Opinions Of Teachers Research Articles

The Ideal English Practices for Chinese Kindergartner in Teachers Perspectives

Recently, there is an extensive body of literature investigating instructional practices for preschool-level English-Language-Learners (ELLs) in China. However, not many of them took into consideration early childhood teachers perspectives on the English-teaching practices that are widely implemented in the country, as well as their visions of ideal English-teaching practices that may or may not be already implemented in real classrooms. This qualitative study aims to understand Chinese kindergarten teachers opinions about the widely used pedagogical practices for ELLs, their ideas about what ideal English-teaching practices should be like, and their suggestions for filling the ideal-actual gap. Thirty teachers working at three Shanghai bilingual kindergartens will be surveyed and interviewed. The study is expected to yield the following findings: 1) Teachers prefer solo-teaching than co-teaching for a more efficient lesson planning process; 2) Teachers believe that ideal English-learning activities are ongoing, consistent, and routinized; 3) Teachers render ideal English-teaching practices to be authentic and immersive. The study results have important implications for curriculum designers, kindergarten English teachers and organizations that provide trainings for pre-and-in-service early childhood educators.

School Trips and Local Heritage as a Resource in Primary Education: Teachers’ Perceptions

This paper presents the opinions of primary education teachers in relation to school trips (outdoor learning environment). The following questions are answered: What importance do educational trips have in the context of the curriculum? Does the teacher take advantage of the resources that the environment offers? Are the contents of the curriculum taught during field trips? Are outings planned with the aim of showing students the heritage of the surrounding area? What do students’ families think? In order to answer these questions, a structured questionnaire (CUELX-M ©) was designed, which was then completed by 124 primary school teachers who work in the Region of Murcia (Spain). Through the analysis of the responses to this questionnaire, a detailed study of teachers’ perceptions according to age, gender and teaching experience has been carried out. The reliability of the questionnaire was subjected to expert validation by judges (content, technical and methodological aspects). The reliability of each of the dimensions was also studied, and finally, the construct validity of the scales was studied. The results of Cronbach’s alpha test (=0.867) show that the questionnaire is internally consistent. 98% of the teachers participating in the study agree that school field trips should not be merely recreational and that heritage resources located in the surroundings of schools and cities should be used. However, they also point out that parents of students are sometimes reluctant for their children to participate in such activities due to their economic cost.

Using a video diary in teacher training first-school practice

ABSTRACT In teacher training, it is important to support prospective teachers as they become reflective practitioners. The aim of the study was to discover what, in the opinion of student teachers, are the advantages and disadvantages of using a video diary for learning purposes compared to a written diary. A questionnaire was used to collect data from 34 student teachers, which was then analyzed using qualitative content analysis. In the opinion of student teachers, the advantages of the video diary format were authenticity, team-building facilitation, efficiency, novelty, professionalism, and historical value. The disadvantages were related to anxiety, technical issues and digital competence, usage demands for location, text composition, and hesitation regarding possible video circulation.

TOOLS FOR MONITORING AND QUALITY ASSURANCE OF EDUCATION IN THE CONDITIONS OF AUTONOMY OF KAZAKHSTAN’S UNIVERSITIES

The purpose of the research is to analyze the implementation and perception by the academic community of the main tools for control and quality assurance of higher education as preventive control and accreditation.Methodology. The method of analysis of secondary data obtained from open sources of the Committee for Quality Assurance in Education and Science, the Center for the Bologna Process and Academic Mobility, the Information and Analytical Center under the Ministry of Education and Science of the Republic of Kazakhstan was used. Content analysis of legislation, strategic and program documents, national reports, speeches was also carried out. In addition, a mixed research method was used as an expert survey (758 respondents) and an expert interview (14 people).The originality / value of the research lies in conducting a study based on the opinions of employees and teachers of Kazakhstani universities to determine the level of their perception of preventive control and accreditation.Findings. As a result of the analysis of the assessment of preventive control and accreditation and the perception of universities, more positive assessment of accreditation than of preventive control was revealed. The survey results proved that despite the rejection of state certification, the elements and approach in preventive control remain «bureaucratic» and «limiting the autonomy of universities».Considering the positive perception of independent accreditation by the academic community, today the question is brewing as to whether it is already relevant to use these two tools in parallel with duplicate goals (achieving quality, improving quality) in quality assurance.

