program still aligns with the existing needs. Secondly, in terms of input, the program can proceed due to the availability of adequate financial support and resources. Thirdly, during the implementation process, external interventions influence the achievement of program objectives. Lastly, in terms of product, this program successfully achieves its predetermined goals and positively impacts the improvement of educational quality. In conclusion, the program regarding the appointment of contract teachers in junior high schools in Tambrauw Regency has a significant impact on enhancing the quality of education. This assessment is crucial for refining and optimizing existing programs. This study provides a valuable contribution to the program evaluation literature, particularly in the context of education in remote areas.

Job Satisfaction and Intention to Stay among Selected Private School Teachers: Implication to Educational Policy

Job satisfaction is a very crucial correlate for a teacher to stay in their current teaching assignment. This study looks into the significant factors of job satisfaction and intention to stay of teachers in a private school. In addition, the study also aims to investigate the relationship between job satisfaction and intention to stay of private teachers. Using a complete enumeration process, 34 private teachers were interviewed and primary data were collected from them. Necessary statistical measures were employed to describe the data collected and the Chi-square test for association was used to determine the relationship between the factors of satisfaction and intention to stay. Results indicated that most of the private teachers are just moderately satisfied with their current job and about 55.88% of them are not willing to stay in their job. This implies that working in a private institution is challenging and does not have enough economic security. This Chi-square test revealed that job satisfaction of private teachers is influenced by their civil status (p-value=0.100) and employment status (p-value=0.100). Additionally, the factors that influence their willingness to stay are their age (p-value=0.100) and employment status (p-value=0.052). The study suggests that teachers must be given incentives and the right compensation to increase their satisfaction and intention to stay in a private school.

Several Thoughts on the Protection of the Legitimate Rights and Interests of College Teachers under the Appointment System

This paper focuses on the protection of the legitimate rights and interests of university teachers under the appointment system. By analyzing the existing issues in the protection of the legitimate rights and interests of university teachers under the appointment system, several considerations regarding the protection of the legitimate rights and interests of university teachers are proposed. Currently, there are problems such as insufficient attention to the protection of university teachers' rights in China, slow updates of laws, and insufficient coordination among relevant parties. There are shortcomings in the protection of university teachers' rights by universities, educational administrative authorities, social organizations, and judicial organs. Drawing lessons from advanced practices in other countries and regions, this article proposes several suggestions based on the current situation in China, focusing on the legal relationship between universities and teachers, legal status, position allocation, teacher initiative, and teacher appointment procedures. These suggestions aim to explore feasible solutions for improving the system of protecting the rights and interests of university teachers under the appointment system while maximizing the protection of teachers' rights.

Implementasi Program Kampus Mengajar dalam Meningkatkan Literasi dan Numerasi Siswa di SMK

This research aims to implement the Class 7 teaching campus program in improving student literacy and numeracy at Bhakti Karya Simo Vocational School. The method used is a qualitative descriptive method with an interpretive paradigm because the researcher is directly involved in the interaction. Data collection techniques through observation, interviews and case studies. The objects of this research are schools, students and students' learning activities during campus teaching assignments. This research was carried out for almost four months, starting from February 26 to June 2 2024. The results of this research are that the campus teaching program carries out various work programs that can improve students' literacy and numeracy skills, such as literacy habits, library viewing, literacy corners, magazines wall, work language week, literacy and numeracy festival, numeracy snakes and ladders, numeracy crossword puzzle, mathematics quiz, technology adaptation training to natural disaster mitigation adaptation. In its implementation, there are various obstacles and challenges faced by students, but they can be resolved by finding the best solution.

Assessment of School Heads’ Management Practices on Teachers’ Professional Development

Teachers’ professional development is crucial for fostering a high-quality educational environment. It equips teachers with the latest pedagogical skills, enhances their knowledge base, and ensures they remain effective in delivering curriculum content. School heads’ management practices for teachers’ professional development are vital for significantly enhancing educational quality and outcomes. Mentoring, facilitating training attendance, and making strategic teacher assignments are all effective management practices that can foster a supportive and growth-oriented environment. This study aimed to assess the school heads’ management practices on the professional development of elementary teachers. The study utilized a descriptive survey method, collecting data from 21 school heads and 186 teachers through a validated researcher-made questionnaire and unstructured interviews. Statistical analysis, including a weighted mean and an independent t-test, was employed to interpret the data. The study revealed that school heads view their management practices in mentoring, training attendance, and teacher assignments as highly effective, whereas they perceive monitoring as moderately effective. However, teachers generally rated these practices as moderately effective, highlighting a discrepancy between the two groups’ perceptions. Significant differences were noted in their perceptions of mentoring, training attendance, and assignments; however, both groups are aligned in their perceptions of the effectiveness of monitoring practices as moderately effective.

Interfacing DNA and Aptamers with Gold Nanoparticles: From Fundamental Colloid and Interface Sciences to Biosensors

Comprehensive SummaryInterfacing DNA oligonucleotides and DNA aptamers with gold nanoparticles has generated numerous functional hybrid materials for sensing, self‐assembly and drug delivery applications. Our lab has been working in this area for 15 years. In this article, the current understanding of the adsorption of DNA to gold nanoparticles is summarized, and related applications in bioconjugation of DNA to gold surface is described. In addition, problems of using gold nanoparticles to signaling aptamer binding are discussed. Finally, re‐selection of aptamers for previously reported targets using the library‐immobilization method is reviewed. What is the most favorite and original chemistry developed in your research group?My most favorite and original work is the study of biointerface chemistry between DNA oligonucleotides and gold nanoparticles enabling rapid DNA bioconjugation by lowering the pH and freezing.How do you get into this specific field? Could you please share some experiences with our readers?My PhD training was focused on catalytic DNA for the detection of metal ions, when I used gold nanoparticles to signal the reactions catalyzed by DNA. When I started my independent career in the University of Waterloo in 2009, I realized that there were many fundamental issues regarding gold nanoparticles and DNA to be studied. My first teaching assignment was a course named ‘Surfaces and Interfaces’. By teaching this course, I learned a lot of surface science concepts that were later used in my research. That was the starting point for me to set up my own research program in this area.What is the most important personality for scientific research?Curiosity, careful observation, critical thinking, and keep trying.How do you keep balance between research and family?Research and personal life don’t have to be always in conflict. New ideas may spark when I am in a relaxed family environment.What are your favorite journals?Journal of the American Chemical Society, Angewandte Chemie International Edition, Nucleic Acids Research, Analytical Chemistry, Langmuir.What are your hobbies?Running; traveling; watching movies.