Viewpoint Of Teachers Research Articles

The Barriers and Challenges of Applying New Strategies in the Clinical Evaluation of Nursing Students from the Viewpoints of Clinical Teachers.

Background:Numerous studies have emphasized the use of new approaches in clinical evaluation. However, there are some challenges and barriers to applying these new approaches. The aim of the present study was to investigate the barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers.Materials and Methods:This cross-sectional study was conducted among 151 clinical teachers. A researcher-made questionnaire was used to collect data. The questionnaire was validated using library references and a variety of texts, as well as thorough consulting with 15 clinical teachers. The questionnaire's reliability was approved with a Cronbach's alpha of 78%. Data analysis was conducted using Pearson's correlation coefficient, one-way analysis of variance (ANOVA), and descriptive statistics in SPSS software.Results:The highest score was related to the “students and clinical environment” domain [24.05 (8.10)], and the lowest to the “facilities” domain [13.31 (1.50)]. One-way ANOVA results showed a significant relationship between the mean scores of academic degree and the two domains of “tests” (F = 9.66, p < 0.001) and “facilities” (F = 8.26, p < 0.001).Conclusions:The implementation of a new approach for evaluating clinical training requires infrastructure and overcoming executive obstacles. Educating students and clinical teachers on new evaluation methods requires their familiarity with the implementation process as well as encouragement and support by their educational institution and administrators.

Student and Teachers Perspective on Cyber-Bullying

Aim and Objective: Cyber bullying is modern day variant of bullying that has unambiguously taken over the world through the means of technology. This study aims to investigate the context of cyber bullying from the viewpoints of students and teachers respectively. As well as, the related matter which encompasses the measures taken to reduce cyber bullying and the psychosocial aspect of it. Methodology: The sampling method used for this study was random sampling. In like manner, Google survey forms were prepared with unique set of questions for Students and Teachers. Students were randomly chosen from universities as well as Teachers, to conduct the survey. Furthermore, a series of statistical tests were instrumented to analyse association and validate proposed hypotheses. Chi-square tests and odds ratio were the prominent statistical approach used to justify the proposed hypotheses. Results: A total of 230 students participated in the students’ perspective of the study. Comparatively, 61% (140) participants have experienced a form of cyber bullying. Furthermore, the study reflected that gender is associated with the likelihood of being cyber-bullied. Spreading rumors over social media remains the most prevalent forms of cyber bullying, at a spike of 43.90% (101). Correspondingly, the study proved that males were less likely to be Cyber-bullied than females. Also, the study involved 72 teachers who participated in the teachers’ perspective of the study. 77% of the participants complied that students never approach teachers on matters related with cyberbullying. The results indicating doubtful support plans for cyber-bullying on campus, there was an association with the increase of cyber-bullying on campus with frail support facilities against cyber-bullying.

Revisión de la educación y la tecnología desde una mirada pedagógica

El presente artículo de revisión aborda la pregunta por la producción del campo de relación entre educación y tecnología, desde una perspectiva pedagógica. Se trata de un ejercicio exploratorio fundamentado en el rastreo documental y categorial de artículos publicados por la revista Pedagogía y Saberes, en el periodo 1990–2017. El análisis propone que, para comprender dicho campo, es necesario superar los límites de la escuela y los roles asignados a ella tradicionalmente. En este sentido, se muestran algunas relaciones materializadas en nociones que exponen la mirada sobre las transformaciones culturales y educativas generadas por los desarrollos de la tecnología. El artículo se organiza en tres secciones que presentan los nodos conceptuales sobre la relación educación y tecnología: el análisis pedagógico al efecto de los medios en educación; la búsqueda de la inclusión con el uso de la tecnología y educación virtual; y la subjetividad y experiencia de interacción en entornos tecnológicos. Como conclusiones se destaca el valor de la reflexión crítica que realizan los investigadores en educación y tecnología con el análisis del efecto de los medios masivos de comunicación en educación, desde una perspectiva pedagógica; el proceso de incorporación de la tecnología para la inclusión de los sujetos con discapacidad y de las poblaciones vulnerables y la centralidad de la relación entre subjetividad y tecnología como entorno cultural.