Musical Activities Performed During Music and Movement Classes at the Primary School in Romania

"Quality music education can only be achieved when the activities proposed by teachers during music and movement classes are designed for the development of musical skills in children. For this purpose to be achieved, teachers must have musical skills that allow them to perform various musical activities. Through this study we explore the opinion of teachers teaching music and movement at primary school about the musical activities they perform. This research is based on a design based on a quantitative analysis: A questionnaire attended by 1,151 teachers from the primary school in Romania. These data were taken from 28.05 to 26.06.2021. The main results point out that singing on a voice, musical listening and teaching are the reference activities to the primary cycle. Teachers also use YouTube, various platforms and teaching tools made by other colleagues for their own musical activities. It is obvious that the institutions that can propose training activities for teachers have never organized, in proportion of 59, 3% musical training activities."

L2 Learners’ Preferences and Opinions of Teachers’ Written Corrective Feedback in L2 Writing Multicultural Class

Effective writing skills are essential for second language (L2) learners to achieve. To assist these learners, writing teachers provide methods to improve their skills in writing, and one of the methods is written corrective feedback. Despite applying written corrective feedback, L2 learners still face challenges in developing their writing skills, especially the skill to produce linguistically accurate writing. Written corrective feedback is a form of written feedback that is commonly employed pedagogically in writing class. Nevertheless, it is unsure whether or not L2 learners are benefited from this method. Therefore, this study seeks to determine the preferences and opinions of L2 learners regarding their teachers' written corrective feedback. The study adopted a mixed-methods research method, combining a questionnaire and a semi-structured interview. This study involved twenty-one L2 students from various ethnic backgrounds. The findings indicate that these L2 learners of diverse ethnic backgrounds require written corrections to improve their writing correctness. As a result of the teachers' lack of effort in expressing the written corrective comments, the L2 students are unable to comprehend the corrections made. This impacts their writing accuracy. For this reason, they choose face-to-face consultation for the written CF, as it will benefit both their revisions and future writings. This study is relevant because it provides teachers with insights for enhancing the efficiency of written corrective feedback in an L2 writing class.

Application of English Textbook for Teaching of Integrated Language Skills Through Classroom Activities: A Survey on English Teachers

Application of English textbooks for Integrated Language Skills (ILS) development of bi-lingual students remains a challenge for English language teachers through integrated classroom activities in Pakistan. This research measured the opinion of the English teachers of private schools of District Central Karachi about the application of English textbook to develop ILS of bi-lingual students through integrated classroom activities. Literature reported that locally designed English textbooks in Pakistan proved insufficient related to interactive classroom activities for students and as a pedagogical resource for the teachers. A survey was designed bearing 45 items related to 6 variables from diversified dimensions of the research objectives. Five hundred questionnaires were received and fed in SPSS for data analysis and treatment. The findings proved that the current classroom activities based on prescribed English textbooks were not supportive to develop ILS of bi-lingual students. A significant difference in the opinion of male and female was found about application of English textbooks related to classroom activities, experiential learning, reflective thinking skills, teachers’ perception and affective factors in second language acquisition process. Regression model predicted that Second language acquisition was based on classroom activities, experiential learning and teachers’ perception about the application of English textbook. This study recommends that reading skill must be emphasized more in English textbooks with speaking, writing and listening skills for ILS development of bi-lingual students.

Bullying from the Perspective of Multigrade Classroom Teachers

Multigrade classrooms are classrooms where multiple grades are combined into a single class due to factors such as small numbers of students, teachers, or classrooms, and they are usually taught by one teacher. This study examined the opinions of primary school teachers with experience in multigrade classrooms regarding bullying. The teachers’ opinions were examined within the categories of definitions of bullying behaviors, types and causes, coping strategies, effects, and preventive measures. The qualitative research method of multiple case studies was applied. The teacher group was selected from among a readily accessible sample and semi-structured interview forms were administered. MAXQDA 2020 software was used to analyze the data and organize the findings. These findings showed that bullying behavior is generally exhibited by older and stronger students, and that the presence of different age groups together also contributes to bullying behavior. It was concluded that age differences stood out in the definitions of bullying offered by teachers in multigrade classrooms, and verbal, physical, and social types of bullying were observed. It is recommended that courses on multigrade classrooms and bullying be added to primary teacher education programs, “Teaching in Multigrade Classrooms” be made a mandatory course, and issues related to bullying be included in the contents of that course to ensure the development of teachers in these areas.

