Kind Of Education Research Articles

중등음악교사의 국악 수업 경험: 서양음악을 전공한 음악교사들의 국악 수업 실천

This study aims to explore the difficulties faced by music teachers with a background in Western music when teaching traditional Korean music (gugak) in schools and to draw educational implications from these findings. The study involved six middle school music teachers who majored in Western music, and data were collected through in-depth interviews and teaching materials provided by the teachers. The research participants' experiences related to Korean traditional music classes were explored by asking open-ended questions about what Korean traditional music classes were and what kind of teachers they wanted to become, and as a result, the experiences and perceptions related to teachers' professional formation were analyzed into five categories, 11 thematic groups, and 55 topics. In order to understand the nature of the difficulties in teaching Korean music, a music teacher who majored in Western music was selected as a case study and analyzed using a qualitative research method, and the results are as follows. First, during their university years before becoming teachers, the study participants who majored in Western music felt a sense of unfamiliarity when they first took a traditional Korean music (gugak) class. Second, the nature of the difficulties in teaching Korean music experienced by the participants in the study was not about knowledge, but about what to teach. Third, the study participants became teachers and worked tirelessly to overcome difficulties and implement good Korean music lessons. Fourth, the study participants' identity as music teachers who teach national music was naturally formed through their Korean music lessons.

PARADIGMA PENDIDIKAN KRITIS PAULO FREIRE DAN RELEVANSINYA DALAM PENGEMBANGAN PENDIDIKAN HUMANIS DI INDONESIA

Education is the main sector in human resource development. So that education becomes an important part of human life. Through education humans can also find identity, hone potential, and improve the quality of life. This is inseparable from human desires that are free and independent in determining what kind of education they need. However, this seems to be a paradox by looking at the educational phenomenon which actually hinders the potential possessed by students with various dehumanization practices. Therefore, this study traces the thoughts of Paulo Freire with the idea of ​​critical education. The method used in this study is a qualitative method with a philosophical hermeneutic approach. The results of this study indicate that Paulo Freire is a critical education figure, who succeeded in dismantling the conventional educational model which tends to dehumanize. Conventional education actually views students as passive objects, each empty and must be regulated. Freire calls it the banking of education system. Notes from Freire's thoughts can be used as a reference in developing a humanist education system in Indonesia, namely by prioritizing students as the center of learning and recognizing students have diverse characters and potential. A teacher in humanist education acts as a facilitator by guiding students to be themselves.

Minding the gap between public administration curriculum and practice: The studio of public reasoning

It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration.

Quiddity College: Thomas Jefferson's Legacy for Moral Science

William Stephenson clearly regarded this manuscript as one of his major works, an inevitable outcome of his life-long involvement in education. Given his commitment to the importance of subjective science, Stephenson felt the need for him to anticipate what kind of education it should entail, to focus his attention on how subjectivity might be cultivated. Quiddity College is his answer. It describes a two-year college curriculum in which facts are taken for granted – prior to entering Quiddity College students would have already acquired a grounding in physics, chemistry, genetics, etcetera, and everything subjective would be fostered in the College. Part I, drawing on his own experience of both British and North American practices, provides a critique of existing systems at College and University levels. It continues with a presentation of his ideas about subjectivity and the role it should play in an ideal College. The notions of play and communication-pleasure are central to his vision. Part II outlines a curriculum for Quiddity rooted in principles from the Scottish Enlightenment and taught by the seven Fellows of Quiddity College, named after Thomas Jefferson and members of his circle such as Thomas Paine, Joseph Priestley, David Rittenhouse, and Benjamin Rush.

The purposes of education in peacebuilding: Views of local peace actors in diverse (post-)conflict societies

ABSTRACT Education has increasingly been recognised as a key component of peacebuilding. However, there are multiple meanings of education in peacebuilding and unresolved questions about whether education can contribute to building peace. This study used creative and qualitative methods to engage with local peace actors in conflict-affected societies to understand their perspectives on the purposes and possibilities of education in transforming conflict and building peace in their communities. We find that local peace actors believed that only particular kinds of education can support sustainable peacebuilding. As the findings show, education should have two key focuses to support conflict-affected societies to achieve peace: transforming people’s attitudes, values, and behaviours and transforming and building inter-group relationships. Such education should be offered in formal (e.g. schools) and non-formal (e.g. community-based) settings and align with the values and principles of the culture of peace and nonviolence.

