Teaching Culture Research Articles

Intrinsic Competencies: A Leverage Tool for The Performance of Learning Organization (Case Study: Wasit University)

Learning organization performance is based on the sharing of experience and knowledge. The methods and adaptability of learners demonstrate its competitive advantage. However, in a fluctuating context marked by successive crises (economic, health), relying on intrinsic competencies is a crucial advantage for learning companies. This study investigated the influence of intrinsic competencies with three dimensions on the performance of the learning organization. This quantitative study used the questionnaire as a quantifiable tool to obtain data. A pre-test and face validation ensured the questionnaire’s validity. The analytical method is used in this study. Path analysis and SEM were applied in this study to test hypotheses. The influence of intrinsic competencies dimensions (Organizational Resources, Human Resources Strategies, Employees Capabilities) on the performance of learning organizations is the most prominent conclusion. The learning organization should adopt a learning and teaching culture where people collaborate and think together to constantly improves to enhance their performance.

Teaching indigenous languages in early childhood: the case of the indigenous language educator in Chile

ABSTRACT This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seeks to provide ethnographic background on the incorporation of Indigenous communities into preschools, through the participation of the Indigenous Culture and Language Educator (ELCI in Spanish) for language teaching. The analysis stems from an ethnographic study carried out in an alternative intercultural preschool, located in the Araucanía Region, Chile, which teaches Mapudungun (the language of the Mapuche people). Among the main results, we found: (a) appreciation for the work of the ELCI (b) expression of the Mapuche culture through acting, (c) precarious intercultural education, and (d) disconnection with Mapuche communities. We conclude with recommendations for educational policies in Chile, and suggestions for future nationwide research and connection to the global context.

Reactions of Students Towards Class Cancellation, Class Rescheduling, Inadequate Classes and Classes for Less Than Designated Duration in Dhaka University

A serious departure from the norm in taking classes has been a regular phenomenon in the University of Dhaka in recent years. The present study aimed to investigate perceptions, reactions, and grievances of students towards class cancellation, class rescheduling, inadequate classes, and classes for less than duration at the University of Dhaka. Data were collected online from 522 students (51.5% male and 48.5% female, mean age = 21.74 years) of the university using a mixed-method design. The quantitative data were analyzed by t-test, Chi-square test, and Pearson product-moment correlation coefficients in SPSS version 24. The results of the t-test demonstrated no significant gender differences in perception towards the main variables. The Chi-square test reveals that the frequencies of occurrences of these phenomena significantly differ among the faculties of four hierarchical positions. The content analysis of the qualitative data revealed 12 major themes namely the four factors across academic units, the favorable impact of these phenomena, increased absenteeism, the sources of stress, anxiety, and frustration, lack of priority, teachers’ disinterest in teaching and learning, a sense of punctuality and responsibility, mutual understanding, timetable of the rescheduled classes, teacher’s accountability and students’ feedback, introducing training for teachers, and the role of authority. The findings of the study suggest a clear lack of administrative control over the teaching behavior of the faculties. The study recommends that the university authority should immediately address these issues to redress the grievances of the students and thereby ensure a quality culture in teaching, learning and research. Dhaka Univ. J. Biol. Sci. 31(2): 309-319, 2022 (July)

PROBEMATICS AND CHALLENGES OF THE EDUCATION SYSTEM IN INDONESIA

There are quite a lot of educational problems in Indonesia today, starting from curriculum issues, quality, competencies, even leadership competencies, both at the top and bottom levels. Various cases of complaints occurred in the field, both school leaders and educators who regretted the dimensions of leadership such as matters of management, discipline, bureaucracy and administration that were in disarray. Then, no less important, leadership in schools also plays a role in coloring the face of the world of education and widens the gaps and internal conflicts of educators. The research method used in this research is the literature study method. The literature study method is a method used by the author by searching, collecting, exploring, or examining various references or documents related to the topic proposed, for this study one related article was used to support research supported by various other research sources. In Indonesia, readiness to face the challenges of education today is to immediately improve the capabilities and skills of Indonesian human resources through education and reliable analysts in the field of education management as a driving force for the progress of information technology-based education in Indonesia to answer these challenges. Some of the solutions that can be done include, among others, the suitability of the curriculum and policies in education, the readiness of human resources in utilizing ICT, optimizing the abilities of students, and developing the values ​​(character) of students. But until now the challenges of education are at least in 3 big aspects. First, the geographical aspect where the various geographical conditions, and the distance that separates the islands in Indonesia. Second, social diversity where despite the drastic decline in illiteracy and dropout rates over the last 50 years, there are still disparities in the quality of education between urban, rural and remote areas. Third, a teaching culture that is more oriented towards the assumption of knowledge targets that students should master.

