Viewpoint Of Teachers Research Articles

놀이기록 다시보기를 통한 유아교사의 유아놀이 변화 탐색

Objectives The research objectives of this study is to find out the reflection that the researcher as kindergarten early- child care teacher has, in the course of reviewing the individual play records, and changes in the viewpoints of teachers in early-child care on kid plays. Methods In order to achieve this goal, self-study among qualitative research methods is conducted in that one can re-see and reflect on one's beliefs, values, and play records through self-reflection. To achieve such ob-jectives, the researcher collected and analyzed the play records that were prepared through author's own ob-servation in class, the author's self-reflection journal, and any other materials. Results This research has classified changes in the viewpoints of teachers in early-child care on kid plays into six sub-factors, say, understanding kids from a new perspective, expanding and supporting kid plays, participating in plays from a spectator to a player, reestablishing the educational belief system of teachers in early-child care as a supporter, connecting the curriculum in plays, and learning outside. For the final factors as to it, this study has classified into three top factors, namely, understanding plays from the perspective of kids, reestablishing the edu-cational belief system teachers in early-child care, and the operation of play-centered curriculum. Conclusions By reviewing the play records, it was found that changes in the viewpoints of teachers in early-child care on kid plays brought about the significant change in actual kid plays. Given the research results, the play records that are being prepared in the current educational field would be instrumental. It is anticipated that this would con-tribute to implementing the kid play-centered curriculum which requires reinforcing plays, with the focus on kids.

Enhancing EFL Learning Through Multimodal Integration: The Role of Visual and Auditory Features in Moroccan Textbooks

This study examines the impact of multimodal integration, particularly the combination of visual and auditory elements, on EFL learning through Moroccan textbooks, specifically English Spotlight 1 and English Horizons. It investigates how these educational materials rely on visuals, diagrams, and audio tools to foster comprehension, retention, and engagement among secondary school students in Morocco. Employing a mixed-methods approach that includes both qualitative and quantitative analyses, the study evaluates the effectiveness of these features from the viewpoints of students and teachers. The results indicate that visual components significantly and positively affect vocabulary acquisition and grammatical comprehension, while auditory elements enhance listening skills and pronunciation. The research emphasizes the necessity for more advanced multimodal content in Moroccan EFL education and identifies technological barriers that impede full integration. It recommends an increased emphasis on multimodal resources in textbook development and the improvement of technological infrastructure in educational institutions.

A Responsive Internship Program from the Viewpoint of Beginning Teachers

The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.

The Effectiveness of Educational Activities in Primary Schools in the Kingdom of Saudi Arabia from the Point of View of Principals, their Assistants, and Teachers

The present study aims to explore the efficacy of educational interventions implemented in primary schools within the Kingdom of Saudi Arabia. Specifically, it seeks to examine the viewpoints of principals, assistant principals, and teachers regarding the effectiveness of these activities. By employing a mixed-methods approach, this study utilizes descriptive statistics, analysis of variance (ANOVA), and regression analysis to thoroughly investigate the intricacies associated with educational practices. The results of the study revealed differences in the perceived effectiveness among various groups of stakeholders and regional discrepancies. Principals, in their capacity as educational leaders, demonstrate the highest mean scores, underscoring their crucial role in shaping the overall school culture. The significance of context in educational effectiveness is highlighted by regional variations, which are in line with the overarching objectives stated in Vision 2030. The regression analysis demonstrates a positive correlation between participant roles and perceived effectiveness, underscoring the importance of inclusive leadership. In its entirety, this study provides valuable insights that are essential for customizing educational methodologies to suit regional requirements, promoting cooperation, and improving the quality of primary education in Saudi Arabia.

Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science

ABSTRACT A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, allowing for a comparison of modes of delivery. This preliminary study aims to consider how these different modes impacted the discipline-specific professional development, especially in terms of practical work and primary science assessment. This article considers attendance, teacher viewpoints and described impact on practice from qualitative surveys completed by course attendees. Whilst the majority of teachers in the sample said that they preferred face-to-face professional learning, many acknowledged that the online mode supported their attendance, particularly for more rural schools. When describing formative use of assessment information to support learning in science, participants quoted a similar range of practice, irrespective of training mode. This study supports the global discussion regarding continuing online professional learning, with questions raised regarding teacher agency.