RELEVANCE OF INFORMATIVE MANAGEMENT AND TEACHING METHODS IN TEACHING GRADE SIX: A QUALITATIVE APPROACH

The main purpose of this study was to discover the relevance of informative management and teaching methods used by teachers who are currently teaching in elementary schools. This study will focus on the commitment of the teachers to teaching students and how they boost perseverance in achieving their goals. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers’ professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers’ lack of commitment to their job. Nowadays, parents and guardians of students are becoming more curious about the kind of education given to their children and wards. Quite often, they show their concern by demanding that the school should teach better than in the past. KEYWORDS: Relevance, informative, management, teaching methods, grade 6, qualitative, approach

Encore ça change ...

‘Finding Consensus on Well-Being in Education’ is an ambitious and inspiring work in favor of establishing flourishing as the aim of education in classrooms and schools worldwide. The authors offer theories of action to explain how education for flourishing would be virtuously self-sustaining in its ideal state, how we could transition from current educational policies and practices to those that foster flourishing, and why schools currently impede student, teacher, and social flourishing. This commentary critically examines each theory of action, raising questions about the reasons that schools currently fail to promote flourishing and why and how they might do in the future. I argue that David Cohen’s classic essay ‘Plus Ça Change . . .’ provides important insight into why education for flourishing may take as long to develop and take to scale in the twenty-first century as Deweyan progressive education took (and is continuing to take) in the twentieth century. The kind of education that the authors of ‘Finding Consensus’ are calling for is hard and ambitious work that may take a very long time to get right – even as it is also well worth trying to do so.

The Direction of Ethnic Vocational Education under the Way of “Positional Education”

The essence of education is to develop people and develop humanity. No matter what kind of education, must follow this essential provisions. Vocational education for ethnic minorities is an important link in the education chain and plays an important role in improving the quality of ethnic minority members and adapting to economic and social needs. However, the emergence of common assimilation and marketization in the objectives and courses of ethnic vocational education has brought about the lack of ethnic and professional characte ristics in ethnic vocational education, which has caused the problems such as the failure of the trained talents to meet the needs of local economic and social development. The concept of “positional education” has brought a new Angle of thinking about this issue to ethnic vocational education. Ethnic vocational education must first be accurately positioned, and then it can seek development.

Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school

AbstractEqual opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.

The Essential Skills for Becoming a Today’s Automotive Vocational Teacher: Focus Group Interview Study

Vocational education, as a kind of education, has an important role not only for people to get a job but also for nations to grow their national economy. Vocational teachers, especially, are the keys to the success of vocational education, so the competencies required to become such teachers are crucial issues that need attention. This study aims to explore the most needed and recent competencies that an automotive vocational teacher needs to master to survive in career life. A Focus Group Interview (FGI) study with two main questions was used to collect data from 6 participants consisting of 3 automotive vocational teachers and three automotive industrial instructors. The interview was recorded, and the data was analyzed qualitatively. The findings stated that the ability to conduct sustainable learning or lifelong learning becomes the most essential competency that automotive vocational teachers need to have. Additionally, there is a suggestion to automotive vocational teacher education institutions to conduct instructional design of learning activities that could promote the abilities of sustainable learning for the students. This is necessary because automotive technology is developing very quickly, so vocational education should deal with that phenomenon by preparing qualified automotive vocational teacher candidates who can conduct sustainable learning or lifelong learning effectively.

Internationalisation and the lived experiences of Non-South African postgraduate students in accessing higher education in South Africa

The internationalisation of higher education has resulted in an increase in student mobility from countries of their origin to experience a different kind of education elsewhere. South Africa absorbs most international students within Africa. According to Chasi and Quinlan (2021, 209) the Council for Higher Education reported that 6.5 per cent of the total number of enrolments in universities in South Africa are international students, which is a significant proportion of the student body. The success of these students contributes to raising the profile of South African universities as far as rankings are concerned as well as generating revenue for the institutions. This article explores the lived experiences of postgraduate international students at a university in South Africa. The aim of the article is to identify the opportunities and constraints that students experience, coming from outside South Africa to pursue postgraduate studies. Using Sen’s capability approach, the article endeavoured to unveil conversion factors that international students encounter while studying for their postgraduate programmes. A qualitative approach was employed to generate data through interviews with students who had completed their postgraduate studies. The findings revealed the capability to study as a “doing” that mattered to the students with the intention of ultimately attaining their postgraduate qualifications. Experiences along the way included both enabling and constraining factors such as immigration, cultural adjustments, supervision and institutional factors. There is a compelling need to revisit the processes of admission and immigration regarding international students aimed at benefiting both students and institutions.