Endringsbehov i norsk yrkesopplæring? - Elevers, lærlingers og yrkesfaglæreres erfaringer med yrkesopplæring i Vg1

Artikkelen belyser hvordan opplæringens innhold i Vg1 erfares av elever, lærlinger og lærere, som grunnlag for vurdering av endringsbehov i norsk yrkesopplæring. Problemstillingen artikkelen gir svar på er: Hvordan fungerer Vg1 yrkesfaglig utdanningsprogram for elever med ulike yrkesvalg?Bakgrunnen for studien artikkelen bygger på er at en strukturendring er på trappene i norsk yrkesopplæring. Kunnskapsdepartementet har brukt en rekke eksperter i forarbeidet, uten at elever og yrkesfaglærere har vært involvert i nevneverdig grad. Vi ønsker å bringe fram elevers og læreres stemmer.Teoriforankringen er knyttet til forhold som har betydning for elevers motivasjon, mestring og læring, samt nasjonale føringer, mål og hensikt med yrkesopplæringen. Metodene i forskningsarbeidet er elektronisk spørreundersøkelse blant elever i Vg1 og Vg2, samt lærlinger i de yrkesfaglige utdanningsprogrammene og semistrukturerte intervjuer med yrkesfaglærere.Et hovedfunn er at opplæringen i Vg1 ikke samsvarer med elevenes ulike læringsbehov, og heller ikke med de nasjonale føringene for yrkesopplæringen. Vg1 bør gjennomgå store endringer, basert på elevenes og lærernes erfaringer, for å sikre yrkesrelevant opplæring for elever med ulike utdanningsplaner og yrkesinteresser.

Teachers: Having a voice and being heard? Evidence from two private schools in Nepal

Profit-oriented private schools in Nepal are usually owned and managed by those people who put money into schools. In such private schools, owners are usually the principals, and schools’ administration is run according to the decisions of owners instead the kinds of rules and regulations applicable to state schools. These private schools exclude most of the stakeholders (parents, teachers and other non-owner staff) from the decision making process. However, with political changes in the country overthrowing an absolute monarchy for a constitutional monarchy in 1990, and then to a republic in 2008, scenarios within these schools seem to have changed. This research is an attempt to explore the realities of private school life from the viewpoint of teachers, administrators (middle level managers) and principals in the changed political context of Nepal. It has used semi-structured interviews from two schools selected as the prime source of data for the case study. In addition to semi-structured interviews, field notes and documentary sources form supplementary sources of data. This study suggests that the non-separation of management and ownership in both private schools created a concentration of power in the schools’ owners. However, with the political change in the country and subsequent unionisation of private schoolteachers and other non-owner staff, they have now started perceiving themselves as having a voice, even when their voice is not being heard. School owners have developed different strategies to deal with the changing context within and outside the schools, in order to maintain power, control and profits. The schools’ owners, operating a hierarchy of power similar to monarchs, exercised power over the non-owner staff, including teachers working in different levels of the school, to extract their time and labour. However, since the advent of the republic and subsequent unionisation of private schoolteachers, power relations within schools began to shift. Non-owner staff (including teachers) of the two private schools in my study, by deriving power through networks and alliances, started collective bargaining on their rights and privileges. This brought about a scenario of continuous tension between the schools’ owners and non-owner staff. Arising from the study, I detected differences in the modes of power relations existing between primary level teachers and schools’ owners, and secondary level teachers and schools’ owners. One of the reasons behind such differences is linked to the market orientation of private schools. It is apparent that such schools focus on their students’ performance in the standardised national level tests, the School Leaving Certificate (SLC) examination, using these results to compete with other schools. Since the secondary level students are the ones sitting in the SLC examination, school owner attitudes towards secondary level teachers was found to be quite different from their attitudes to primary level teachers. This study adds to the sparse literature on the perceptions and experiences of teachers, administrators and owner/principals of private schools in Nepal in the altered political context of the country, even though the sample size is small. It also has enhanced our understanding of school organisations within the private school contexts and teachers’ professionalism in the changed political context. It furthers our understanding of how the wider political environment of the country is reflected within these schools’ organisation and distribution of power. Finally, I am expecting that my study will support academic debates about teachers’ professionalism in private schools of Nepal.