Bridging the Gap : Aligning Teachers’ Pedagogical Beliefs with Learners’ Preferences of English Language Learning in The Adaptive Learning Era

This study aims to investigate the differing viewpoints of teachers and students regarding classroom participation, material delivery, teaching media, and assessment methods in the adaptive learning era. The study employs quantitative method, which involves the systematic collection and analysis of numerical data through statistical techniques. This study includes 10 teachers and 50 EFL undergraduate students from two universities in Indonesia, using a Likert scale questionnaire to collect data on various aspects of English language learning. The data were analysed using a t-test to find the mean, standards deviation, and p value of the responses in order to ascertained significant differences between the teachers and the students. The results reveal significant disparities between teachers' and students' perceptions across different dimensions of learning. While teachers prioritize delivery strategies and assessment methods, students focus more on delivery modes and traditional assessment types. However, both groups acknowledge the importance of autonomous learning and the effectiveness of diverse teaching media in enhancing engagement and motivation. The findings underscore the need for a balanced approach to learning that integrates both teacher preferences and student needs. Ultimately, understanding and addressing these discrepancies is essential for promoting meaningful and inclusive educational experiences in the adaptive learning era.

The ICT Competencies Required for the General Education Teachers from the Computer Teachers’ Viewpoints

This study aims to explore the viewpoints of computer teachers about the ICT competencies required for general education teachers in the State of Qatar. A questionnaire was designed, validated, and administered to a sample consisted of 504 male and female computer teachers. The results revealed the following: There are differences in the levels of importance in the three areas of the general education teachers’ ICT competencies according to the computer teachers’ viewpoints, ordered as follows: Operating System & Software, Internet & E-learning, and Computer Hardware & Accessories. No significant differences were found between the variables of the study: (gender, years of experience, academic qualifications, and education levels of computer teachers). And an interaction between the variables in the area of Operating System & Software was found. A significant difference was found between the male & female in favor of female computer teachers in the area of computer hardware & accessories. No significant difference was found between the other variables of the study in this area, and no significant differences were found between the interactions of the variables of the study in this area. A significant difference was found between years of experience in favor of the computer teachers who have more than 20 years of teaching experience in the area of Internet & E-learning, and no significant difference was found between the other variables of the study in this area. A significant difference was found between the interactions of the variables of qualifications & the years of experience in favor of the years of experience in this area, and no significant differences were found between the interactions of other variables of this study in this area. The results were interpreted and some recommendations and further studies were suggested.

Learning beyond borders: lifelong learning and learning culture in Islamic institutions in the pursuit of quality education

Purpose The concept of lifelong learning and learning culture in education generally refers to the continuous acquisition of knowledge and skills throughout one's life, extending beyond formal education while learning culture is the creation of learning opportunities, resources and support systems that empower individuals to continuously enhance their knowledge and skills. Lifelong learning and a learning culture contribute significantly to the realization of SDG 4 by promoting inclusive, equitable and quality education that prepares individuals for a lifetime of learning and adaptation in a changing world. This paper aims to identify the level of understanding of school’s community regarding these concepts and measuring the implementation level and readiness of primary schools across Malaysia. Design/methodology/approach Employing a mixed-methods approach, the initial qualitative phase involved interviewing teachers to know their level of understanding regarding the concept of lifelong learning and learning culture. The subsequent quantitative phase assessed the readiness and implementation level of 35 primary schools across Malaysia. Findings An interview that been done has successfully collected the viewpoints of teachers about lifelong learning and learning culture. A survey administered to primary schools affiliated with the MUSLEH organization affirmed the readiness and implementation level of schools in which it was found that most of the schools has high degree of awareness and understanding regarding the significance of the concepts to be implemented in the education system. Originality/value This study's contributions extend beyond academia, offering insights for educators and policymakers alike. The findings can inform education ministries, curriculum developers and stakeholders, aiding them in providing substantial support to educators aligning with the principles of the Sustainable Development Goals (SDG).

Non Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators

Chatbots use in education is still in need for the identification of opportunities resulting from their use as well as the challenges facing the expansion of such use despite the massive spread of these Chatbots recently. The merits of Chatbots have prompted some teachers to use them to provide learners' with educational support, which consequently helped the appearance of a group of teachers who start practice using Chatbots techniques in education. Therefore, the present study aims to identify the viewpoints of practitioner teachers regarding the opportunities and challenges of Chatbots use in providing learners with educational support. The phenomenological approach is used via conducting Semi-structured interviews with practitioner teachers, five main motivating questions were used to generate the data. Participants were (11) teachers who were purposefully selected from the practitioner teachers who were using Chatbots to provide support services in the primary, middle and secondary educational levels. The results showed that Chatbots in education provide many opportunities that contribute to increasing the efficiency of the educational support through flexibility of support, motivation, accessibility and availability, in addition to guidance and counseling processes. This study also revealed a number of physical, technical and ethical challenges in front of using this technology in providing educational support.

