Curriculum Teacher Research Articles

The Development of a Suggested Internationalized Curriculum for Egyptian Prospective EFL Teachers

The Egyptian reform agenda targets the current Egyptian Teacher Education Curricula (ETEC). Reform should meet the national and international requirements. Accordingly, research attempted to evaluate the current English as a Foreign Language Teacher Education Curriculum (EFLTEC) and to suggest an Internationalized Curriculum for Egyptian Secondary School EFL Teachers’ Preparation. The suggested curriculum was developed in light of the insights gained from analyzing nine referenced documents namely; the Sustainable Development Strategy (SDS), National Academic Reference Standards (NARS), American Council on the Teaching of Foreign Language (ACTFL), National Council for Accreditation of Teacher Education (NCATE), the Standards of the Council for Accreditation of Educator Preparation CAEP, the Australian Professional Standards for Teachers (APST), Cambridge English Teaching Framework (CETF), Sustainable Development Goals (SDGs) and 21st Century Skills. Twenty six EFL fourth-year students participated in the pilot study and ninety six of the same majors and level participated in the main study. In addition, seventeen EFL experts participated in the study. The research project adopted the mixed research method so that document analysis technique, interview, questionnaire, Delphi technique, and focus group technique were used to collect the targeted quantitative and qualitative data. Results revealed that EFL majors (73.9%) were not satisfied with the current EFLTEC in terms of meeting the national and international teacher preparation requirements. Document analysis resulted in stating seven EFL preparation curriculum standards integrating national and international against which an Internationalized Secondary School EFL Teachers’ Education Curriculum was proposed.

生活課程教師專業素養指標之研究─以教學能力成熟度模型與模糊層級分析法為途徑 Application of a Teaching Capability Maturity Model and Fuzzy Analytic Hierarchy Process in Constructing Professionalism Indicators for Life Curriculum Teachers

生活課程教師專業素養指標之研究─以教學能力成熟度模型與模糊層級分析法為途徑 Application of a Teaching Capability Maturity Model and Fuzzy Analytic Hierarchy Process in Constructing Professionalism Indicators for Life Curriculum Teachers

Secondary school teachers’ experiences related to learner teenage pregnancies and unexpected deliveries at school

BackgroundThe incidence of learner teenage pregnancies can be reduced, provided that the major stakeholders, which include the Department of Education and the Department of Health, combine to address this issue. Despite the implementation of Life Orientation as a school subject, which focuses on sexual behaviour, health, decision-making, pregnancy risk, sexually transmitted infections and HIV and AIDS, the prevalence of learner teenage pregnancies at secondary schools remains alarmingly high.AimThe purpose of this study was to explore and describe teachers’ experiences of learner teenage pregnancies in secondary schools in a province in South Africa.SettingSecondary schools in KwaZulu-Natal.MethodA qualitative approach with exploratory, descriptive and contextual strategies was used in this research. Semi-structured interviews were conducted with teachers who had been selected through purposive sampling. Tesch’s steps of systematic open coding were used to analyse all of the interviews.ResultsThe results that emerged during the data analysis indicate that firstly, teachers’ experiences of having pregnant learners in their classrooms are negative as these learners are frequently absent from school, perform badly and drop out of school. Secondly, teachers’ experiences related to unexpected deliveries are coloured by their lack of the necessary skills and competencies to deal and their resultant insecurity. Thirdly, the teachers feel that they do not receive the assistance they need to deal with teenage pregnancies as well as unexpected deliveries.ConclusionsCollaboration between and continuous support from the Department of Health and the Department of Education are crucial if teenage pregnancies at secondary schools are to be handled with greater success. Support from health care personnel should include guidance on contraception and health campaigns should target both the teachers and secondary school learners. Furthermore, coping strategies for the teachers should form part of the preservice curriculum of teachers.