English

This study determined the viewpoints of teachers from different branches on using the interactive boards placed in classrooms in high schools, which are expected to replace the classical boards in the context of FATIH Project by the Ministry of National Education. Single Review Model was used in the present study where 21 teachers participated from different branches of high schools and the installation of interactive boards was completed in Fall Season of 2013 to 2014 Academic Year. The data of the study were collected by using the Liquid Crystal Display (LCD) panel interactive board attitude scale consisting of 10 questions. The data were examined by using descriptive and content analysis methods and the findings were listed and tabulated according to the questions of the scale. When the results were analyzed, it was observed that the teachers who participated in the study made use of the LCD panel interactive boards technologies frequently in their classes for educational activities such as presentation of slides and digital books or showing of films, videos, pictures, etc. Despite some infrastructural problems and lack of software, they stated that the advantages brought by the use of interactive boards in education were more than the drawbacks, and it was adopted by almost all teachers. However, in order to place the use of interactive boards in the desired level for all teachers, more than one in-service training are needed to cover the needs that are determined in the present study. Key words: FATIH project, interactive board, teacher&rsquo;s attitudes.

Evaluation of class passing conditions of the failed students from the viewpoints of Education Ministry Officials, school administrators, teachers and parents

This survey aims to evaluate the social promotion of class-repeating students, applied with the changes in regulations made by the TRNC Ministry of National Education, for promotion to a higher grade from the viewpoints of Ministry of Education and school administrators, parents, teachers and students. For this survey, the semi-structured qualitative interviews were used. A total of 100 participants were interviewed, including school administrators, teachers and students in a high school. Based on the findings, we concluded that social promotion of the failed students to a higher grade is a defective practice. Also, it is hard in Cyprus to try to fulfill learning deficiencies in the higher grade. Lastly, the ongoing practice of social promotion enforced in recent years was favoured, because the authorities aimed at preventing possible overcrowding in lower grades rather than meeting the requirements of contemporary educational system. Thus, this educational policy in concern has numerous disadvantages. Keywords: class passing, Ministry of Education, school administrators, teachers, parent.

A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION

Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.

The Study of Relationship between Women Teachers’ Career Barriers and Organizational Silence: Viewpoint of Women and Men Teachers

The Study of Relationship between Women Teachers’ Career Barriers and Organizational Silence: Viewpoint of Women and Men Teachers

Teachers’ perceptions on the changing role of language in the curriculum

AbstractThis article is concerned with the role of language(s) in education from the viewpoint of secondary school subject teachers in Finland at the time of transition to a new curriculum. The curriculum highlights the role of language throughout education and makes reference to changes in society that foreground multilingualism. Seven mainstream and CLIL content teachers of different subjects were interviewed and employing qualitative content analysis, the data were scrutinised under four language-related themes: multilingualism, multiliteracy, subject-specific language, and the role of language in knowledge construction. The results indicate teachers as reasonably well aware of subject-specific language of their field and of the value of multiliteracy practices. Multilingualism as the diversity of students’ languages and its impact on pedagogical practices received less attention. Overall, the teachers’ orientation to the language ideological statements in the new curriculum were widely agreed upon even if the ideas still remained somewhat abstract in the transition phase before actual implementation to the praxis.

