Teachers Of Different Subjects Research Articles

Curriculum-based sexual and reproductive health education: revealing its relevance for risky sexual behaviors among secondary school students in Mwanza, Tanzania

BackgroundSecondary school students are vulnerable to risky sexual behaviors (RSBs) which may lead to adverse health consequences, such as teenage pregnancies and sexually transmitted diseases (STDs), including HIV/AIDS. In Tanzania, the burden of teenage pregnancy was reported to be 27% in 2016. The integration of sexual and reproductive health (SRH) education into the school curriculum is one of the proven crucial interventions. However, there is limited information on the extent to which curriculum-based SRH education is relevant for fostering good practices for coping with RSBs. This study sought to describe students’ and teachers’ perceptions of the relevance of curriculum-based SRH education.MethodsA qualitative study was conducted from May to June 2020 (involving 5 secondary schools in Ilemela district, Mwanza, Tanzania). In-depth interviews (30) were conducted among secondary school students and 10 interviews for teachers. The data were collected in Swahili and then transcribed and translated into English after which thematic content analysis was performed.ResultsThe majority (56%) of secondary school students were revealed to have a limited understanding of curriculum-based SRH education, which was limited to a few aspects of health that involved married people and pregnant women. Teachers of different subjects had different perceptions about the relevance of curriculum-based SRH education. Civics teachers had the perception that it was relevant and enough, while Biology teachers thought that it was not enough. Students reported utilizing the information taught in class to manage and navigate RSBs. Moreover, they expressed a need for additional delivery strategies to be used for a comprehensive understanding of sexual and reproductive health.ConclusionDespite the identified gaps in providing a comprehensive knowledge that builds on the appropriate attitudes and skills, the existing curriculum-based SRH education in secondary schools was utilized to help students in addressing and managing RSBs. However, there is a need for more comprehensive information and an improved delivery approach for SRH to equip students with the necessary skills when faced with RSBs.

Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university

Purpose This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration. Design/methodology/approach A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved. Findings Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university. Research limitations/implications Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research. Practical implications Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions. Social implications This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees. Originality/value Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

The Attitude of Teachers of Different Subjects to Manifestation of Non-Formal Musical Activities in the Gymnasium

"The article analyses and scientifically evaluates the attitude of teachers teaching various school subjects towards the non-formal musical activity groups: the gymnasium choir, ensemble, etc. The main research questions are: What is the attitude of teachers at various school subjects towards the activities of musical groups in the gymnasium? What changes took place after the establishment of musical groups in the gymnasium? The qualitative research was conducted using the interview method. The attitude to musical groups in the gymnasium was reflected by 7 teachers teaching various subjects: three representatives of the administration and four teachers at different school subjects. The data analysis was performed using the qualitative content analysis method. The research results showed that non-formal musical activities carried out in the gymnasium not only marked the uniqueness of the school, shaped the image of the gymnasium but also united and enabled the participants of the educational process to collaborate and naturally work together for a common goal. Keywords: non-formal artistic/musical activity, music education, teachers’ attitude"

Plants Are Not Boring, School Botany Is

The quality of botanical education depends on the quality and interests of the teacher. The aim of our paper was to conduct an initial study on the attitudes of primary and secondary school teachers about plants and botany. We initiated a study in which 211 biology and 168 teachers of different subjects, from primary to secondary schools in Croatia, participated on a voluntary basis. Statistical analysis was processed using jamovi 2.3 software. Teachers of all profiles (biology and others) had similar attitudes: high opinion about the importance of plants for life and education but not about school botany; botany was in the middle of their scale for potential exclusion from education. The last part of the survey referred only to biology teachers and their interests and suggestions for increasing the attractiveness of botany as a subject. The results showed that botany was the least popular, and within it, teachers were most interested in ecology and horticulture. They suggested that botany would be more interesting with active teaching methods and references to everyday contexts; however, it remains unclear why that is so, as the level of autonomy they are given does enable them to introduce such changes.

