Teaching-learning Situation Research Articles

Distance Education in Social Work During the COVID-19 Pandemic: Changes and Challenges

The COVID-19 pandemic has had an extensive impact on the global higher education sector. In a written survey, staff and students at the Lucerne School of Social Work reported how they had coped with the challenges to their teaching or respective learning situation. The initial survey was conducted during the lockdown in spring 2020, and the follow-up survey was performed in the period of relaxed sanitary measures in summer 2020. During the first wave of the survey, 51 employees and 225 students participated. In the follow-up survey, 28 employees and 117 students partook. Findings indicate that the increased workload created by the transition was stressful for both staff and students but overall was handled well. Staff and students who felt supported by the university management experienced less psychological distress. Since the outbreak of the pandemic, there has been an effort to develop hybrid forms of teaching. Because the social work curriculum contains building blocks that are difficult to implement in the form of distance learning, the transition posed challenges for both staff and students. During times of transition, university management must carefully assess the support needs of staff and students and take appropriate action.

Challenges of Teaching English Listening, Speaking, Reading and Writing Skills at Qawmi Madrasas under BEFAQ in Bangladesh

One of the recent aims and objectives of Qawmi madrasa education is to make the madrasa students adequately proficient in English to participate in the competitive sectors of Bangladesh for better career options. Though they consider English as an international language of communication and higher education, they pay very little attention to this language teaching and learning. Using a mixed-methods approach, the present study tried to explore how the 4 macro-skills of the English language are taught in Qawmi madrasas under the BEFAQ board and what challenges the teachers and the students encounter in teaching-learning situations. Analyzing the questionnaires, interviews, and classroom observations, it was found that only reading and writing skills are focused in the syllabus, textbooks, classroom, and testing; whereas listening and speaking skills are either informally practiced very little or avoided from all arenas. Consequently, language learners cannot achieve communicative competence in English. Finally, the researcher attempts to put forward some recommendations regarding the English syllabus, textbook contents, teaching method, and testing system to the Qawmi madrasa board and authority, madrasa teachers, and Bangladesh government for facing the challenges and making the students proficient in all basic skills of English language.

School Teachers’ Perspective on Technology-pedagogy Content Knowledge

The unprecedented times forced institutions to adopt online teaching-learning and evaluation mechanisms. All stakeholders, right from top-level ministers, planners, administrators, faculty members, and students, were unprepared for the said changes (Kapasia et al., 2020) and struggled at various fronts through it. Undeniably the sudden shift to remote learning has been challenging and has opened up many avenues and opportunities. To Understand and explore the opportunities, several online studies have been conducted in this short span comprehending the effectiveness and impact of online teaching (Shenoy et al., 2020; Ariawan and Malang, 2020). Many studies are supportive of the pedagogical shift and vouch for its potential. This pedagogical shift cannot be justified as most students, faculty members, and institutional administration lacked prior experience effectively handling online teaching-learning. This paper shall analyze schoolteachers’ views on the pedagogical shift during COVID-19. It shall explore their challenges in acceptance of this ‘pedagogical shift.’ Their response to the shift being effective, i.e., ‘online teaching-learning situation. Rick Marks, said in 1990 that PCK “represents a class of knowledge that is central to teachers’ work and that would not typically be held by non-teaching subject matter experts or by teachers who know little of that subject.” As teachers, we know PCK is required to simplify a subject and teach it effectively. Technological Content Knowledge (TCK) is how technology influences content. Technological Pedagogical Content Knowledge (TPCK) area acknowledges that all three of these sets of knowledge influence each other, that each is important, and that to have an effective learning environment, we need to consider all three. Mishra and Koehler paraphrase Marks’ comment about PCK to apply the idea to TPACK, “TPACK represents a class of knowledge that is central to teachers’ work with technology. This knowledge would not typically be held by technologically proficient subject matter experts, or by technologists who know little of the subject or pedagogy, or by teachers who know little of that subject or about technology.” In addition to these new knowledge overlap areas, Mishra and Koehler quickly point out that all of this knowledge lies in specific contexts. The teacher forms part of the context, while his/her students and the environment also contribute to the context. With each situation, the context changes slightly and the teacher’s set of knowledge shifts to create the learning environment. Though the success of effective technology-mediated teaching-learning in education depends on several factors, including resource allocation, competencies of the stakeholders, availability of affordable digital technologies, this study intends to survey proficient usage of technology integrated pedagogy explored by schoolteachers during pandemic times.