ENGLISH TEACHERS’ PERCEPTIONS TOWARD DIFFICULTIES FACED BY LEARNERS OF ENGLISH AT BIOLOGY DEPARTMENT

Teaching and learning of English as a foreign language is not only challenging, but using English as medium of instruction is also crucial. When it comes to the places where English in not a lingua franca (a link language), the challenges simply double and both the teachers and learners face many problems due to the fact that the target subject (biology) is difficult and the medium of teaching (English) is also not easy. Teaching of English as a subject as well as a medium of instruction (teaching) in the Gulf region in general and Saudi Arabia in particular catches attention of many researchers and scholars especially when the issue is particularly related to poor achievement. Teaching of English at preparatory level (foundation year) at King Abdulaziz University (KAU), Jeddah serves two purposes: first, it lays and strengthens the foundation of general English that they carried forward from schooling. Second, the learners are made proficient in English during the foundation year so that they can pursue their specialties later. Despite the fact that English in Saudi Arabia is generally taught at school levels also, the achievement is far below the expectations from the viewpoint of English teachers at Biological/medical/health related subjects. Moreover, ‘Englishes’ at these departments are known as specific, and teaching/learning is somewhat different from the context of general English. Therefore, the present article is intended to explore the teachers’ perception and factors contributing to the difficulties in learning general as well as specific English. In addition, it focuses on sort of remedial teaching required to prepare the students at biology department. Article visualizations:

English

The purpose of this study was to analyze teachers’ perspectives on the usage of smart boards and Tablet PCs in the Fatih Project using some variables (gender, branches, school types, educational status etc). The measurement scale of the study was developed and applied with the high school teachers in Duzce. Quantitative research methods were used in the study and screening model was applied. The SPSS 20.0 statistical package program was used to analyze the data. Frequency values, percentages and mean values were used in data analysis; whereas, the One-Way Variance Analysis (ANOVA) and the t-test were used for unconnected sampling. The study samples were 323 teachers chosen haphazardly from amidst teachers from a variety of high schools in Duzce in the 2015-2016 academic year. In general, the teacher viewpoints on the dimensions defined in the measurement tool were observed to be “I am indefinite” or “I am indecisive”. In consequence of the analyses, it was identified that there was a remarkable difference in using Tablet PC PCs on behalf of the male participants according to the gender variable. Seeing that the branch variable, there was a significant difference in using Tablet PC PCs dimension in favor of the foreign language branches; and a significant difference was also found out in using Tablet PC PCs dimension on behalf of the skills class branches. According to school type variable, significant differences were detected in the distribution of the Tablet PC PCs in favor of the vocational high schools. No significant difference was observed according to the graduation variable. In average class population variable, on the other hand, a significant difference was determined in favor of the classes with 26 to 30 students and with 31 and over students in the smart board dimension. Key words: Fatih project, teacher’s viewpoints, smart board, tablet PC, Turkey.

The Impact of School Bullying On Students’ Academic Achievement from Teachers Point of View

The study aimed to investigate school bullying impact on students’ academic achievement from teachers’ perspective in Jordanian schools. The study used a descriptive analytical methodology. The research sample consisted of all schools’ teachers in Amman West Area (in Jordan). The sample size consisted of 200 teachers selected from different schools from Amman West area in Jordan. A self-administrated questionnaire was designed according to research objectives and hypotheses and distributed over research sample subjects. All distributed questionnaire were collected. They were, coded and analyzed by using SPSS version 18. The research results indicated that school bullying exists in all schools regardless if they are governmental or private ones. The study also concluded that school bullying affect student’s academic achievement either victims or the bullies.