Challenges of Values Education Teachers in Teaching Edukasyon Sa Pagpapakatao (ESP) In The Secondary

Education is crucial in influencing how people think, act, and value things. Edukasyon sa Pagpapakatao (ESP), which aims to help students develop their ethical and moral values, is one of the key elements of the secondary school curriculum in the Philippines. However, it can be difficult to teach values education effectively, especially for ESP teachers who are tasked with instilling in their students the knowledge, abilities, and attitudes necessary for them to grow into mature, self-reliant adults. This research paper explores the difficulties values education teachers encounter when implementing Edukasyon sa Pagpapakatao (ESP) in the secondary education curriculum and how these difficulties impact the program’s learning goals. The purpose of this research is to shed light on the challenges associated with teaching values education. The study considers the viewpoints of ESP teachers. This study can help to improve and enhance the quality of education, particularly in terms of helping students develop ethical and moral values by highlighting the problems and worries values education teachers encounter.

Analysis of Competencies Required for Teachers According to the Kingdom's Vision 2030

This study examines digital technology integration in Saudi Arabian schools from the viewpoints of teachers and administrators. The research employed a mixed-methods approach, involving surveys for 346 teachers and 155 administrators, as well as in-depth interviews with a subgroup of 12 teachers and 12 administrators. The findings reveal that both teachers and administrators acknowledge the significance of digital technology in education, with most indicating access to and utilization of digital tools. Challenges identified encompass technical issues, inadequate training, and bureaucratic obstacles. Qualitative insights delve into subjects like digital skills, infrastructure needs, integration's prospects and hurdles, and the influence of Vision 2030 on tech adoption. The study emphasizes advancements in digital integration while recognizing areas for enhancement, including more teacher training, addressing bureaucratic impediments, and harnessing digital technology to align with Vision 2030's educational objectives.

The reality of Arabic language teachers’ use of the electronic learning platform (Darsak) and the challenges of its application in Ma’an Governorate

The study aimed to explore the reality of using e-learning platforms, specifically the Darsak platform, in teaching the Arabic language and identify the obstacles to its usage from the viewpoint of Arabic teachers in Ma'an Governorate. The researcher employed a descriptive survey methodology, utilizing a questionnaire developed by the researcher consisting of 32 items. The questionnaire was administered to a sample of 210 Arabic language teachers in Ma'an. The study revealed that the degree of using e-learning platforms by Arabic teachers in Ma'an was high. Additionally, the results indicated that the challenges faced by Arabic teachers in using e-learning platforms were also high. The findings further showed statistically significant differences in the use of e-learning platforms among Arabic teachers related to gender and years of experience, while no significant differences were attributed to the variable of academic qualifications. The study recommends organizing workshops and training courses tailored for teachers and students to enhance their skills in effectively using e-learning platforms.

The inspection role of heads of scientific branches in the performance of physical education teachers in the scientific and practical aspects from the viewpoint of teachers


 Summary:The importance of the research comes from the importance of the inspection process, as it completes the administrative process which perform the adjusting and evaluating for the rest of the other administrative processes. It is a continuous process and inherent in the administrative tasks.The research problem consists of identifying the reality of the regulatory role and its effectiveness and its role in achieving the objectives of the heads of the scientific branches of the Faculty of Physical Education and Sports Science and the extent to which the process contributes in performance development in order to discover errors, suggest remedies and follow up on implementation.As well as identifying the nature of control methods and methods of exercising them and adopting positive ones and presenting them and proposals and alternative solutions and knowing the effect of the inspection process and its positive impact in the College of Physical Education and sports science at the universities of Thi-Qar and Maysan.The research aims to build a questionnaire on the inspection role of heads of scientific disciplines from the point of view of teachers of the Faculty of Physical Education and Sports Science at the universities of Thi-Qar and Maysan and explore the positive and negative aspects of the inspection process.The descriptive approach was chosen and the sample consists of (83) teachers which represents (85.5%) of the original community and the researcher used the Arab publications. The researcher used the descriptive approach in the survey method as the research sample consisted of (83) teaching, and designed a questionnaire consisting of (49) items and then conducting statistical analysis through the statistical program (SPSS), and then presenting the results, analyzing and discussing them, and after that many conclusions and recommendations were given.
 