Intersecting Language and Culture in the FL Classroom

This paper addresses the intersection of language and culture in the context of foreign language (FL) instruction. It is widely accepted that successful foreign language learning requires acquiring cultural competency corresponding to the language being taught, leading to the challenge of how to teach culture, what aspects of the culture or cultures in some cases. This paper contains discussions regarding the problem and offers suggestions for modeling communicative competence that is culturally relevant, the importance of “teaching culture,” difficulties of teaching culture with language instruction, theories of communicative competence, and model elements to create a new meta-linguistic model.

Osnaživanje pedagoških kompetencija učitelja za realizaciju sadržaja predmeta Muzička kultura u uslovima nastave na daljinu

The research problem of this paper is the competencies of teachers for the implementation of distance teaching in Music Culture. We started with the special assumptions that the research will demonstrate that there is no significant difference in teachers' assessments of their competencies for the implementation of distance teaching in Music Culture, depending on the impact of their length of service in teaching and their knowledge of ICT and participation in professional development programs in the field of ICT. The research was conducted in the first half of the 2021/2022 school year on a sample of 170 teachers who were surveyed by an online questionnaire. Data collected by the research and processed by descriptive statistics showed that there is no significant difference in the competencies of teachers for the implementation of distance teaching in Music Culture depending on the impact of their length of service in teaching and their knowledge of information and communication technologies: 𝞆²(2) = .164; p = .921 and the participation in professional training programs in the field of information and communication technologies: 𝞆²(2) = 1.839; p = .399. Based on the research results, the paper proposes a program of professional development of teachers with the aim of increasing the level of their digital competence for the effective implementation of teaching Music Culture. The skills necessary to possess this competence are: the need for ICT in everyday work; ability to search and process information through ICT; ability to access forums and other ways of using ICT and information.

The integration of language and culture in business English teaching

The integration of language and culture in business English teaching

The Integration of Ethnic Culture and Modernity in High School Dance Teaching

The Integration of Ethnic Culture and Modernity in High School Dance Teaching

Investigación sobre el estilo y las características de los libros de texto de la teoría musical básica en china en los últimos cien años

Abstract: Due to various historical and realistic reasons, the development of basic music theory in China lags behind in the teaching system, teaching content and other aspects. It is an important task for Chinese music workers to revise or supplement the current basic music theory and related textbooks and then build a discipline system of basic music theory in China. This paper synthesizes the theories of music education and music history, music culture, music morphology and other related disciplines. It uses scientific, objective and rational values and holistic and comprehensive concepts. It takes the development of the basic music theory education of China as the research object and takes history as a mirror to further consider and prospect the construction of the basic music theory discipline system of China. The basic theory of Chinese Music can be roughly divided into three stages: (1) The basic music theory from the early 20th century to the founding of the People’s Republic of China; (2) From the founding of the People’s Republic of China to the period of reform and opening up; (3) Basic music theory compiled and published since the reform and opening up. It can be seen, from the development of the basic theory education of Chinese Music and its teaching materials, that the development of western music theory in China, before the founding of the People’s Republic of China, was a process from passive acceptance to active absorption. The scope of spreading western music theory was from the palace to the church, then to the school, and, finally, to the society, which made the music theory teaching in China gradually develop into a major and minor system as the leading mode. The basic theory of Chinese Music gradually deviated from its own track. With the deepening of music research after the founding of the People’s Republic of China, the discipline development of basic music theory has witnessed a prosperous situation, and the construction of basic music theory is moving towards the direction of diversification and deepening. Many musicologists and music educators have made contributions to the construction of basic music theory in China from different disciplines and research perspectives. Based on the principle of “combining history with the theory” and combing the development of basic music theory in China, the ideal model of Chinese music theory discipline construction is conceived to promote the integration between traditional music theory and modern music theory from a diachronic perspective What is relevant to strengthen the unity of the nation and the world in basic music theory from a synchronic perspective, and to pay attention to the connotation of technology and culture in music theory teaching. But also to strengthen the scientific and logical concept in music theory textbooks.