المشكلات التي يواجهها الطلبة الموهوبين والمتفوقين من وجهة نظر المعلمين في المدارس الأساسية في مدينة الدامر في السودان

Abstract:The aim of this study was to identify the problems that gifted and talented Students face from the viewpoint of teachers in Basic Schools in Addamer City in Sudan. It also aimed to identify the effect of some variables (gender and years of experience). To achieve this goal, the researchers prepared and developed a questionnaire as a data collection tool, which consisted of (41) items, covering four major themes. The sample of this study was random stratum which consisted of (194) teachers, representing (20%) of the population (775 teachers). The results of the study showed that the teachers’ assessment degree of the problems and difficulties faced by the gifted and talented students, their parents and teachers was high, whereby the total average of the items was (75.22%) which is considered a very high level according to statistical analysis. In addition, no statistical significant differences that could be attributed to (gender and experience years) were found; yet, significant differences at (α= 05. 0) were reported in the problems related to the teaching process in favor of the male participants.Key words: the Gifted, the Talented, Addamer Town

3E12 魅力ある教師についての研究 : 教育実習生と高校生の視点からみた教師像((06)リメディアル教育・初年次教育-II,口頭発表)

3E12 魅力ある教師についての研究 : 教育実習生と高校生の視点からみた教師像((06)リメディアル教育・初年次教育-II,口頭発表)

Parent Involvement in Education in Terms of Their Socio-Economic Status

Problem Statement : Increasing the quality of education and educating well-qualified students is one of the most important objectives of formal education. Informal resources are as important as formal resources in improving this efficiency and productivity. In this respect, it can be said that family is the most important informal structure affecting the education of the child. In order to evaluate the involvement of family in education, various ways of categorizing have been implemented. One of these systems provides six categories in parental involvement, which are parenting, communicating, volunteering, learning at home, decision making and collaborating with the community. Whilst the meaning and significance of parental involvement is the starting point of this study, determining the level of involvement of the families in the educational activities at schools in terms of their socio-economic status is the main purpose of this study. Considering the fact that research on parental involvement in schools in terms of the socio-economic status of parents is scarce, the present study may serve as an important data source for researchers and policy makers in regard to comparing the effects of this involvement. Purpose of the Study : The purpose of this study is to examine the viewpoints of administrators, teachers and parents on involvement of the families in the process of education in terms of socio-economic status in public and private primary and secondary schools. Method : Interview and document analysis methods, which are both qualitative research methods, were used in the study. The study group was 11 teachers, four administrators working at public and private primary and secondary schools in Mugla and six parents. The data were collected through semi-structured interview methods. In addition, the documents related to the involvement of parents to education were analysed—school newspapers, the announcements, news and the activities section of the schools’ Web pages. In analysing the data collected in this study, the NVivo8 package program and the descriptive analysis technique were used. The findings are presented with a descriptive analysis method. Findings : The results of the study indicate that parents from different socio-economic backgrounds do not have very different ideas about the process of involvement in the process of education. However, because school-family interaction in public schools and the trainings on parenting are not very systematic even if socio-economic status is high, the interaction is not at a desired level. The reasons parents communicate with the schools were found to be to evaluate student’s academic success and personal development. Both in public and private schools, involvement of parents in the decisions was in the form of asking parents their ideas. It was found that parents having a good socio-economic status were more willing and active in the procedure of participating in the process of education. Conclusion and Recommendations : In order to increase parent involvement in education, the guidance services at schools should be used more functionally. For example, needs analysis towards determining the needs of the parents and the students in their school life should be made, and based on the results of the analysis, programmes to support parent involvement in education should be prepared.

English

Professional development of educators, especially in preschool years has been neglected in Iran. The purpose of this study was to investigate the viewpoints of experts and teachers about the purposes and content of the professional development plan for preschool teachers. This research is a descriptive-analytic study conducted through both qualitative and quantitative methods. The statistical population included academic members of universities, PhD students, psychology instructors and teachers of preschool curriculum and education. In the qualitative part, the sample was selected via purposeful grid methods and the teachers were selected through stratified random sampling. The data were collected via semi-structured interview and researcher-made questionnaire. To estimate the validity of the interview and the questionnaire, content validity method was used, and to estimate their reliability, Cronbach&#39;s alpha was utilized. Qualitative findings were categorized using content analysis; quantitative findings were analyzed via inferential and descriptive statistics. The results of the Friedman&rsquo;s test demonstrated that, according to teachers, becoming an active and responsible teacher has the highest importance in the development plan, while identifying parents&rsquo; and societies&rsquo; expectations as well as interacting with them has the lowest importance. In the content, professional development of teachers, class management and settling problem in class are the first items in terms of importance; yet familiarity with contagious diseases in childhood and controlling them have the lowest level of importance.&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Key words: Preschool, educators&rsquo; professional development, curriculum, purpose, content.