Investigation of the readiness level of Syrian students having received preschool education and not having received preschool education for primary education

The current study aims to determine the readiness level of Syrian students having received and not having received pre-school education for primary education. To this end, on the basis of the main research question “What are the opinions of primary teachers about the readiness level of Syrian students having received and not having received pre-school education for primary education?”, their level of readiness was investigated in terms of their cognitive, physical, socio-emotional, language and self-care skills. The current study employed the case study design, one of the qualitative research methods. The study group is comprised of 15 primary teachers teaching first graders including Syrian students attending schools in the city of Şanlıurfa, which is located in the Southern Anatolian region of Turkey and where the Syrian population is intense. The participating teachers were selected by using the criterion sampling method. The data were collected through the semi-structured interview technique. In the analysis of the collected data, the content analysis method was used. As a result of the study, it was concluded that the Syrian students having received pre-school education are more ready for primary education in terms of their cognitive, physical, language, socio-emotional and self-care skills and that the Syrian students not having received pre-school education encounter many problems in the first grade of primary education.

Family-School Communication: How Conflict between Family and School Expectation Influences Children’s Development

Effective family-school communication has a positive impact on children's education and learning, as well as the educational process in schools, according to research done in the area of family-school communication and the opinions of parents and teachers. Especially for families in kindergartens and primary schools, schools need parents to participate more in children's education and development, and family-school communication is an important factor that can promote parental involvement and help children develop in different fields. An effective home-school communication mode is conducive to the mutual expression of family and school expectations. Through communication, the expectations of both groups can modify and reach the same level, which will encourage the healthy growth of the relationship between family and school and increase cooperation between the two. This paper introduces the literature on family-school communication and makes a systematic review. At the same time, from the perspective of the school, some specific strategies for family-school communication are proposed.

Preschool Teachers’ Opinions on the Mathematics Learning Process of Immigrant Children

A limited number of studies on the cognitive learning processes of immigrant children reveal that children have difficulties in learning mathematics. Studies to date have generally been carried out to understand teachers' experiences in multicultural mathematics learning environments. However, it is important to understand children’s own experiences to ensure that every child has access to quality mathematics education. This study aims to explore the mathematics learning process of immigrant children in the preschool period through teacher opinions. The study was designed with a case study, one of the qualitative research designs. The participants consist of 10 preschool teachers determined by purposive sampling. The data were obtained through semi-structured interviews. The interviews were transcribed and the data were analyzed by content analysis. The findings showed that teachers believed that the immigrant children in their classrooms have mathematical skills appropriate for their age or at a higher level. Teachers stated that immigrant children have difficulties in understanding and naming mathematical concepts and performing some mathematical skills. It has been determined that teachers play an organizer, facilitator and collaborative roles in the mathematics learning of immigrant children.

Motivation of Students for Teaching Career

The contemporary European context foreshadows many challenges for young people who want to pursue a teaching career. Our study is of interest in the initial preparation for the teaching career of students who have experienced online school and who are required to reconfigure their training in the direction of solid skills, especially digital. Opinion polls reveal a demotivation of students towards school learning, a fact amplified by the Coronavirus pandemic that fundamentally changed the development of the educational process. University departments that train teachers have struggled to provide high-quality training due to the limitations of the pandemic. In the perspective of similar challenges, the initial training of teachers is much more intensely calibrated to the technological needs of education. Requests to increase the quality of education that depend on the quality of teachers are imperative. This study is conducted to find out the opinion of future teachers about the training requirements for the teaching profession. The aim of the study is to survey among young people preparing for teaching careers their motivation for learning in the context and in the perspective of professional teaching standards. The methodology includes recruitment, sampling and application of tools. We used opinion questionnaires to identify the reasons for choosing the initial training in the educational field and the awareness of the difficulties and standards required by this profession. The conclusions of the article indicate that the reasons for choosing a teaching career are diverse, associated with individual options and a superficial knowledge of a teacher's skills.