Model for the Evaluation of Teaching Competences in Teaching–Learning Situations

Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.

Contribuições de um espaço não formal para a promoção de ensino escolar contextualizado e interdisciplinar à luz da BNCC

Este artigo apresenta os resultados de uma pesquisa de abordagem qualitativa, realizada no segundo semestre de 2019, com o objetivo de destacar pontos que permitem considerar a Orla do Cais de Altamira-PA como um espaço não formal viável à prática de ensino de Ciências contextualizado e interdisciplinar, conforme orienta a Base Nacional Comum Curricular (BNCC) ao pautar o ensino-aprendizagem de conteúdos escolares para o desenvolvimento de habilidades e competências. Além de usar procedimentos da pesquisa documental, como técnica e instrumento de coleta de dados, a pesquisa usou também a técnica da observação direta com roteiro semiestruturado e registro fotográfico sobre esse ambiente que é considerado pelos pesquisadores como um possível espaço não formal de ensino, aprendizagem e educação. Os resultados mostram que esse espaço apresenta importante potencial de contribuição para o ensino escolar por ser de fácil acesso e por apresentar elementos que podem facilitar a execução de planos de estudo sobre diferentes temáticas para serem abordados por meio de técnicas e estratégias pedagógicas diversas, em diferentes situações de ensino-aprendizagem escolar.

Academic Supervision for Improving Quality Education in Primary Schools of Bangladesh: Concept, Issues and Implications

Quality primary education has become a first and foremost matter of concern of our country in the twenty-first century. In Bangladesh, achievement in primary education is tremendous, though there is a question in quality education. In this case, there are numerous problems that resist the process of quality education at the primary level and lack of effective academic supervision is one of them. The study is descriptive in nature and it collects relevant data and information from secondary sources through content analysis. The study highlights on the general role and functionalities of the Assistant Upazila (sub-district) Education Officer (AUEO) as a supervisor in improving the teaching-learning process and to improve quality primary education. It tries to make a conceptual analysis on different aspects of academic supervisor, quality education in school, supervision and inspection, quality assurance as well as teaching-learning. The study reveals that low support and morale, inspection rather than academic supervision, lack of dedication and professionalism, etc are the main issues of academic supervision which hamper quality primary education in Bangladesh. The study recommends that AUEO’s role as a supervisor should assist the execution of the numerous roles and functionalities which will progress the teaching-learning situation in the input process to improve quality primary education in Bangladesh.

Les impacts des appreciations de l’enseignant sur l’apprentissage en classe de Français en Côte d’Ivoire

The teacher is an important actor in teaching-learning situations. It is the teacher who defines the objectives of the course, implements strategies to achieve them, and initiates and organizes teaching situations. It is also the teacher who chooses the tools needed to achieve the initial objective, identifies and explains the problem to be solved, explains the activity, gives instructions and organizes exchanges. The teacher is also the one who validates or invalidates the students’ proposals and evaluates what they have learned. In his activity, he is led to appreciate the work of the pupils. This facet of the teacher’s activity is the subject of this study, which aims to report on the impact of the assessments made by teachers in Côte d’Ivoire on their pupils. Analysis of the lexicon used by the teachers reveals both laudatory and pejorative assessments. The former lead all learners to take an active part in the construction of knowledge and in teaching-learning activities while the latter serve the pedagogical activity. This is all the more so since the latter humiliate and frustrate the learners. Appraisals should therefore not be made in all directions. Rather, they should be used for learning purposes by teachers in order to stimulate school performance, build on learners’ strengths and guide them in their learning.