Latent gaps in business education attaining globalisation in Taiwan

Purpose – The purpose of this paper is to investigate how globalised business programmes in higher education in Taiwan fills latent gaps between business education and the local job markets from viewpoints of teachers, students in higher education, and those working in the job markets within five years of graduation. The distinction in viewpoints from teachers, students, and graduates is valuable in examining how globalised business programmes in Taiwan help students in competitiveness in the local job markets. Design/methodology/approach – Six teachers (five males, one female) in business programmes from two national universities with teaching experiences ranging from 2 to 19 years were interviewed. Ten students (four males, six females) in business programmes from six universities ranging from junior to master’s level were interviewed. Nine people (five males, four females) who were working full-time in the local job markets within five years of graduation from business programmes were interviewed. A total of 25 subjects (14 males, 11 females) participated in the study. Findings – In course-related issues, students seem to have difficulties in understanding certain issues with different cultural background, and this affects teachers using textbooks and cases with USA or European standpoints. In applicability, some teachers believe it is students’ responsibilities to know how to apply what they have learned in school in practice. Those graduates who are working in local markets explained that in reality they do not apply much of what they have learned in globalised business programmes at work. In crossing over the gap, some teachers try to include local cases in teaching materials. Research limitations/implications – The argument in this study is not to lose the beauty of localisation in globalisation in business programmes in higher education. The latent gaps between globalised business programmes and local job markets can be crossed over with a strong foundation of training in theories in globalised business programmes plus some experiences obtained in working experiences. Originality/value – Findings in this study provided new insights into gaps between globalised business programmes and local job markets, and how it can be crossed over with a strong foundation of training in theories plus experiences obtained in practical training. Generic competence and transferable skills in local business operations ought to be included in globalised business programmes.

The Barriers of Employing the Internet in Teaching Social Studies in the Sultanate of Oman from the Viewpoint of Teachers

This study aimed to reveal the barriers of employing the internet in teaching social studies in the Sultanate of Oman from the viewpoint of a sample of teachers. In addition, the study attempted to examine the effect of a set of variables including, gender, specialization and teaching experience. To achieve objectives of study the researchers prepared a questionnaire that consisted of 30 items that measure four components. The instrument was administered to a sample of 85 social studies teachers from basic education and post-basic education schools in governorates of Al-Sharqia South and Al-Dakaliah. The result of the study showed that degree of barriers of employing the internet in teaching social studies was moderate with a mean score of 3.39. In addition, the results also indicated no statistically significant differences (p. &lt; 0.05) due to gender, specialization and experience in how they evaluate the barriers of employing internet in teaching social studies in all components.

The Barriers of Employing the Internet in Teaching Social Studies in the Sultanate of Oman from the Viewpoint of Teachers

This study aimed to reveal the barriers of employing the internet in teaching social studies in the Sultanate of Oman from the viewpoint of a sample of teachers. In addition, the study attempted to examine the effect of a set of variables including, gender, specialization and teaching experience. To achieve objectives of study the researchers prepared a questionnaire that consisted of 30 items that measure four components. The instrument was administered to a sample of 85 social studies teachers from basic education and post-basic education schools in governorates of Al-Sharqia South and Al-Dakaliah. The result of the study showed that degree of barriers of employing the internet in teaching social studies was moderate with a mean score of 3.39. In addition, the results also indicated no statistically significant differences (p. &lt; 0.05) due to gender, specialization and experience in how they evaluate the barriers of employing internet in teaching social studies in all components.