İlkokul Öğretmenlerinin Kurumsal Düzeyde Yabancılaşma Sorunlarının İncelenmesi

The aim of this study is to investigate the problems of alienation of elementary school teachers from work at the institutional level. In this study, other similar topics that have also been studied in the literature have also been contacted. Studies aimed at Deciphering the relationship between psychological intimidation and alienation suffered by elementary school teachers based on teacher opinions are also the subject of this study. The common aspects in the findings of the similar studies in question also provide important data in terms of revealing the scientific aspect of the research. In this context, as a result of the research conducted on this subject, in general, a positive strong relationship has been found between the level of psychological intimidation to which elementary school teachers are exposed and the dimensions of powerlessness, meaninglessness and isolation, while Deciphering a significant relationship between the level of psychological intimidation and the dimension of alienation from school has not been Deciphered. In addition, in the aforementioned studies, it has been found that elementary school teachers experience psychological intimidation at a low level, and in the alienation dimension, they experience alienation at the school where they work the most. The common findings of the studies show that as the level of psychological intimidation to which elementary school teachers are exposed increases, the level of alienation from school also increases. For this reason, measures should be taken urgently to prevent psychological intimidation, isolation, and disempowerment in schools, especially in terms of the aspects that cause alienation, and thus eliminate the negative consequences that elementary school teachers have to endure. Key Words: Primary School Teacher, Alienation, Psychological Intimidation

EFEKTIVITAS PENGELOLAAN DANA BANTUAN OPERASIONAL SEKOLAH DALAM MENINGKATKAN SARANA DAN PRSARANA PENDIDIKAN SMP SWASTA HKBP SIBOLGA

This study aims to find out the opinions of teachers and administrative staff regarding the management of BOS funds at the HKBP Sibolga Private Middle School in terms of the procedures for managing, using, and targeting BOS funds.
 This research is quantitative descriptive. The subjects of this study were all teachers and administration staff of the HKBP Sibolga Private Middle School for the 2020/2021 academic year, a total of 20 people. Data collection techniques used questionnaires and documentation to obtain data regarding the management of BOS funds related to the procedures for managing, using, and targeting BOS funds. The analysis technique uses cross tabulation and crosstab methods.
 The results showed that 90% of respondents (18 teachers and 2 administrative staff) stated that the procedures for managing BOS funds at HKBP Private Middle Schools complied with the 2021 BOS technical guidelines and only 10% of respondents (1 teacher and 2 administrators) stated it is not in accordance with. Regarding the use of BOS funds at HKBP Sibolga Private Middle School, 88.5% of teacher respondents (15 people and 1 uhsah administrative staff) stated that it was appropriate and only 11.5% (1 teacher) stated that it was not on target. So, it can be concluded that the majority of respondents are of the opinion that the management of BOS funds at the HKBP Sibolga Private Middle School for the 2021/2022 school year from the procedures for managing, using, and targeting BOS funds is in accordance with the technical guidelines for using BOS funds in 2022

English

This paper makes a case for curriculum development and evaluation. It emphasized the new dimensions to enrich mathematics education in Nigeria. The paper therefore examined the meaning of curriculum. It highlighted issues involved in planning the mathematics education curriculum such as purpose of the curriculum, current knowledge level of students and materials. Also, it examined the practical aspect of developing the mathematics education curriculum as well as the implementation of the mathematics education curriculum and dissemination. Besides, the paper highlighted the evaluation process in mathematics class as well as evaluation problems and solutions in mathematics education. The paper recommended that the opinions of teachers, school authorities and students should be sought in curriculum development in Nigeria as well as field validation and face validation of curriculum materials in mathematics education. Key words: Curriculum development, evaluation, mathematics education, curriculum dissemination.

The role of the principal in building an inclusive school culture in the opinions of teachers

The following dissertationis based on research that recapitulates the teachers’ view of the role of school headmasters in this process. The quoted theoretical contexts and research prove that this role is significant. Without a strong and inclusive leader, inclusion only happens behind the closed doors of the classroom. The research project was planned to show how today's Polish teachers talk about their superiors in the context of building of this culture. Part of the research results, concerning the pro-inclusiveness of school leaders, its assessment and the assessment of their own contribution to this process – is the field of analysis for this study.

