British Journal of Teacher Education and Pedagogy最新文献

Integrating STEM in Early Childhood Education: A Cutting-Edge Study on PAUD Development in Indonesia 将 STEM 纳入幼儿教育：印度尼西亚 PAUD 发展的前沿研究

British Journal of Teacher Education and Pedagogy Pub Date : 2024-04-20 DOI: 10.32996/bjtep.2024.3.1.7

Intisari, Mutmainnah, Andi Asrifan

{"title":"Integrating STEM in Early Childhood Education: A Cutting-Edge Study on PAUD Development in Indonesia","authors":"Intisari, Mutmainnah, Andi Asrifan","doi":"10.32996/bjtep.2024.3.1.7","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.7","url":null,"abstract":"This article examines Indonesian early childhood education (ECE) and STEM integration, focusing on Pendidikan Anak Usia Dini. The study examines the effects, obstacles, and benefits of STEM education in Indonesian preschools using a literature analysis and empirical research. The research uses quantitative analysis and case study design to analyze teacher-student relationships, STEM instruction, and STEM's impact on ECE quality. STEM integration improves children's learning experiences, demonstrating that STEM education might help young children develop critical thinking, creativity, and problem-solving skills. Despite the potential benefits, the report notes that STEM education requires teacher training, professional development, and curriculum adaptation to incorporate STEM principles. This research emphasizes play-based learning in the Indonesian ECE system and the role of stakeholders, including educators and the government, in STEM education integration. The research provides useful insights into early childhood education and suggests STEM-based school reforms to improve quality. This work contributes to STEM education research in Indonesia and has practical implications for Southeast Asian and Pacific educators and policymakers.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140681372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Performance and Attitudes toward Mathematics Challenge of Junior High School Students 初中生的学习成绩和数学挑战态度

British Journal of Teacher Education and Pedagogy Pub Date : 2024-04-20 DOI: 10.32996/bjtep.2024.3.1.6

Jonathan Etcuban, Marqueen Mendoza, Jusan Catalan, Kenneth Ruiz

{"title":"Academic Performance and Attitudes toward Mathematics Challenge of Junior High School Students","authors":"Jonathan Etcuban, Marqueen Mendoza, Jusan Catalan, Kenneth Ruiz","doi":"10.32996/bjtep.2024.3.1.6","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.6","url":null,"abstract":"The Mathematics Teachers Association of the Philippines, Inc. (MTAP) was organized to serve as an appropriate venue where mathematics teachers can come together, interact with one another, and share each other's expertise in pursuing excellence in mathematics education. This research aimed to determine the mathematics performance of the MTAP attendee and non-MTAP attendee and their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value of Grade 7 in the three identified high schools in Mandaue City, Philippines, as a basis for an action plan. This study used 267 randomly selected Grade 7 students from the selected high schools. A survey questionnaire was used to get the data of the respondents as to their attitude towards mathematics as to anxiety, confidence, enjoyment, benefits, and value, and an MTAP-DepEd Math Challenge and Algebra Test Questionnaire was used to assess their mathematics academic performance. The gathered data were statistically treated using frequency, percentage, weighted mean, standard deviation, and Chi-square test of independence. The results revealed that MTAP participants performed well in terms of their attitudes toward mathematics and written questions. Thus, the MTAP program improves students' academic performance in mathematics. As a result, this study recommends the implementation of the action plan.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion 菲律宾教学信念的理论化：职前小学教师浸入式教学前后的叙述

British Journal of Teacher Education and Pedagogy Pub Date : 2024-03-17 DOI: 10.32996/bjtep.2024.3.1.5

Maria Talitha Estrella L. Borines, Arlyn C. Marasigan

{"title":"Theorizing Filipino Pedagogical Beliefs: Narratives of Preservice Elementary Teachers’ Before and After Teaching Immersion","authors":"Maria Talitha Estrella L. Borines, Arlyn C. Marasigan","doi":"10.32996/bjtep.2024.3.1.5","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.5","url":null,"abstract":"The purpose of this paper is to examine selected preservice elementary teachers' pedagogical beliefs before and after the teaching immersion program using Calderhead's Five Aspects of Pedagogical Beliefs. It aims to uncover meaningful experiences, challenges, and factors that contributed to the change in preservice teachers' pedagogical beliefs. This study employed a qualitative narrative research design with six preservice elementary teachers. The data revealed that the preservice teachers' beliefs significantly changed after the teaching immersion program. The factors contributing to their changes were time constraints, classroom management, and pedagogical responsibilities. However, two factors transcended Calderhead’s framework. Thus, the development of an enhanced framework, Seven Aspects of Pedagogical Beliefs, to include the participants’ beliefs on school culture and mentoring practices. The results of the study provide the pedagogical beliefs, meaningful experiences, challenges, and changes in pedagogical beliefs of pre-service teachers. However, the study is limited to Bachelor of Elementary Education. The study reveals that quality education in teacher education could be furthered through curriculum changes; therefore, it is critical to investigate how pedagogical beliefs influence preservice teachers' classroom decisions. This study uses a qualitative approach to provide a comprehensive picture of preservice teachers' pedagogical beliefs. Given that their beliefs differed before and after their teaching immersion, it is vital to provide new insights into the factors causing this difference.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140234739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Refinement and Validation of Research Instrument for Assessing Executive Functioning Skills in the Post-Pandemic Education: The MEASURE Approach 大流行后教育执行功能技能评估研究工具的完善与验证：MEASURE 方法