Need of the hour: Student-centered Learning in undergraduate Medical Curriculum

Background: Student-centered learning is becoming more prevalent in medical education, especially during large-group lectures. The variety and abundance of active learning techniques used in first-year MBBS large group format were investigated. Aim: To investigate the relationships between student-centered learning and the characteristics and distribution of student-centered teaching approaches in large group settings. Methods: This was a descriptive exploratory study in which by means of purposive sampling 25 faculty members who were involved in teaching in large and small groups were identified, out of these 25 faculty members, 15 members were chosen for interviews by convenient sampling. Retrospective curriculum evaluations and semi-structured interviews were used to collect the data. The authors tested a taxonomy of student-centered learning strategies and linked those strategies to the characteristics of education. Results: Over the course of six modules in the first year, teachers used 13 different strategies for active learning. 996 out of 1190 hours of large group teaching included a minimum of one active learning element. 83% of the curriculum's hours in the first year of MBBS had an active learning component. Practical implications: Many small group-learning approaches are included in active learning, and they may help undergraduate students achieve a higher level of cognitive skills through group engagement. Different kinds of small-group learning have been shown to be successful in fostering higher academic accomplishment, more positive attitudes toward learning, and enhanced persistence. Conclusions: The frequency and diversity of active learning elements incorporated into the first-year MBBS curriculum show how acquainted faculty are with these techniques and how supportive they are of interactive teaching culture. This research has stimulated discussion about instructional strategies and aided the transition from teacher-centered to learner-centered teaching. Keywords: Student-centered learning, active learning, interactive studies, critical thinking, game-based.

Treating International Students Beyond Teaching Cultural Differences?

This critical voice essay draws attention to rethinking intercultural learning for international students. Teaching cultural differences is unsustainable but reinforces stereotypes.

Principal Leadership Constructs School-based-curriculum and Shapes School Culture for Teaching and Learning: Rooting on Core Competence

Principal Leadership Constructs School-based-curriculum and Shapes School Culture for Teaching and Learning: Rooting on Core Competence

Towards a unified curriculum system based on a public health holistic approach. Renovation of the academic programs at the School of Public Health of Mexico.

Public health training cannot be practiced in isolation, but rather within the framework of substantive conceptual visions, the organizational structure and teaching culture in a broad sense. The School of Public Health of Mexico (ESPM), in the mist of its 100th anniversary, is implementing an educational restructure with the guidance of conceptual and ethical principles. The restructure of the academic pro-grams will follow a constructivist pedagogical model, based on renewed institutional practices that integrates research, teaching and community outreach, making for truly transfor-mative learning. The new design of the whole structure of its academic programs has the objetive of making them flexible, less technical-based but more practical, and a within an uni-fied curricular system that articulates and allows continuity between master's degrees and doctorates programs. In the new structure, the curriculum will have a common core for all the academic programs, emerging from the study of the essential bases of public health, human rights, including gender and social perspectives, principles of global health, ethics of public health practice, environmental and animal health inferences and community outreach in the form of social retribution. The Institute's research groups will be the functional units for investigation and teaching, thus students will be integrated into these at an early stage, under the guidance of a tutor. In this context, the requirements for a comprehensive, unifying and at the same time flexible cur-riculum will support training of Public Health with a holistic approach. The current programs were analyzed including the review of their courses, regarding the pertinence of their contents and proposed competencies. We present herein a description of these observations, and propose a new com-mon core (conceptual-operative) with compulsory courses as the base for all programs. The participation of all academic bodies in reviewing the proposed new common core, as well as the syllabus and courses, identified those that are essential in each program's study concentration area, is indicated.