Development and Validation of the Teachers’ Digital Competence Scale (TDiCoS)

The competences expected from teachers are described in several international reports. An investigation of teacher competences has a potential to analyze and delineate the current situation. Assessment of any construct necessitates utilization of appropriate scales with established validity and reliability. Currently available validated digital competence scales have examined digital competences of citizens, teachers, students, but most are based on only one digital competence framework. In this study a valid, reliable, and comprehensive scale entitled “Teachers’ Digital Competence Scale” (TDiCoS) for teachers of different subjects has been obtained by relying on standards/policy reports from several countries. TDiCoS items measure teachers' self-assessment and report of their use of digital technologies in their classrooms. TDiCoS was validated on a sample of 288 in-service teachers. In the final form TDiCoS is unidimensional and composed of 19 items. The model fit criteria, factor loadings, internal validity, and reliability of TDiCoS were examined and found to be good. Hence, it can inform design of new policies and teacher professional development programs targeting digital competences.

The difference of primary school teachers' online teaching satisfaction in subject and educational level.

The growth of online education requires high-quality online teaching. Teachers' satisfaction with online teaching is of great significance for improving online teaching effectiveness. This study was to explore the primary school teachers' online teaching satisfaction during the spread of COVID-19 from Shanghai, who have experienced online teaching, and explore whether there were differences of teachers' online teaching satisfaction in subject and educational level. 939 teachers from Shanghai participated in the study. The non-parametric Mann-Whitney U test and Kruskal-Wallis test of variance were performed. Results showed that teachers' online teaching satisfaction was at a high level. Moreover, there was a significant difference in teachers' subject and educational level on online teaching satisfaction. In terms of subject differences of teachers, there were significant differences in resource suitability (RS) among teachers of different subjects. Therefore, it is recommended that each subject should develop the online teaching resources to support teachers' online teaching. In terms of the differences in teachers' educational levels, there were no significant differences between the satisfaction of college-level teachers on non-technical variables such as content selectivity (CS) and teachers with undergraduate and graduate degrees, and only on technical variables such as self-efficacy (SE), resource suitability (RS), ease of use (EU), and intention to use (IU). Given the national context in China, the difference in educational levels may be more reflected in the age of the teachers. For teachers with college educational level, due to their older age, rather than simply enhancing motivation and improving learning ability to increase online teaching satisfaction, emphasis should be placed on providing appropriate teaching service support to help improve online teaching effectiveness. The findings provide new empirical evidence, strategies and Chinese experience for promoting teachers' online teaching satisfaction.

Teachers’ Use of Compliments as Linguistic Politeness Strategies during Classroom Interaction: The Case of Selected Secondary Schools in Dar es Salaam, Tanzania

This article appraises teachers’ use of compliments as linguistic politeness strategies (PSs) in a non-native English-speaking community. It is guided by Brown and Levinson’s (1987) Politeness Theory and Austin’s (1962) Speech Act Theory. The paper uses materials recorded in 32 lessons by 16 teachers of different subjects which took place in selected secondary schools in Dar es Salaam, Tanzania. Purposive sampling was used to obtain the participants. Data was collected through classroom observation and interview. Results show that the teachers used a variety of compliments as linguistic PSs, including compliments, compliments with gratitude, and compliments with congratulatory notes. By so doing, they positively influenced various aspects of the classroom interaction, for example raising students’ feeling of being admired by their teachers, promoting students’ confidence, encouraging active participation in lessons, and promoting students’ relaxation. This study traced the use of compliments as linguistic PSs using cross-sectional data; future studies may examine longitudinal data to unearth a number of key issues with regard to compliment use. Keywords: Compliments, face-saving strategies, politeness theory, linguistic politeness strategies, face-saving strategies, speech acts

The Nature of Support Provided to Gifted Primary School Students Is Based on the Teacher’s Concept of Giftedness