The global school-based student health survey as a tool to guide adolescent health interventions in rural Guatemala

BackgroundAdolescents from rural areas in low-middle income countries face increasing physical and mental health challenges that are not well characterized or addressed due to resource limitations. We used the Global School-based Student Health Survey (GSHS) to describe adolescent health behaviors, and to inform prioritization of health promotion efforts in a resource-limited, rural, agricultural region in Guatemala.MethodsIn July 2015, a group of volunteers administered the GSHS to students from seven schools in four communities in the southwest Trifinio region of Guatemala. Prevalence and predictors of nutritional, mental, and sexual health behaviors were calculated from survey responses, and summarized in region- and school-level reports. Facilitated discussion of survey results with local leadership in January 2016 led to the identification of priorities for school-based health interventions.ResultsFive hundred fifty-four out of 620 (87%) students aged 12–18 years completed the survey. Prevalence of unhealthy dietary behaviors and body size was high: 61% reported high current soft drink intake, 18% were overweight, and 31% were moderate-severely stunted. In multivariable regression models, being food insecure was marginally associated with being underweight/stunted (OR = 1.95, 95%CI = 0.95–4.0). Boys were more likely than girls to report being sexually active (25% versus 6.4%, p < 0.001). Local school leadership identified food insecurity and sexual education as priority areas for intervention, and made plans for providing breakfast in schools, sexual education curriculum development and teacher training, and continued adolescent health reporting and evaluation.ConclusionsThe GSHS is a rapid, cost-efficient, useful tool for surveillance of adolescent health behaviors in vulnerable, resource-limited populations. Results of a locally-administered GSHS informed school-based interventions to decrease food insecurity, early sexual initiation, and teen pregnancy in a rural Guatemalan region.

PENGARUH KOMPETENSI PERSONAL GURU DAN IKLIM SEKOLAH TERHADAP ISLAMIC WORLDVIEW SISWA DI MAN 2 BOGOR

To produce qualified graduates, learning activities in schools should be supported by factors such as quality education support, curriculum, infrastructure, learning media, performance, cooperation, good management and competent human resources of teachers who have good competence , good teacher competence has a role in improving school climate and in turn is able to cultivate student worldview. Each student both individually and in groups will have a worldview where every belief, nation, civilization and even everyone has their own worldview, by taking on a certain worldview the order of human life is experiencing differences with each other. The emergence of worldview influenced by several factors, while the dominant factor is the belief system, culture, religion, philosophy, the order of values and much more.

Purpose, value, and practice in Western Australian schools: Understanding misalignment in arts learning

Purpose, value, and practice are three key concepts in understanding curriculum implementation in arts education. When these three concepts work in harmony, the alignment provides a framework for successful arts curriculum implementation. This study highlights how these concepts are often misaligned with competition between the translation of purpose as stated in curriculum documents, mediated through competing values shown by teachers, principals and the community, the realities of teaching, and the everyday life of schools. Key to understanding the impact of a misaligned arts education is the intersection of purpose––the why of arts learning; value––the beliefs about what is worth knowing in terms of curriculum authorities and teacher’s beliefs; and practice––the actuality or how of arts learning. A purpose, value, and practice framework is explored using a qualitative methodology drawing on the experiences of 20 primary school teachers across four schools in Western Australia. The ways that each of these three key concepts manifest provides insights into what can improve authentic arts learning for young people in schools. Additionally, the centrality of the teacher to the teaching learning process, and time allocation commitments by teachers and schools are discussed as key considerations of curriculum implementation misalignment.