The strategic vision of the Directorate of Sports and Scout Activity in Education of Salah al-Din from the viewpoint of teachers and teachers of physical education

It will look for the strategic theory of the Directorate of Sports Activity and Kafawi in the Directorate of Education Salahuddin, in light of the variables of character (teachers, teachers) and geographical location, years of service.Seeking a range of philosophies (school, district, and district) and between (age groups).The researcher used the descriptive method - the survey method - in search of your school teachers and the school of physical education in the Directorate of Education Salah al-Din, the number (30) were selected sample size (10) sample sample exploratory experiment, and then another sample of (20) The main research, number (30).The researcher used the strategic viewfinder as a key tool for data collection. . . And after ascertaining that the property characteristics are met (honesty, consistency). . . The researchers applied the scale to the main sample. Using statistical pouch (spss), the data was processed and the results were presented.In the light of the results of the research, the researcher reached some conclusions that the Directorate of Sports Activity and Scouts in the Directorate General of Education Salahuddin, does not have a strategic vision from the point of view of teachers and teachers of physical education. The results did not indicate a difference in the opinion of the research sample in the strategic vision.

The Degree of Flexibility Practice in Educational Leadership and Its Relationship to Crisis Management in Primary Schools within the Green Line in Light of the COVID-19 Pandemic

The study aimed to identify the levels of flexibility in educational leadership and crisis management among primary school principals within the Green Line in light of the COVID-19 pandemic, and its correlation between flexibility educational in leadership and crisis management from the viewpoint of teachers and principals. The study used the descriptive, correlational methodology. To achieve the objectives of the study, a two-pronged questionnaire applied, the first to measure flexibility in leadership, and the second to measure crisis management. The study sample consisted of (374) teachers and principals. The results revealed a significant degree of leadership flexibility, a significant degree in crisis management, and a positive relationship between the degree of practicing flexibility in educational leadership and crisis management. One of the most important recommendations of the study was the completion of work on developing pre-crisis sensing.

The Degree of Self-Assessment Practiced by Public School Principals in Al-Koura District and its Relationship to School Performance

This study aimed to uncover the degree of self-assessment practice of public school principals in Al-Koura district and its relationship to school performance from the teachers' point of view. The researchers used the correlational descriptive methodology to analyze the data. The sample of the study consisted of (311) teachers who were chosen by the simple random method. The results showed that the degree of self-assessment practice in these schools was large and in all domains, as well as for school performance. The study found a positive correlation between the degree of self-assessment and school performance from the viewpoint of school teachers in Al-Koura District.

Perspectives on intergenerational playing: viewpoints of grandparents and teachers in a Greek preschool context

ABSTRACT The aim of the study was to investigate the impact of intergenerational play on grandparents and children relationship according to the teachers’ and grandparents’ point of view during the traditional playing. It is claimed that traditional games improve relationships within the family and strengthen the bond between children and grandparents. Grandparents (n = 83) participated in their grandchildren’s play (n = 100) for an hour daily during the study period. Together they experienced traditional games and created low-cost toys from recycled materials in a Greek preschool setting. Thirty-two volunteer grandparents and 8 teachers were interviewed about their experience. The children enjoyed playing in groups and also playing with their own and other children’s grandparents. Teachers realized that introducing traditional games into the classroom could have an educational effect. Interviews revealed that all grandparents enjoyed teaching and bonding and felt useful. They also realized that their grandchildren preferred playing with them instead of watching TV or playing computer games. Children as well as teachers boosted their creativity and realized that games have no age.