The aim of the research was to identify the type of support that teachers provide to gifted students in grades 4–6 of primary schools in Poland in relation to their concepts of giftedness. Teachers’ understanding of the category of gifted students was analyzed: What do they find crucial in identifying gifted students? What areas of gifted students’ development are most important to them? Are there differences in the strategies for supporting gifted students between teachers who have different concepts of giftedness and who teach different subjects? The research was conducted on a group of 188 teachers using the standardized 20-item Balanced Development of Gifted Students Questionnaire. It helped identify the scope of the teachers’ activities in the cognitive, emotional/social, motivational, and creative spheres. It was shown that the dominant concept of giftedness among the surveyed teachers was cognitive and that their activities supporting gifted students were mainly aimed at mental development and knowledge acquisition. Support of the emotional/social sphere of gifted students was least frequently indicated by the respondents. There was consistency between the type of support provided and the teacher’s preferred concept of giftedness. There were significant differences in the definition of giftedness and the related type of support between teachers of different subjects. The subject which they taught also significantly differentiated the number of students identified as gifted: The most gifted students were identified by the art teachers, while the least were identified by the math teachers. The results may serve as guidelines for developing teachers’ competencies in working with gifted students by popularizing the concept of balanced development and making them aware of the links between beliefs about giftedness and the type of support provided.

Determining In-service Teachers’ Professional Development Expectations: An Instrument Development Study

Professional development programs (PDs) for in-service teachers are usually structured to deliver standardized content. However, considering the differences in the teaching practices utilized by teachers of different subjects, their needs and expectations may vary. Thus, this study develops an instrument to determine in-service teachers’ expectations regarding PDs. Themes regarding the PD expectations of teachers were created based on a detailed literature review and authors’ field experiences. In line with these themes, an item pool comprising 51 items was created. The developed instrument was applied online to 322 teachers from different provinces of Turkey and teaching different subjects. Exploratory factor analysis was performed on the dataset to ascertain the construct validity of the instrument. As a result of the analyses, the finalized instrument comprised 49 items and 6 dimensions; support, practice, learning, student success, organization, and career. The Cronbach’s alpha internal reliability coefficient of all items in the finalized instrument was .94. These findings show that the instrument is a valid and reliable data collection tool for determining teacher expectations of PDs for identified themes. This instrument will be particularly useful in exploring the expectations of teachers while designing PDs and determining the extent to which current PDs meet teachers’ expectations.

The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education

Although the integration of subjects in the curriculum has been advocated in recent years, there exist limited opportunities for teachers of different subjects to implement integrated curricula in schools collaboratively. In this paper, we consider history as a humanities subject that could be integrated with STEM and explore the diverse history-related learning goals found in teacher-developed STEAM curriculum materials. Using integrated STEAM curricula developed by 13 cross-subject teacher teams in Korea, we analyze the presentation of history-related learning goals in the curricula and report several patterns identified across the curricula. First, the majority of the curricula aimed for the learners to identify themselves in their regional and national histories, but other levels of identification were also aimed for. Second, all the curricula included goals related to historical analysis skills, which were sometimes integrated with scientific inquiry skills. Third, we found several goals related to eliciting students’ moral response to history, particularly when the curriculum topic concerned issues at the national level. Fourth, the integration of subjects allowed for exhibiting learners’ historical understanding through various activities and in explanatory, persuasive, and imaginative manners. Overall, the analysis pointed to several ways in which the goals of history learning can interact with those of STEM learning, which can be useful for future research and practice in integrated curriculum. We discuss some potential challenges of integrating history with STEM, such as issues that can arise from the use of the “nation” as a context for STEAM learning.

Validation of scales for measuring factors of teaching quality from the dynamic model of educational effectiveness

Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA ) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects.

Educational Innovation in the Evaluation Processes within the Flipped and Blended Learning Models

Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.