Умови розвитку гнучких навичок (soft skills) педагогів у процесі навчання на курсах підвищення кваліфікації

The article examines the development of flexible skills of teachers in the system of postgraduate education. To describe the main ideas that form the outline of the requirements for the process and the result of the development of professional competence of modern teachers, the main functions identified in the professional standard “Primary school teacher of general secondary education” have been analyzed for the presence of aspects of the development of flexible skills as a part of a professional competence. The analysis of the standard detected a number of flexible skills that should be formed according to the teacher’s job functions, however, we believe that the “Communication” section is not sufficiently detailed. A 4-block-map of development of teachers’ softskills in refresher courses for teachers was created. Therefore, the prospectuses of classes were developed, which are appropriate to be included in the curriculum for advanced training courses for teachers. They are cross-cutting in nature, that is, they are universal for all categories of students with an emphasis on the development of teachers’ softskills. The content of such classes, which are offered to choose from for inclusion in the curriculum of teachers’ refresher courses was described. The conditions for improving the teachers’ softskills in postgraduate education conditions were formulated: updating the content of the curriculum for advanced training courses, which has to provide end-to-end interships with coursework topics which would contribute to the development of softskills; development of the author’s programs of advanced training courses for the development of flexible skills (softskills) of teachers, enables teachers to purposefully choose the development of a specifically defined path of self-improvement; improving the organization of the educational process aimed at ensuring the flexibility, accessibility, continuity of educational programs and has the goal of creating conditions for the implementation of various trajectories of improving professional competence, simplifying access to educational products using ICT and network resources; expanding the use of advanced technologies in the course of advanced training aimed at communication, interaction, team building, leadership development; transformation of educational space into coworking, which contributes to the active participation of the teacher in the network interaction in the form of joint educational, research and social projects.

Beliefs on the teacher professionalism and teaching models in initial teacher education

ABSTRACT The aim of this paper is to know student teachers’ beliefs on the teaching profession as well as its relation with diverse teaching methods. A Likert scale questionnaire collected the opinions of 361 students enrolled in the master’s degree in secondary education teacher training. A descriptive methodology was applied through a questionnaire in order to collect the data. The most extended beliefs concerning the teaching profession are identified, emphasising future teachers’ interests in more practical teaching and student-centred approach. This investigation highlights the importance of including within the curriculum of pre-service secondary education teachers, activities that enable students reflect about their own beliefs regarding the teaching profession for the reasons that they are decisive to introduce changes in the teacher training curriculum.

Đánh giá của cựu sinh viên về chương trình đào tạo ngành Sư phạm Sinh học, Trường Đại học Cần Thơ

This study is aimed to investigate the 103 alumni’s evaluation of the Biological educational teacher curriculum from K27 to K40 in the aspects of (1) goals and outcomes; (2) curriculum’s structure and content; (3) methods and approarches of teaching and learning; (4) assessement of student achievements; (5) quality of lecturers and staffs; (6) facilities and survices for learners; and (7) training outcomes. The results showed the levels of suitability/satisfaction/responsiveness of these areas of curriculum that were evaluated in range from 2,61 to 4,21. Some of the skills were suggested to have greater concern for students such as research skills; dealing skills of pedagogical situation and school violent; administration and leadder skills. As a result, it is the necessity of improving curriculum on the tendency of competency-based approarch; response of modernization and integration trends, response of social demand and increasing the quality of high school teacher training for Mekong Delta, Vietnam.

Studi Deskriptif Praktek Kerja Industri Kompentensi Keahlian Desain Komunikasi Visual SMK N 5 Kota Bengkulu

Abstract : The purpose of this study was to description the management practices of industry (prakerin) in DKV skill competetion of vocational High School 5 of Bengkulu City: (1) to know the description of the planning Practice the Working Industrial (Prakerin) in DKV skill competetion of vocational High School 5 of Bengkulu, (2) to know the description of the implementation Practice the Working Industrial (Prakerin) in DKV skill competetion of vocational High School 5 of Bengkulu, (3) to know the description the evaluation of Practice the Working Industrial (Prakerin) in DKV skill competetion of vocational High School 5 of Bengkulu. The methode of this research is a qualitative descriptive study. The subjectts of this research were principals, vice principals, students and taechers at Vocational High School 5 of Bengkulu, and DU/DI (user), using data collection techniques such as observation, interview and documentation study, analyzed using with reduction, data presentation, and conclusion. The results and conclusion the research showed that the: (1) planning has been implemented fairly well starting from the curriculum, work program, prakerin administration, financing, socialization, and student counselor teacher, (2) implementation of prakerin runs properly but some obstacles are found such as students having difficulties when operating new tools, lack of time discipline. (3) evaluation have been undertaken by prakerin activity providers ranging from assesment, student reports to evaluation. Evaluation results indicate the need for follow-up on some finding such as the need to involve DU/DI parties in relation to available facilities as a place of practice for student where the school difficulties in the procurement of such facilities. Key words : skill competetion, working practice of industry (prakerin)