Uso de una trayectoria hipotética de aprendizaje para proponer actividades de instrucción

Decidir cómo continuar la enseñanza se ha identificado como la destreza más difícil de entre las tres que configuran la competencia de mirar profesionalmente el pensamiento matemático del estudiante. En este estudio 95 estudiantes para maestro de Educación Primaria resolvieron una tarea en la que debían proponer un objetivo de aprendizaje y actividades para apoyar el desarrollo de la comprensión del significado de fracción como parte-todo usando como referencia una trayectoria hipotética de aprendizaje. Los resultados sugieren que la trayectoria hipotética de aprendizaje ayudó a los estudiantes para maestro a proponer actividades centradas en la comprensión de los estudiantes usando los elementos matemáticos que articulan la trayectoria hipotética de aprendizaje.

Effects of Cooperative Learning and Contingency Contracting on Attention Deficit Hyperactivity Disorder Among Pupils With Learning Disabilities in Mathematics in Owerri, Nigeria

The study adopted pretest-posttest, control group quasi-experimental design with a 3x2x2 factorial matrix. Multi-stage sampling technique was used to select ninety participants from three randomly selected public primary schools in the three local governments in Owerri. The participants were randomly assigned to treatments and control groups. Participants in the two treatment groups were exposed to eight weeks of cooperative learning strategy and contingency contracting technique. Two instruments used were: Vanderbilt ADHD Diagnostic Teacher Rating Scale (α= 0.93) and Woodcock-Johnson III Mathematics Fluency Achievement Tests Scale (α= 0.84). Two hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance. There is a significant main effect of treatment on ADHD pupils with learning disabilities in mathematics (F (2, 78) = 127.29, p<0.05). Cooperative learning strategy was more effective in improving Mathematics competence skills ( = 96.6) of ADHD pupils with learning disabilities in mathematics than contingency contracting technique. Furthermore, there is no significant interaction effect of treatment, age and gender on ADHD pupils with learning disabilities in mathematics in the study. Therefore, the findings of the study suggest that teachers should endevour to use appropriate teaching methods, cooperative learning strategy and contingency contracting technique to reinforce positive attitude to teaching-learning situations among ADHD pupils with learning disabilities in mathematics.

The possibility of using Cooperative Development in pre-service teacher development

Cooperative Development (CD) is viewed by its creator, Julian Edge (1992), as a model of interaction to support the development of teaching professionals by which they become more aware of their practice as they are empowered to act within and upon it with increased confidence. Based upon equality and cooperation, in CD experiential understanding is valued as much as intellectual comprehension, while speaking and being listened to as aids to thinking and deeper reflection are paramount to the approach. Edge also believes that CD has a limited application in most teaching-learning situations, where equality is not usually the norm. The authors of the article, however, consider the use of CD with pre-service teachers during their teaching practices as an approach that, if implemented, may foster greater awareness and confidence in student-teachers as well alleviate one of the problems of the present system that exists in the Institute of English and American Studies (IEAS) at the University of Gdańsk: a heavy reliance upon written documentation produced by the students which is, de facto, a way of monitoring the practices after their completion rather than providing support for students when they are involved in them. In considering whether or not teaching practices based upon CD are feasible in IEAS, the following areas are examined: CD as an approach in teacher development, the level of acceptance of dialogical practices in Polish education generally, the present system of teaching practices in IEAS, data gathered from previous research connected with those practices, as well as analysis of documentation connected with their administration. Measures that would have to be undertaken if CD were to be implemented as an approach in support of pre-service teacher development are also considered in the discussion.