Ensino Remoto Emergencial (ERE)

This article addresses the teaching carried out by teachers in the state of Paraíba during the Covid-19 pandemic and aims to reflect on the impacts of Emergency Remote Education (ERE) on their pedagogical practices. It is a case study whose data were collected through a questionnaire prepared in Google Forms, which was applied through a link to one hundred and five teachers of different subjects who work in municipal, state or federal public and private schools, in high school and / or in the final years of elementary school. The collected data were analyzed in the light of a literature that explores the ERE and its implementation. The results obtained showed a diversity of practices carried out by means of Digital Information and Communication Technologies (DICT), part of which is in line with the modus operandi of traditional education and part of which seeks to overcome it. Taken together, these practices can provide students with more autonomy, new forms of communication between educational actors and the acquisition of new learning about the pedagogical use of DICT with the potential to modify the teaching that succeeds the pandemic, when we return to the “new normal” of classroom teaching

Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

The purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do Nazarbayev Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers’ perceptions of the factors that contribute to teacher professionalism at school?and what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of thematic coding and interpretation. The researcher used purposeful sampling. The study is significant because it voices teachers’ perceptions of how teacher professionalism is defined in the educational system of independent Kazakhstan as well as in the Central Asia region. The research findings revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various aspects of teaching and learning including commitment to the profession, school-based courses, professional learning communities, and supportive work environment. There are also certain factors that inhibit professionalism including lack of time-management skills, lack of motivation, burnout and paperwork. The study has limitations as only ten participants shared their perspectives on teacher professionalism. Future studies could extend the research by conducting a similar study in other Kazakhstani school contexts, or other schools in Central Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of different subjects teaching in rural and urban areas.

The role of structures in architecture: the multidisciplinary experience of active learning in a master of science

PurposeThis paper aims to present the integrated teaching activity carried out in the Studios of the Master of Science “Architecture-Building Architecture” held at the School of Architecture Urban Planning Construction Engineering of the “Politecnico di Milano,” Milan, Italy. The integrated teaching activity related to the structural disciplines was in Sgambi et al., 2019; here the structure of the MSc training and its disciplinary synergies will be presented. Indeed, this type of activity characterizes all the Studios of this Master of Science and involves all the disciplines that contribute to the development of an architectural and cultural heritage preservation project.Design/methodology/approachIn the Studios of the aforementioned Master of Science, teachers of different subjects are involved, working together to guide the student in the development of an architectural project sustainable in all aspects. The fundamentals of each discipline are taught using the best suited teaching methodology and the application phase of each discipline is carried out directly on the students' projects in the form of “learning by making.” The students are thus stimulated to deepen their basic knowledge of each single discipline, making their design choices sustainable.FindingsThis experience, born in 2003 and still active, has also achieved good results in employment. Students train using the “learning by making” method to acquire proficiencies in various disciplines of design, giving them the ability to communicate competently with experts belonging to different construction sectors.Originality/valueThe approach illustrated in this paper does not represent the didactic experimentation of a single discipline, but it is typical of the study program of an entire Master of Science. Although this approach is entirely built on a “learning by making” and “active learning” philosophy, it maintains the teaching of the theoretical contents of disciplines at a significantly high level when compared with the contents of a frontal-taught theoretical course. The development of this structure required a strong commitment on the part of the teaching staff in their search for effective teaching methods in each individual discipline and aimed at the architectural project. The results obtained give an added value to the training of future architects.