생활주제를 중심으로 본 3-5세 연령별 누리과정 교사용지도서 활동의 과학개념 및 교수학습방법 분석

생활주제를 중심으로 본 3-5세 연령별 누리과정 교사용지도서 활동의 과학개념 및 교수학습방법 분석

Manajemen Pengembangan Kurikulum 2013 Berbasis Komputer di SMPN 6 Palangka Raya

Based on the results of research that has been carried out, that in 2013 the process of learning Curriculum in SMP 6 Palangka Raya could not occur regardless of the teacher as a facilitator of learning and learning devices in the form of the syllabus, RPP, methods and sources learning, as well as the media used. The methods used by teachers in teaching material of the PIE very creative as a method of discussion, demonstration, and cooperative learning. Although only a few techniques that can be applied by teachers in delivering PIES. But the methods used are already markedly, so students don't get bored in performing learning. Beside that, in taking the value with the authentic assessment that includes attitudes, knowledge, and skills is done separately or singly. Factor endowments and Pengambat in the implementation of the curriculum Learning 2013 Islamic education at SMP 6 Palangka Raya. Supporting factors among others 1) Principal Leadership, Teacher Creativity 2), 3) Facilities and learning resources, 3) a conducive environment. Then as for Penghambatnya Factors among others 1) learners, 2) assessment process, 3) Government regulation that is always changing. The solution Is to Solved Barriers in the implementation of the curriculum of Teachers must be creative, i.e., 2013, do the IHT (In House Training) between tests and assessments, Hunting through the internet as well as asked by colleagues who also attended the IHT organized by the Government.

Por um currículo plural na perspectiva do multiculturalismo

O multiculturalismo, como corpo teórico e campo político, tem sido discutido intensamente nos debates atuais. Entretanto, esse termo, polissêmico na contemporaneidade, não pode ser considerado modismo e como tal é foco da problematização nesse artigo, por gerar preocupações pelas consequências à formação de professores e à educação de futuras gerações. Inserida num contexto sociocultural, a escola produz e/ou reproduz a exclusão de vários grupos sociais, gerando insucesso e evasão. Para tal, apoiados nas reflexões apresentadas pelos teóricos, discutimos questões do cenário das políticas educacionais em função da diversidade étnico-racial, da interculturalidade e do multiculturalismo na busca de compreensão de como esse cenário pode contribuir para uma prática docente compromissada com as demandas sociais. Em tempos de choques culturais, a educação e a formação de professores não cabem se furtar quanto ao multiculturalismo, pois é premente incrementar pesquisas comprometidas com a concretização de ideais multiculturais na formação de professores e no currículo.