A Review of the Effects of Coronavirus on University Students’ Learning

This article aims to explore how the COVID-19 pandemic affects students’ learning and to determine the most effective way for universities to manage the epidemic while continuing their regular operations. The study also aims to identify any areas where universities’ behavior during the COVID-19 pandemic or any similar crises in the future may need to be improved. The primary purpose of any university is to carry out academic activities, and this research focuses on how to do so effectively and efficiently. The study reports that COVID-19 has hurt graduate programs, internships, internal and external assessments, and student learning after reviewing the literature. However, the pandemic has also allowed universities to improve their internet and ICT infrastructure and provide the necessary skills for their workforce to deliver effective learning. This was done in addition to mitigating the learning challenges brought on by COVID-19. While the article focuses on analyzing the body of literature about the impact of COVID-19 on student learning during the pandemic, it also identifies several areas that need further investigation. To provide an integrated approach to managing university academic business while combating the pandemic, research must be done from the viewpoint of teachers, lecturers, administrators, and other parties. The first chapter of the study covers the primary data and history of COVID-19. COVID-19 began in late 2019 and rapidly spread globally. The World Health Organization classified COVID-19 as a pandemic in early 2020. COVID-19 has affected every aspect of life, including schooling. The second chapter examines the impact of the pandemic on students' learning, as well as the containment and preventative measures implemented by the relevant authorities to halt the virus’s spread. This chapter covers the enrollment of students before and after COVID-19, the teaching strategies used to reduce the risk of infection and ensure student learning, the validity and efficiency of student assessments, and other experiences, including stress on a physical, emotional, and financial level. It also discusses internships and jobs and outlines some benefits and opportunities associated with efficient learning as a means of advancing. The final chapter emphasizes the limitations of the paper's topic under discussion.

Analyzing the role of socio-cultural Norms in Pakistani English Language Education: A case study of ESL Classroom Practices

Pakistani students face numerous problems as well as complications in English as a second language. The purpose of this study is to examine the role of socio- cultural norms in ESL classroom practices in Pakistani context. Because the role of socio-cultural norms usually found in each language and normally found in ESL learning. There is a gap that needs to be filled the complex interplay in the Pakistani context. By exploring the viewpoints of ESL teachers, this study purposes to fill this void and deliver valued perceptions into the role of socio- cultural norms in ESL education, subsidizing to more actual and culturally sensitive teaching practices. For this purpose, 122 teachers (females) were selected from Education University, Faisalabad campus. These students were selected randomly. The quantitative method was used for this study. A survey was conducted by using a questionnaire that comprises seven parts i.e. Section 1 is relate to socio-cultural norms, section 2 is related to language and identity, section 3 is related to ESL classroom practices, section 4 is related to Language policy and planning, section 5 is related to professional development, section 6 is related to challenges and opportunities, section 7 is related to additional comments. The data was analyzed by using SPSS software (version 24) to get the frequency of the respondents. The data was presented in tables to show the percentages and frequencies of the respondents. The conclusions of the present research support to recognition of the learning problems and matters of the ESL classroom practices in Pakistan. The result showed that role of language policies, teachers’ professional development, opportunities and challenges regarding ESL practices in classrooms in Pakistan. The study's inferences spread to the wider field of ESL education, highlighting the requirement for a rounded approach that values socio-cultural norms as a foundation of real language acquisition as well as cultural understanding. This study will be useful for education policy-makers, language teachers, curriculum developers, EFL learners, future researchers, cross-cultural communication, and ESL learners. They can overwhelm these glitches which are a continuous cause of threat for rural area learners.

Utilizing Blended Learning to Mitigate the Challenges Brought by Natural Disasters in South African Schools

This study investigated the potential benefits and challenges associated with the implementation of blended learning as a strategy for curriculum recovery and enhancement of student performance in Grade 12 science and mathematics education. Blended learning, which combines traditional face-to-face teaching methods with online learning, was recognized for its capacity to address educational difficulties. The research employed a theoretical framework integrating the Technology Acceptance Model and Sociocultural Constructivism theory to examine the viewpoints of teachers regarding technology adoption and the impact of personal and social interactions on learning outcomes. A qualitative interpretive case study design was employed, and interviews were carried out with four science and mathematics teachers. The findings revealed that teachers acknowledged the advantages of blended learning, including its potential to overcome barriers to learning and augment student engagement. However, external challenges about technology infrastructure, limitations of online platforms, and the necessity for professional development were identified. Teachers displayed varying levels of internal challenges, including familiarity and confidence in implementing blended learning. The study underscored the importance of continuous support, infrastructure development, and pedagogical training to effectively integrate blended learning into science and mathematics classrooms. Therefore, by addressing these challenges and capitalizing on the benefits of blended learning, the potential for improving curriculum recovery and enhancing student performance in the face of disruptions caused by natural disasters and other educational obstacles was emphasized.