«СКВОЗНАЯ» ЭКОЛОГИЧЕСКАЯ КОМПЕТЕНЦИЯ УЧИТЕЛЯ КАК РЕЗУЛЬТАТ ОБРАЗОВАНИЯ ДЛЯ УСТОЙЧИВОГО РАЗВИТИЯ

Introduction. The relevance of developing a transversal environmental competence in teachers of various subjects is determined by the global challenges of the time, and the current state of educational development. The study aims to justify the need to form the transversal environmental competence in teachers of different subjects. Materials and methods. The paper discusses theoretical foundations of the phenomenon of transversal environmental competence of the teacher, and substantiates the independence of this competency. Experiments have been made to prove the effectiveness of the development of a transversal environmental competence in the teacher. The methods employed in the study also included questionnaires “Questions to yourself,” and a monographic description. The results of the study. An analysis of empirical material concluded that most teachers do not have sufficient knowledge and skills related to the issues of education to promote sustainable development. This is due to the fact that the environmental competence of the teacher is considered separately from their professional competencies. Therefore, it is necessary to build such environmental competence of teachers, which can help them solve worldview, methodological and axiological problems of self-identification, self-determination, self-actualization, and self-development in a society in the interests of sustainable development. In this regard, the appropriateness of introducing the concept of a “transversal environmental competence” in the pedagogical thesaurus has been experimentally proved. Conclusion. The practical value of the study lies in the improvement of the environmental competence in teachers of various subjects. Keywords: professional competence, transversal environmental competence, environmental education, construction, sustainable development.

Teachers’ views of inclusive education in Serbian schools

This study was conducted to determine the attitudes of teachers concerning inclusion in schools all over Serbia. The respondents were teachers of different subjects who were tasked to anonymously complete the provided closed-type questionnaire (970 respondents). Primary and secondary school teachers from urban and rural areas of the Republic of Serbia participated in the research. The results indicate that the teachers are supportive of inclusion. Despite significant differences in respondents’ answers, the results of the research show that there are many similarities in teacher responses toward inclusive education. The results show that it is still necessary to work on the implementation of inclusive education in Serbia, especially to educate the teaching staff and involve experts in the planning and development of individual educational plans.Keywords: attitudes; inclusive education; Serbia; teachers

THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

EKI hezkuntza proiektu berritzailea eta bere ikasgaikako inplementazioari buruzko azterketa

Hezkuntza etengabeko berrikuntzan bere funts eta forma birdefinitzen joan da, me- todo, teoria eta proiektu berrien bitartez. Egungo gizartearen eskaerari erantzun emanez, EKI proiektu berritzailea konpetentzietan oinarritutako ebaluaziora eta formatu digitalera hurbiltzen da. Artikulu ho- netarako buruturiko ikerketa lanak ikasgaika EKI proiektuaren metodologiaren inplementazioa eta ase- betetze maila ezagutzea du helburu. Horretarako, ikastola bateko Bigarren Hezkuntzako 4. mailako 108 ikaslek eta mintegi ezberdinetako 3 irakaslek hartu zuten parte. Lagina honen ezaugarri bereizga- rria Bigarren Hezkuntza osoa EKI proiektuan murgilduta eman dutela da. Ikasleriak Likert motatako galdeketa erantzun zuen eta irakasleriak eztabaida talde batean hartu zuen parte, datu kuantitatiboak eta kualitatiboak bilduz, hurrenez hurren. Maiztasun eta bariantza (ANOVA) analisiak egin ziren emai- tzek ezberdintasun estatistikoak esanguratsuak azaleratuz, ikasgai ezberdinen ezarpenean eta EKIk bere proiektuan funtsezkoak hartzen dituen helburuen lorpenean.GAKO-HITZAK: bigarren hezkuntza, hezkuntza proiektua, kasu azterketa, berrikuntza pedagogikoa, ikasketa metodoa.

Communicative Activity of a Teacher and the Possibility of Its Improvement In Terms of a Technical University

A special role in the development and improvement of speech culture in the society belongs to the teacher. The word as his main instrument must be the model of verbal intelligence, the model of high speech culture. This article deals with the typical lecturer’s speech errors and investigates means to avoid errors during the specialized course in the system of professional development. This article presents analysis and monitoring of speech etiquette of teachers of different subjects, highlights experience of how to refer to spell books and various dictionaries and introduces different ways of improving communicative activity through the system of professional development at Samara State Transport University.