PENERAPAN METODE PEMBELAJARAN INQUIRY DALAM PENINGKATAN RASA INGIN TAHU DAN KREATIVITAS SISWA PADA MATERI KALOR DI SMA NEGERI 3 PADANGSIDIMPUAN

One of the demands of the Curriculum for teachers in learning, using the learning models appropriate to the characteristics of the material and their students. But the reality on the ground shows teachers generally use methods lectures are teacher centered and less teachers facilitate students to work in groups in learning. One form of the model that can enable students work together in learning is modelInquiry. The purpose of this study was to describe the competence of physics students. This type of research is research action class. The location of the research of SMA Negeri 3 Padangsidimpuan. The subject of research grade X with a total of 29 students. The research was conducted by two cycle consists of four steps of research, namely planning, implementation, observation and reflection. Research instrument consisting of a sheet of observation and tests the student's competence. Technique of data analysis was descriptive. Implementation research is held in even-numbered Annual semester Teaching 2013/2014. The results showed an increase in the competence of physics students. The results of the three cycles undertaken showed an increase in the percentage of students who achieve a minimum criterion. The percentage of students who complete learning increased from 36% in cycle I became the 88% in cycle III. The average value of student learning outcomes have also been increased from 66.88 on cycle I became 85.52 cycle III. Thus, it can be concluded the implementation model of inquiry can improve the competence of physics students of class X SMA Negeri 3 Padangsidimpuan.

Pakistani undergraduate students learning English fiction: an insight into perceptions of identity, rights and duties in relation to four novels

ABSTRACTThis paper presents original research which investigates university students’ perceptions of identity, rights and duties in relation to four novels at a public-sector university in Sindh, Pakistan. Reader-response framework and model of citizenship are used as theoretical frameworks guiding this study. The findings are based on data supplied by 26 participants through interviews. The key arguments based on findings of this study are that the participants discussed and connected to identity, rights and duties in the novels that were geographically, socially and temporally close in terms of their context which was as expected in light of Rosenblatt’s framework. These results are important for curriculum designers, teachers and researchers of citizenship, fiction and education in the context as they provide significant insights into students’ perceptions in relation to fiction.

The relationship between religious education and intercultural education

ABSTRACTReligious education and intercultural education are seen by some to be in tension with each other, and by others as two sides of the same coin. The explanations for this unsettled relationship may be found in the different histories of the two fields. Intercultural education has become a cross curricular priority, resulting from rather recent developments marked by cultural complexity, following globalisation and migration processes of the last 50 years or so. Religious education has a long history of being a distinct school subject, much influenced by differing national and religious cultural heritages and which, during the last half century, has begun to address the issues of religious and world view diversity. In several countries today, religious education in the publicly funded school is conceived as non-confessional and deals with a diversity of religions and world views. Religious education may be the subject where socio-cultural differences are most visible and where the challenges of diversity are put to the test. This raises a series of challenges to curriculum designers and teachers in classrooms; the article will address some of them and suggest ways forward for teacher education and school practice.

Problems Faced by Elementary School Teachers in Curriculum 2013 Implementation

Pasar Lama Elementary School 1 Banjarmasin have practiced Curriculum 2013 in academic year 2014/2015. In the implementation of this new Curriculum, the teachers face problems. Therefore, this research analyzes the problem and solution in the Curriculum implementation. This research aims to find the problem and solution of Curriculum implementation. The research used description method. The population were teachers at Pasar Lama Elementary School 1 Banjarmasin with 26 teachers as sample and data collected through questioners and documentation with descriptive analysis. The problem percentage was 58.48% (high category). The problems include syllabus, Lesson Plan, assessment, and remedial. The solution used was teacher working and supervision.&nbsp

Analysis of Structural Model for Curriculum and Instruction of Teachers with Intellectual Disability Schools

Analysis of Structural Model for Curriculum and Instruction of Teachers with Intellectual Disability Schools