Educational Transformation: Technology Axiology and Humanistic Values in Digital Learning

Humanistic theory is famous for its view that humans are humans, meaning that humans are living creatures created by the Creator who have their own nature to stand on this earth. In addition, this theory is characterized by an effort to observe individual or student behavior from the angle of the student or the culprit, not from the teacher or observer. This scientific article was prepared using the systematic literature review (SLR) method. The SLR method is used to identify, review, evaluate, and interpret all available research with the topic area of the phenomenon of interest. Researchers selected 7 articles that were related to the keywords used from 2015 to 2023. Educational transformation that combines technological axiology and humanistic values in digital learning is a positive step to form a generation that is technologically intelligent and also equipped with strong human values. This kind of education is expected to create individuals who are able to face future challenges wisely and contribute positively to the global community.

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Differentiated Instructions and modifications in curriculum and assessments are considered a prerequisite for the successful inclusion of learners with disabilities in general education. This qualitative study assessed the current provisions and the aspired changes in the curriculum, assessments, and transition plans for learners with Neurodevelopmental Diversities such as Autism in Tanzania. A total of 21 participants partaken in this study. The participants were obtained through purposive and snowball sampling methods. Data collection methods included in-depth interviews, documentary reviews and non-participant observation. Data were analyzed thematically, aided by the vivo 12. Participants were of the opinion that there is a limited provision with regard to only time (an additional twenty minutes in every hour for mathematics and ten minutes in each hour for other subjects) within the subsidiary legislation of the Examination regulations released by the National Examination Council of Tanzania (NECTA) in 2016. The provision, however, does not mention any neurodevelopmental disabilities in the categories of disabilities and the special provisions entitled to them. Lack of reasonable accommodations in the type and structure of questions, rigid modality of responses to the examination questions for learners with learning disabilities and limited flexibility in time and room arrangements have been mentioned as barriers to proper assessments for such learners. The study concludes that there is a need to embrace the evidence-based practices of responsive education, instead of the “one-size-fits-all” kind of education. This will help to improve the curriculum for all learners instead of the approach to “fix” the deficits of learners with neurodevelopmental disabilities.

TEACHERS’ REPORTED BELIEFS ABOUT TEACHING, KNOWLEDGE, AND STUDENT’S ABILITY: CASE STUDIES OF FOUR SENIOR HIGH SCHOOL TEACHERS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA

This study aimed to explore teachers’ beliefs about teaching, knowledge (epistemic beliefs), and student’s ability. This was the first part of the study investigated the role of teachers’ beliefs in the implementation of curriculum reform in the Indonesian education system context. This study looked specifically into three kinds of teachers' beliefs which were essential in the preparation of teaching in the context of policy reform. The investigation was approached through multiple case study methodology by selecting four senior high school teachers from different public schools. Data were gathered from interviews. The result revealed that four participating teachers shared similar views about the nature of knowledge and students’ abilities. Nevertheless, beliefs about teaching were varied among individual participants. Two of the four teacher participants believed in student-centered instructional models, which were categorized into teaching beliefs that supported curriculum reform. Nevertheless, the other two participating teachers’ self-reported beliefs about teaching were situated between student-centered instructional learning and teacher-centered instructional learning models. They seemed to value both instructional learning models. Their teaching beliefs about teaching could not be categorized into beliefs that supported or inhibited the reform.

The Integration Path of Network-Based Ideological and Political Education and Financial Aid-Based Education in the New Era

Abstract How to transform the financial aid work under the financial aid and human development system in colleges and universities from simply “providing financial aid” to primarily “focusing on education, with financial aid as a supplement” for truly achieving poverty alleviation, fostering intellectual growth, and supporting students in pursuing their aspirations, is an area of focus that has long been explored by student work teams in colleges and universities. This paper focuses on the development of a network platform in the new era and designs an integration path for the network ideology and financial support work to address the challenges of the financial support work in colleges and universities. An evaluation index system for the integration path was built with the fuzzy hierarchical analysis method. Based on this system, the coupling coordination degrees of network-based ideological and political education and financial aid-based education are calculated separately in each dimension to assess their synergistic effect. The comprehensive evaluation scores of network-based ideological and political education and financial aid-based education are above 90, indicating the high teaching effectiveness of both kinds of education. The coupling degree of network-based ideological and political education with financial aid-based education falls within the range of [0.912, 0.963], which is within the range of 0.8~1, demonstrating a high-level coupling effect. Additionally, the minimum and maximum values of the range for coupling coordination degree are 0.917 and 0.975, respectively, which both exceed 0.9, reaching a high level of coordination. These results indicate that network-based ideological and political education is well coupled with financial aid-based education, which validates the scientificity of the coordination path for network-based ideological and political education and financial aid-based education.