Course characteristics influencing students’ oral participation in higher education

Many teachers strive for lively student participation in class. This field study examined aspects of learning environments in higher education with regard to their connection with students’ oral engagement. Overall, six factors that might increase or decrease oral participation were investigated: the number of teacher questions, course atmosphere, level of demand, student preparation (e.g., through homework), class size, and subject discipline. The sample consisted of 80 courses of diverse disciplines at a public university in Germany; variables were measured by trained observers as well as by the attending students. Student oral participation was indicated by the number of student questions, the number of student contributions, and an engagement rate denoting the breadth of participation in a course. Three multiple regression analyses revealed a differentiated pattern of results: Whereas the number of student questions increased with the level of demand and a positive course atmosphere, the number of contributions and the breadth of participation were both closely linked to the number of teacher questions posed, but were also influenced by student preparation, level of demand, and the teaching culture of the subject discipline. Class size did not have a significant effect on any of the three participation measures. With respect to empirical research on student participation, the study shows the necessity for a differential approach and the consideration of teachers’ interactive behaviour. Regarding the design of learning environments and the manner of teaching, three implications for practitioners are to ask questions, to be friendly, and to assign homework.

Examining the use of digital technology in schools with a school-wide approach to personalized learning

A growing number of schools have recently been changing their culture of teaching and learning towards personalized learning. Our study investigates how schools use digital technology to facilitate and promote personalized practices. Based on the answers of a student questionnaire from 31 lower-secondary schools with a personalized learning policy in Switzerland, we selected the three cases with the most frequent use of digital technology in the classroom. Using key categories of digital technology implementation to frame the analysis, we examined the differences and similarities regarding the contribution of digital technology to fostering personalized learning. A systematization of our analyses resulted in three different types in terms of how schools integrate digital tools into their daily practices: 1. selective use of digital technology according to individual teacher preference; 2. selective use of digital technology according to individual student preference; and 3. structural use of digital technology in accordance with a school-wide strategy. The findings provide indications for future research and practice with respect to an implementation of personalized learning that takes full advantage of digital technology.

An Analysis of the South African History of the Culture of Teaching and Learning

Purpose: The aim of this study is to the analysis of the South African history of the culture of teaching and learning. This study was driven by the desire for effective teaching and learning within the South African context. Design / Method / Approach: The information in this research came from outside sources (secondary sources). Journal articles (after peer review), dissertations (both published and unpublished), internet sources, and textbooks were used as informational resources. Findings: Teachers believe they have no say in the development of the educational system but are expected to execute its policies and procedures. Fear of change can lead to inappropriate behaviour. For a country to have globally competent citizens it needs to review its curriculum. South Africa has undergone a substantial educational change since the mid-1990s, but its efforts to implement new curricula have been problematic. After the dawn of democracy, concerns were raised about the decline of a positive culture of teaching and learning, especially in disadvantaged township schools. Theoretical implications: there is a lack of theory on an analysis of the South African history of the culture of teaching and learning. Thus, this study seeks to expand the theory. Practical implications: Findings from this research will advance the science behind the culture of teaching and learning in South Africa. Originality / Value: This research will shed light on the development of South Africa's teaching and learning culture, provide suggestions gleaned from its findings, and point the way toward other avenues of inquiry. Research Limitation & Implications: This research was constrained by the quantity and quality of published secondary sources at the time of writing.

Developing an Anti-Biased, Anti-Racist Stance in Second Language Teacher Education Programs

Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with data from a three-year project on FSL teacher preparation in two Ontario faculties of education. Interviews were conducted with professors and teacher candidates. Using a critical qualitative approach to identify emerging themes, the study applied an anti-biased, anti-racist (ABAR) lens to identify racialized power inequities that can form across French languages, cultures, and marginalized groups, oppressive common-sense principles, and systemic influences around three main themes: teaching culture and promoting intercultural competence; addressing equity, inclusion, and racism explicitly; and Whiteness, Eurocentrism, and representation in FSL. Findings indicate that while programs have begun to integrate equity, inclusion, interculturality, and the representation of the global francophonie, there is a pressing need for more preparation and training for professors and teacher candidates to develop critical equity skills that lead to their becoming culturally responsive teachers. Practical strategies and theory building through collaborative research are needed to support educators in taking up an ABAR stance in FSL teacher education programs.