Motivation in Learning

Motivating the learner to learn is pertinent to curriculum implementation. This is because motivation is an influential factor in the teaching-learning situations. The success of learning depends on whether or not the learners are motivated. Motivation drives learners in reaching learning goals. It is important to recognize the fact that motivating learning is a central element of good teaching. This implies that learners’ motivation is probably the single most important element of learning. Learning is inherently hard work; it is pushing the brain to its limits, and thus can only happen with motivation. Students’ motivation to learn is of special importance because students’ mere presence in the class is of course, not a guarantee that students want to learn. It is only a sign that students live in a society where children are required to attend school. Highly motivated learners are likely to learn readily, and make any class fun to teach, while unmotivated learners may likely learn very little and generally make teaching painful and frustrating. Since modern education is compulsory, teachers cannot take learners’ motivation for granted, and they have a responsibility to ensure learners are motivated to learn. Teachers must persuade learners to want to do what they ought to do. This task— understanding and therefore influencing learners’ motivations to learn—is the thrust of this article. In order to ensure that the aims and objective of the curriculum is achieved, this article focuses on providing the teachers and educators with insight to the concept and types of motivation, motives as a goal, factors affecting motivation, importance of motivation, and strategies for motivating the learners.

Attitude of Student, Teacher Behaviour and Class Management: A Study

Attitude is one of the most important factors in helping to get through the highs and lows of life. Since attitude spells how a person copes, whatever perspective you may hold will invariably have an effect in your performance and the way you and secondary data collected from various secondary sources. In any teaching-learning situation, teacher plays an handle rejection. This study based on both primary and secondary data. Primary data collected from survey method important role in the classroom management. This study focused on the student’s attitude, teacher’s behavior and classroom management. This study showed elements of student’s attitude and socialization is made up of eight stages of psychosocial development. And also mention seven mental disorders of childhood. This research explains some principles and techniques of classroom management and discipline. This study reveals that teacher activities in classroom to maintain well management in classroom. Finally, the research gives some suggestion and recommendation to overcome barriers in classroom management.

Meaningful and Memorable Learning: Integrating TPR and Youtube Videos to teach Vocabulary

The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun.

Breaking Gender Digital Division Through the Use of Virtual Classroom

Virtual classroom is a teaching-learning situation where participants can interact with the tutor and electronic learning materials in an online setting. Thus, the study on gender equity and the use of virtual classroom needs to be addressed so as to ensure its full integration into the teaching-learning process. Therefore, this study geared towards determining gender gap in the lecturers’ use of virtual classroom in teaching-learning process. Participants were 117 lecturers (83 male lecturers and 34 female lecturers) from the Faculties of Education and, Communication and Information Sciences, University of Ilorin, Nigeria. The data collected through a questionnaire were analyzed using mean and t-test statistical tools. Findings revealed amongst others that virtual classroom enhanced teaching-learning process as perceived by lecturers. Also, majority of both male and female lecturers have positive attitude towards the use virtual classroom for bridging gender gap in teaching-learning process. Hence, the attitude of the lecturers towards the use of virtual classroom revealed a major implication that the lecturers are confronted with the network problem, which gives limitation to the use of virtual classroom. This underscores the need to support and provide virtual learning environment that would ease the use of virtual classroom for teaching-learning effectiveness

Práticas translíngues na educação linguística de surdos mediada por tecnologias digitais

Neste artigo apresentamos e examinamos situações de ensino de alunos surdos participantes de um curso de português como segunda língua. Os registros foram gerados a partir de uma pesquisa qualitativa-interpretativista decunho etnográfico. Analisando o desenvolvimento de uma unidade de ensino a partir de uma lente translíngue, apontamos para o papel das tecnologias digitais como suporte para práticas translíngues entre alunos e professores como agentes que produzem sentidos com diferentes recursos para atingir aos objetivos das interações e tarefas propostas. A interlocução teórica entre estudos sobre ensino de línguas mediado por tecnologias com a noção de translinguagem aplicada aos contextos de educação bi/multilíngue iluminou aspectos das situações analisadas relevantes para uma discussão sobre outros modos de pensar a educação de surdos, tais como a ampliação dos repertórios comunicativos e o desenvolvimento de competências de compreensão e expressão translíngues e transmodais como gatilho para o desenvolvimento de uma educação linguística ampliada por parte dos alunos.