Fizik Öğretmen Adaylarının Gerçek ve Sanal Fizik Deneylerine İlişkin Görüşleri

Bu çalışmada, fizik öğretmen adaylarının gerçek ve sanal fizik deneylerine ilişkin görüşlerinin incelenmesi amaçlanmıştır. Araştırmanın katılımcıları bir devlet üniversitesinin eğitim fakültesinde öğrenim gören ve Fizik Öğretiminde Laboratuvar Uygulamaları 2 dersine kayıtlı 28 fizik öğretmeni adayıdır. Öğretmen adaylarının aynı deneyi sanal ve gerçek laboratuvar ortamlarında gerçekleştirmesi sağlanmıştır. Durum çalışması şeklinde tasarlanan araştırmanın verileri 4 açık uçlu soru içeren ve araştırmacılar tarafından geliştirilmiş olan Gerçek ve Sanal Ortamda Gerçekleştirilen Fizik Deneylerine İlişkin Öğretmen Adayı Görüş Anketi ile toplanmıştır. Verilerin analizi içerik analizi kullanılarak yapılmıştır. Araştırma, öğretmen adaylarının gerçek ve sanal fizik deneylerinin öğretimde kullanımına ilişkin hem olumlu hem de olumsuz görüşlere sahip olduklarını ortaya çıkarmıştır. Öğretmen adayları dersin giriş, gelişme, sonuç ve değerlendirme bölümlerinde gerçek ve sanal deneylerin, derse hazırlık aşamasında ise yalnızca sanal deneylerin kullanımının uygun olduğunu düşünmektedir. Son olarak öğretmen adayları atom fiziği ve radyoaktivite konularında sanal deneylerin, diğer tüm müfredat konularında ise hem gerçek hem de sanal deneylerin kullanılmasının uygun olduğunu belirtmişlerdir.

TheEducational Process of the Work-integrated Learning (WIL) Program: Case Study of Engineering Faculty, Rajamangala University of Technology Lanna, Thailand

This research studies theeducational process of the Work-integratedLearning (WIL) program in a case study of engineering faculty,at Rajamangala University of Technology Lanna (RMUTL), Thailand. The opinions of students and teachers who participated in the WIL program areinvestigated. In this regard, during the academic year 2020-2022, we appliedforthe "The Questionnaire about the Educational Process in WIL program".The questionnaire was sent to a sample of 120 students and 50 teachers. The subjects answered to questions regarding the roles of students, teachers, factory trainers, the quality of curricula, the effectiveness of teaching methods, the establishment, and university and executive support, in the WIL program. The conducted study shows the necessity of developing WIL curricula and strengthening a modern WIL learning process. WIL had an impact on students' increased responsibility and organizational communication. Teachers and factory trainers were obliged to have integrated performance of their teaching skills. New courses should be created expressly for WIL to reduce study time and interact with the workplace. The WIL model should also be improved student learning effectiveness. Toeffectively handle and administer the project with the backing of the executive's policy, the administrative framework and structure should be established.

Competencies of New Teachers in Learning Management in Teacher Production for Local Development

The goals of this study were twofold: 1) to enhance the learning management competence of novice teachers in the teacher production for local development; and 2) to investigate the opinions of novice teachers toward the learning management competence based on the teacher production for local development. The key informants consisted of 84 teachers from 12 different academic disciplines working in the network for Thailand's lower northeastern region. A questionnaire for interviews and a test of one's competence in learning management were used as study tools. Mean and standard deviation were the two types of statistics used in the examination of quantitative data. According to the findings, the total level of competence in learning management was already rather high after the first round, and it reached its highest possible level after the second round. New instructors increased their skills in learning management and were able to use their newly acquired knowledge when constructing learning activities depending on the learning goals, topics, and ages of their students. In addition to this, students were able to employ teaching and learning management abilities appropriate for the 21st century, which included educational quality enhancement.

Özel Eğitim Öğretmenlerinin Sorunlarının Analizi

This research aims to reveal the opinions of special education teachers about the problems experienced in special education and the solutions for these problems. The research was conducted using a qualitative research design. The study group consists of the teachers of the Trabzon Province Sürmene Special Education Practice School in the 2022-2023 academic year. Qualitative data were analyzed by content analysis. According to the findings, teachers working in special education schools experience problems arising from the education system, parents, school management, teachers and students. In addition, they stated that educational environments do not meet the needs of special education students and that the tools provided are insufficient. Teachers working in special education schools, graduated from different fields, consider the wages they receive to be insufficient. In the appointment of field experts and special education graduates as teachers to special education schools, it is expected that it is necessary and important to have competencies such as patience, understanding, compassion, effective communication and motivation within the scope of personal and professional competencies.