New perspectives for teaching Culture of Care and their strengths and challenges.

Nurturing a culture of care remains a key strategy and needs to be well integrated in the education programmes for laboratory animal professionals. Addressing attitudes is a complex task that must ensure reflective learning approaches. Teaching strategies must facilitate a safe space to talk openly about emotions and caring responsibilities. We reflect on two training initiatives focusing on culture of care. Firstly, the 'Care-full Stories' tool, which uses fictionalised prompts (storytelling) to encourage participants to share their own stories from working in animal research. Feedback on its impact on establishing a safe space for sharing experiences and the importance of appreciating diverse perspectives between staff is discussed. Secondly, we provide feedback on the development of training approaches on animal research integrity and culture of care with low- middle-income international communities. Strategic targets addressing the multicultural diversity of the communities, recognising their specific needs and their access to resources, must be well defined. It is important to acknowledge the interconnection between people, animals and their shared natural environment when defining the culture of care concept and addressing the teaching approaches. We discuss both the positive outcomes and challenges of these two learning experiences to support innovation when planning tools for teaching culture of care. Accounting for 'how' and 'where' the training will be delivered remains key to its successful uptake and local sustainability. Supporting improved educational tools to ascertain why caring has an impact on our professional lives will have a direct impact on the wellbeing of laboratory animal professionals worldwide.

밀레니얼 세대 초등교사의 부장교사 경험에 관한 현상학적 연구

The purpose of this study is to examine the working experiences of millennial teachers as a department head in elementary schools and investigate the meaning of experiences for their careers. Data were collected by conducting in-depth individual interviews with six participants. Data were analyzed by using Giorgio’s phenomenological method. As a result, the millennial generation elementary school teachers' experiences as a department head are divided that 15 clusters and 44 main meaning units were derived and 6 essential themes were identified as follows: “taking on the role of a department head for a variety of reasons”, “taking the role of a middle leader”,“Suffering from heavy workload”, “experiencing negative emotions”, “experiencing positive emotions”, and “benefiting from rewards”. As for the meaning of the millennial generation elementary school teacher as a department head experience, three essential themes:“growth in the teaching profession”, “personal growth”, and “proposing various opinions about the department head teacher system and teaching culture”, 9 sub-themes, and 24 core units of meaning were derived. In summary, participants initially took on the role for various reasons and they faced challenges including suffering from negative emotions and heavy workloads. However, they also experienced positive emotions, and received positive evaluations and beneficial opportunities. Through these experiences, millennial teachers as a department head have promoted growth and development in the teaching profession and have grown internally as well. Based on this growth, they suggested how to improve the department head teacher system and teaching culture based on their own experiences. In conclusion, the results of this study have implications for promoting professional development, and fostering personal growth, emotional and social well-being among millennial teachers as a department head.

Developing an Anti-Biased, Anti-Racist Stance in Second Language Teacher Education Programs

Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with data from a three-year project on FSL teacher preparation in two Ontario faculties of education. Interviews were conducted with professors and teacher candidates. Using a critical qualitative approach to identify emerging themes, the study applied an anti-biased, anti-racist (ABAR) lens to identify racialized power inequities that can form across French languages, cultures, and marginalized groups, oppressive common-sense principles, and systemic influences around three main themes: teaching culture and promoting intercultural competence; addressing equity, inclusion, and racism explicitly; and Whiteness, Eurocentrism, and representation in FSL. Findings indicate that while programs have begun to integrate equity, inclusion, interculturality, and the representation of the global francophonie, there is a pressing need for more preparation and training for professors and teacher candidates to develop critical equity skills that lead to their becoming culturally responsive teachers. Practical strategies and theory building through collaborative research are needed to support educators in taking up an ABAR stance in FSL teacher education programs.