British Journal of Teacher Education and Pedagogy Pub Date : 2024-03-02 DOI: 10.32996/bjtep.2024.3.1.4

Marlon Villaver

引用次数: 0

Music, Arts, `Physical Education and Health (MAPEH) Learning Objectives’ Level of Attainment and Utilization of Learning Resources 音乐、艺术、体育与健康（MAPEH）学习目标的实现程度和学习资源的利用情况

British Journal of Teacher Education and Pedagogy Pub Date : 2024-03-02 DOI: 10.32996/bjtep.2024.3.1.3

Richard Jongko, Renato C. Sagayno, Dennis E. Olofernes, Esilanlie Tebio

{"title":"Music, Arts, `Physical Education and Health (MAPEH) Learning Objectives’ Level of Attainment and Utilization of Learning Resources","authors":"Richard Jongko, Renato C. Sagayno, Dennis E. Olofernes, Esilanlie Tebio","doi":"10.32996/bjtep.2024.3.1.3","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.3","url":null,"abstract":"The study determined the attainment of the learning objectives and utilization of resources for the Music, Arts, Physical Education and Health (MAPEH) course as assessed by the College of Teacher Education students in a university in Cebu City, Philippines. This study employed the descriptive-correlational method of research using a research-made questionnaire, which was subjected to content validation and pilot testing. All 3rd-year and 4th-year MAPEH majors of the Bachelor of Science in Secondary Education majors during the survey were the respondents of this study. There were 32 third-year BSED - MAPEH students and 21 fourth-year BSED - MAPEH students at the time of the study. The study's findings highlight the need for continuous improvement in MAPEH's teaching and learning experiences. Specifically, the need for progress through various stages for effective behavior change, the importance of providing adequate resources and support to enhance students' competence and motivation, and the significance of appropriate learning resources would support students' mastery of MAPEH course objectives and enhance their motivation and performance.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenges to Lexical Development Among High School Students in the Kingdom of Saudi Arabia: The Impact of Teacher Training Deficiencies in Vocabulary Methodologies 沙特阿拉伯王国高中生词汇发展面临的挑战：词汇方法方面教师培训缺陷的影响

British Journal of Teacher Education and Pedagogy Pub Date : 2024-01-04 DOI: 10.32996/bjtep.2024.3.1.2

Majed Saud AlRashidi

{"title":"Challenges to Lexical Development Among High School Students in the Kingdom of Saudi Arabia: The Impact of Teacher Training Deficiencies in Vocabulary Methodologies","authors":"Majed Saud AlRashidi","doi":"10.32996/bjtep.2024.3.1.2","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.2","url":null,"abstract":"The levels of English proficiency among high school students in the Kingdom of Saudi Arabia (KSA) have remained low despite concerted efforts by the government through the Ministry of Education to improve performance in this area. One factor causing this poor performance is a lack of lexical development among students. The present study sought to investigate the impact of inadequate teacher training on students’ lexical development using secondary data from existing research on teacher training in the KSA and the lack of attention to methodology, particularly in the context of vocabulary teaching. The results revealed that more attention is given to grammar than vocabulary, which negatively impacts lexical development among learners in high schools when undertrained teachers do not have the requisite competence to equip students with the skills for vocabulary learning. The study lays the foundation for a more empirical approach through research methods that can produce generalizable findings. It also provides recommendations that have critical implications for stakeholders in the education sector, extending from teacher training institutions and academia to policy makers and curriculum developers in the KSA.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139450520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students 宿务大学本科一年级 BEED 学生解决基础数学问题的策略和常见错误

British Journal of Teacher Education and Pedagogy Pub Date : 2024-01-02 DOI: 10.32996/bjtep.2024.3.1.1

Jigger B. Ababon, Rulthan P. Sumicad, Steven Y. Razonable, Godofredo T. Tesorio, Joel V. Cagay, Joselito P. De Vera

{"title":"Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students","authors":"Jigger B. Ababon, Rulthan P. Sumicad, Steven Y. Razonable, Godofredo T. Tesorio, Joel V. Cagay, Joselito P. De Vera","doi":"10.32996/bjtep.2024.3.1.1","DOIUrl":"https://doi.org/10.32996/bjtep.2024.3.1.1","url":null,"abstract":"This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139390498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Testing Multiple Vocabulary Associations for Effective Long-term Learning 测试多种词汇联想，促进有效的长期学习

British Journal of Teacher Education and Pedagogy Pub Date : 2023-11-28 DOI: 10.32996/bjtep.2023.2.3.6