Characteristics and Implications of Teacher Education System in Canada

본 연구는 캐나다 교원양성체제와 전문성 자격기준을 살펴보기 위해 현재 캐나다 교원양성 교육과정과 보수체제를 분석하였다. 이를 통해 우리의 교원양성체제에 주는 시사점을 제안하고자 한다. 캐나다 교원양성체제의 특징은 크게 두 가지로 요약된다. 첫째, 교원양성과정에서 습득하는 내용과 이론들이 예비교사들이 실제 실습현장에 바로 적용할 수 있으며 이는 현장적합성을 높이는데 기여하고 있다. 둘째, 교원전문성 자격기준은 세부적이고, 체계적이기 보다는 총체적으로 구성되어있다. 이러한 캐나다 교원양성체제의 특징은 현재 한국 교원양성체제에 다음과 같은 시사점을 제시할 수 있다. 첫째, 예비교사들의 현장적합성을 높이고, 변화하는 사회가 요구하는 역량을 지닌 교사들을 양성하기 위해서는 교원양성 대학 내 담당 교수진들, 지역사회 담당자들, 그리고 실습학교의 지도교사와 담당자들 간에 지속적인 긴밀한 관계구축이 필요하다. 서로 간 피드백을 통하여 교원 수급 조절, 변화하는 사회가 요구하는 역량을 궁극적으로 교원양성 대학 내 교육과정에 반영하여 실제와 이론 간의 거리를 좁힐 수 있다. 둘째, 교원전문성이 호봉제에 직접 반영될 수 있는 보수체계의 구축이 필요하다. 근무 연수에 기초한 단일 호봉제가 아니라 교사 개개인들이 자기계발 및 전문성 신장을 위해 학위 또는 다양한 과목 이수들이 보수체계에 직접 반영되어야 한다. 이는 교사들의 다양성을 존중함과 동시에 사기진작 시키는 요인이 될 뿐만 아니라 결국, 학습자인 학생들에게 긍정적인 영향을 미칠 수 있다.This study examines the characteristics of teacher education system and professional standards of teachers in Canada through analysis of the current teacher education curriculum and salary grids of teachers in Canada. As a result, the following characteristics were found. First, contents and theories acquired during the course of teacher education are connected to the actual practice to increase the site-compatibility. Second, professional standards of teachers is rather holistic, than detailed and systematic. Based on the findings, the following implication can be drawn. To enhance the site compatibility of teachers in the Republic of Korea, it is requisite to build a persistent, and cooperative relationship among the faculty members of teacher education program, the members of the community, and supervisor teachers of practicum schools. Also, it is necessary to come up with a system that directly connects the professionalism of the teachers and the salary grids, as the salary of teachers are adjusted according to the completion of degree or courses, reflecting the professionalism.

Peningkatan Kinerja Guru Melalui Musyawarah Guru Mata Pelajaran ( MGMP ) Bahasa Indonesia di SMPN 1 Labuhan Haji Tahun 2016/2017

The purpose of this study was to improve the performance of Indonesian language teachers in (1) learning planning, (2) the application of learning strategies, (3) classroom practice, and the implementation of MGMP learning (Subject Teacher Consultation) at Labuhan Haji 1 Junior High School in East Lombok Regency. The approach used is a quantitative approach to the type of action. The object of this study were 15 Indonesian Language teachers, 15 Indonesian Language teachers who were members of the Central Rayon Indonesian Language MGMP whose activities were centered at Labuhan Haji 1 Junior High School in East Lombok Regency. The data instruments used were knowledge tests, analysis, interviews, and portfolios. Hypothesis testing is done by looking at the improvement in the performance of the teacher's curriculum. The average score of the work score increased from 53.2 to reach 68.9 in cycle II. Because the performance score has reached 68.9 (rounded to 70), the alternative Hypothesis (Ha) which states the implementation of MGMP at Labuhan Haji 1 Public Middle School can improve teacher performance in learning planning, classroom management, and learning evaluation. The results of this study are that the implementation of MGMP in Labuhan Haji Middle School 1 can improve the performance of Indonesian Language teachers in learning planning, implementation of learning strategies, and learning. Thus the MGMP provisions that succeed in implementing the principles of human price management can improve the performance of Indonesian Language teachers in learning. Therefore, education teachers, school principals, and education supervisors are empowering the MGMP MGMP that exists mainly in schools because it can improve teacher professionalism. Keywords: teacher performance; MGMP; Indonesian language.