Pengembangan Materi Pembelajaran Bahasa di Sekolah Dasar

Teaching materials are one of the important things in teaching and learning activities. To design learning, it is necessary to consider what kind of teaching and learning materials are needed to achieve learning objectives and achieve the required abilities, and for this reason it is necessary to develop teaching materials. In developing teaching materials, we can refer to two things: the context in which education takes place and the form of learning activities that take place. Contextual considerations are made to determine the packaging format for learning materials. For example, whether students bond with each other. Regarding the format of learning activities, teachers need to consider whether traditional teaching, distance learning, or a combination of both. Five factors must be considered when developing learning materials: student characteristics, format of learning activities, context in which training takes place, learning strategies, and tools for assessing learning outcomes.

Application of Artificial Intelligence in Paramedic Education: Current Scenario and Future Perspective: A Narrative Review

Background: Artificial intelligence (AI) has the potential to revolutionise paramedic education. As well as allowing for personalised learning experiences tailored to individual needs and learning styles, it can provide simulations, intelligent tutoring systems, automated grading and assessment, and predictive analytics. Objective: To investigate the role of artificial intelligence in transforming the landscape of paramedic education and evaluate its potential to improve learning outcomes. Methods: This review presented the role of AI in paramedic education and its perspective over the past twenty years. It included high-quality data and comprehensive investigations of articles available in renowned databases. Results: AI-based training and simulation technologies, such as virtual patients, surgical simulators, and intelligent tutoring systems,are increasingly being used in paramedic education. Virtual patients use computer-generated avatars to display symptoms and react to therapies, while surgical simulators use accurate anatomical models and haptic feedback devices to simulate surgical operations. Conclusion: AI has the potential to fundamentally alter how students learn, the kind of education they receive, and the efficiency with which healthcare is delivered. It can create immersive training environments, analyse medical data, and help students feel more competent, confident, and capable. This potential can be harnessed to enhance paramedic education and improve patient care outcomes.

Electronic Taxpayer Education and Tax Compliance of Manufacturing Small and Medium Enterprises in Nairobi City County, Kenya

To enlighten taxpayers regarding their tax information, the Kenyan tax authorities have made tax education a top concern. To promote voluntary tax compliance and boost national revenue, this kind of education is essential. Low tax compliance among SMEs limits revenue generation from the government and, consequently, inefficient government expenditure since it makes it harder for the state to amass family earnings, which are vital assets for speculating. This study sought to investigate how electronic taxpayer education affects the compliance with tax laws of manufacturing SMEs in Nairobi City County, Kenya. The study used a descriptive research approach and 641 manufacturing SMEs in Nairobi were the study's targeted audience. Output showed that electronic taxpayer education positively affected tax compliance in a significant manner as it relates to manufacturing SMEs. The conclusion arising from this outcome is that electronic taxpayer education plays an important role in manufacturing SMEs' tax compliance as most of them can access tax information electronically in their comfort zones. Policy makers should increase the utilization of electronic means to educate taxpayers on the need to pay taxes and the consequences of non-compliance to tax laws in Kenya. It is recommended that the Kenya tax authority should enhance the education of taxpayers via electronic means as most of the participants in the manufacturing SMEs are said to easily access electronic media that would enhance their competitive advantage over other firms in Kenya.

Hands-on Training Through the Ambulance for Monuments Project

In a race against time, the “Ambulance for Monuments” project is seeking the salvation from collapse or irredeemable decay of hundreds of endangered built-heritage treasures in Romania. One of the initiative’s main aims is informal education for young professionals through hands-on training. This is a kind of education which is lacking not just in Romania but in many Eastern European countries. Most of the volunteers are students and young practitioners from the fields of architecture, restoration, urban planning, engineering, archaeology, history, cultural tourism, etc., seeking to expand their knowledge and soft skills, acquiring competencies and meta-competencies while participating in a large interdisciplinary project.

Reducing teachers’ workload or deskilling ‘core’ work? Analysis of a policy response to teacher workload demands

ABSTRACT Teacher workload is a growing problem internationally. In this article, we analyse an attempt by the state education bureaucracy of New South Wales (NSW), Australia, to address this through the ‘Quality Time Program’. Drawing on labour process theory and Carol Bacchi’s framework of ‘What’s the problem represented to be?’, we analyse how the Quality Time policy documents conceptualise and aim to address a particular kind of teacher ‘workload problem’. We argue the policy defines the ‘problem’ as one of efficiency. At the same time, through use of the category of ‘administration’ the policy proposes the reduction of ‘core’ work, such as lesson planning, representing a potential deskilling of teachers. We argue that policies such as the Quality Time Program reflect the way in which teachers’ work is emerging as a site of contestation in the context of workload reduction efforts, requiring ongoing monitoring and analysis.