Pakistani High Performing and Low Performing Secondary School Science Students’ Beliefs About Ability to Learn Science

Beliefs of ability to learn are identified as a key dimension of students’ epistemological beliefs. These beliefs can range from the ability to learn is innate, unchanging to the ability to learn is not innate, changing and improvable. These beliefs are acknowledged as the principal predictor for students’ effort to learn, learning strategies and motivational behaviour in school learning. The current study discovered the nature of Pakistani science students’ beliefs about ability to learn. The qualitative approach was chosen and students were purposefully selected from two sections of 9th grade of a public secondary school for focus group interviews. These students were identified as above average and below average performing students. Students’ excerpts about their beliefs of ability to learn revealed noticeable differences in students’ beliefs of ability to learn with regard to their association with above average and below average performing students’ groups. The patterns visible in opinions of students from below average performing group were naive beliefs of ability to learn. The results are discussed in perspective of sampling characteristics and there are recommendations suggested to improve teaching learning situations in Pakistani schools.

Self-instruction in Formal and Informal Learner Settings: Learning Outcomes and Opportunities

This paper examines some of the key features of self-learning materials and highlights some of the principles that should ideally govern the designing of these materials. The range of materials that have been covered include conventional programmed materials , distance and open education learning materials to e-learning materials .The authors wish to highlight the design principles of materials development in these materials and discuss their relevance and appropriacy to any teaching-learning situation

Prospective mathematics teachers’ development of noticing in an online teacher education program

In this study we aimed to characterize the development of prospective mathematics teachers’ noticing in an online teacher education program. Prospective teachers wrote narratives about their own teaching during their traineeship period at schools, and shared them with their colleagues and with the university tutor in an online forum. A narrative is a description of a teaching–learning situation that incorporates reasons about what has happened during the teaching, and justifications of plausible future teaching actions. We analyzed changes in the prospective teachers’ narratives by scrutinizing how prospective teachers identify Mathematically Significant Pedagogical Opportunities to Build on Student Thinking (MOSTs) and in which ways they take advantage of them. Additionally, we analyzed whether these changes could be related to the feedback provided in the online forum. The findings indicate changes in how prospective teachers notice their practice, evidenced by the manner in which the MOSTs are taken advantage of, and by the reasons given for their actions. These findings suggest that sharing narratives in online forums and receiving feedback from their colleagues and from the university tutor help prospective teachers to enhance the skill of noticing, leading to changes in their practice. This research provides new knowledge about how online contexts in teacher education programs promote opportunities for collaborative learning, noticing development, and changes in teachers’ practices.

SHIFTING OLD TEACHING BEHAVIOR FOR NEW CURRICULUM

Begin with “the annual habit” of Indonesian government in which the curriculum will be changed as the change of educational paradigm. This paper then aimed to explain about the urgency of new policy in teaching-learning realm and how the teacher adapt and apply that new curriculum in real teaching-learning situation in the classroom. As matter of fact, based on many surveys conducted by some institutions proved that many teachers in every corner of Indonesia still enjoy teaching in their old teaching behavior. No matter how many times the curriculum changed, the problem is that the teachers find it difficult to adapt with the new curriculum. The difficulty in understanding the resent curriculum may caused by many factors, such as lack of information and teachers’ education. Therefore, this paper explains how the teachers should change their old teaching behavior to support the aim of Indonesian government in empowering and increasing the quality of human resource.

Outdoor Education and Its Influence on The Successful Involvement of Pupils in The Social Life

One of the main priorities of current educational systems is a strong connection between education provided by schools and the requirements of a successful integration in the social life and work field. This article offers the teachers’ perspective on the various ways in which outdoor learning can be useful in creating teaching-learning situations that prepare pupils to be active citizens and to have smoother integration in the social life and this way, on the labor market. The findings of a brief study among teachers from Arad County is presented. The method that was used is the survey based on a questionnaire. The main instrument that used was the questionnaire, which was based on a number of 12 variables. The quantitative data obtained was processed in the SPSS statistical program. The preliminary results show that even if teachers have some knowledge on the benefits of outdoor education regarding future involvement of pupils in social life, they tend to rarely use it in their educational practice. This happens because of the lack of correct and valid information they have on this type of education, and also because of the misconceptions of parents, who refuse to cooperate regarding this issue. The present study brings and important contribution in this research field, highlighting the values of outdoor education, both theoretically and practically.