Reima Al-Jarf

{"title":"Testing Multiple Vocabulary Associations for Effective Long-term Learning","authors":"Reima Al-Jarf","doi":"10.32996/bjtep.2023.2.3.6","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.3.6","url":null,"abstract":"This article aims to give a comprehensive guide to planning and designing vocabulary tests which include Identifying the skills to be covered by the test; outlining the course content covered; preparing a table of specifications that shows the skill, content topics and number of questions allocated to each; and preparing the test instructions. The test should meet several criteria as the instructions should be brief and clear; the questions should cover all kinds of skills, tasks and exercises covered in the classroom and textbook; the test items should require the students to perform tasks at the phoneme, grapheme, affix, word, phrase and paragraph levels. The questions should test student’s ability to think, apply, infer, connect, and synthesize information, not mere recall, and should not use exact sentences and examples from the textbook. The test should have as many production questions as possible. It should have adequate discrimination power; should be reliable and valid; and should be a power and a speed test. In addition, the article describes the optimal test length, when to give the tests during the semester and the test duration. It describes the test paper format; how the tests are scored, marks allocated for each question type and whole test, using whole marks, not fractions; deducting points for spelling and grammatical mistakes. After scoring the answer sheets, the instructor returns the marked answer sheets to the students, shows the marking system and goes through the questions one by one, gives the correct answers and mentions the common errors. Follow-up issues such as calculating the test validity, reliability, and discrimination power, using the test results for diagnosing weaknesses and providing remedial work are given. The effects of the proposed test model on learning outcomes and students’ views are also given.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Computer Science Students' Experiences and Motivation Towards Learning Artificial Intelligence 评估计算机科学专业学生学习人工智能的体验和动机

British Journal of Teacher Education and Pedagogy Pub Date : 2023-11-26 DOI: 10.32996/bjtep.2023.2.3.5

A. Alhur, Arwa Alhur, Afrah Alhur, Kholod Almalki, Reem Aljoudi, Huda Aloqla, Sara AlKayyal, Mona Almalki, Anoud Alenazi, Aseel Almalki

{"title":"Evaluating Computer Science Students' Experiences and Motivation Towards Learning Artificial Intelligence","authors":"A. Alhur, Arwa Alhur, Afrah Alhur, Kholod Almalki, Reem Aljoudi, Huda Aloqla, Sara AlKayyal, Mona Almalki, Anoud Alenazi, Aseel Almalki","doi":"10.32996/bjtep.2023.2.3.5","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.3.5","url":null,"abstract":"This study investigates the experiences and motivations of Saudi Arabian computer science students (aged 18 and above) in their pursuit of knowledge in Artificial Intelligence (AI). It employs a cross-sectional design using web-based surveys. Findings indicate that students recognize AI's transformative potential in computer science and express a willingness to embrace it in their careers. However, confidence levels vary regarding using AI tools, understanding healthcare AI, and assessing AI's impact on computer science education. The study emphasizes the significance of intrinsic motivation, experiential learning, and pedagogical strategies like collaborative learning in AI education. Additionally, it underscores the importance of addressing gender and diversity considerations to create inclusive AI learning environments. In conclusion, this research provides valuable insights into computer science students' experiences and motivations in AI education. It offers practical implications for enhancing AI pedagogy, reducing barriers to learning, and promoting diversity and inclusivity in the AI field. Educators can empower students to navigate the dynamic AI landscape effectively by tailoring educational approaches to individual learner needs.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Film and Streaming Media as Resource in Learning Readings in Philippine History 将电影和流媒体作为学习菲律宾历史读物的资源

British Journal of Teacher Education and Pedagogy Pub Date : 2023-11-18 DOI: 10.32996/bjtep.2023.2.3.4

Benjamin P. Geraldizo, Jr., Rulthan P. Sumicad, Maria Gemma Geraldizo-Pabriga, Allan P Romagos

{"title":"Film and Streaming Media as Resource in Learning Readings in Philippine History","authors":"Benjamin P. Geraldizo, Jr., Rulthan P. Sumicad, Maria Gemma Geraldizo-Pabriga, Allan P Romagos","doi":"10.32996/bjtep.2023.2.3.4","DOIUrl":"https://doi.org/10.32996/bjtep.2023.2.3.4","url":null,"abstract":"This study regards filming and streaming media in Social Studies teaching. The study aims to examine the role of film and streaming media as educational resources and investigate students' utilization and perception of these media in education. Freshmen students in the College of Teachers Education at the University of Cebu- Main Campus were used as respondents for this study. The findings of this study indicate that there are multiple reasons to consider film as a valuable teaching resource. According to the respondents, a \"film and streaming experience\" is a powerful tool for quickly understanding a discussion and can also benefit different learning styles. Additionally, the respondents highlighted that film and streaming media provide authentic target language input, suggesting their significance. Furthermore, it is plausible that students' favorable views of film and streaming media in teaching can influence their learning, as previous research has shown that motivation and attitudes can impact the process of acquiring knowledge. The results also suggested that students generally are optimistic about the use of film in education and believe that they can learn many things from audio-visual media. The interviewed students can adjust to the demands of technological advancement to benefit learning, which is especially important.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0