Journal of Research Policy Practice of Teachers Teacher Education最新文献

Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review 教师层面和情境层面使用英语作为教学媒介的障碍:系统回顾

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-12-15 DOI: 10.37134/JRPPTTE.VOL10.2.6.2020

Chee Luen Loy, N. A. Wahab

{"title":"Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review","authors":"Chee Luen Loy, N. A. Wahab","doi":"10.37134/JRPPTTE.VOL10.2.6.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.2.6.2020","url":null,"abstract":"A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"123 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79477042","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

Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform 菲律宾高中教师持续专业发展的态度:探索感知需求在国家教育改革中的作用

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-12-07 DOI: 10.37134/JRPPTTE.VOL10.2.5.2020

Allan B. I. Bernardo, Barbara Wong-fernandez, Mateo D. Macalaguing, Romel C. Navarro

{"title":"Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform","authors":"Allan B. I. Bernardo, Barbara Wong-fernandez, Mateo D. Macalaguing, Romel C. Navarro","doi":"10.37134/JRPPTTE.VOL10.2.5.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.2.5.2020","url":null,"abstract":"The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84443221","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: 1

Coping with the new norm: ICT-pedagogy integration awareness and competencies of TEI faculty 因应新规范:科技教育教师的资讯科技教学整合意识与能力

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-12-07 DOI: 10.37134/JRPPTTE.VOL10.2.4.2020

Regidor Gaboy, M. C. Mabalay, Michael E. Mananghaya, M. G. C. Mercado, Belinda M. Romblon

引用次数: 2

Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model 当代问题语境化差别化教学与-à-vis新冠肺炎模式的发展

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-11-18 DOI: 10.37134/JRPPTTE.VOL10.2.2.2020

Evelyn D. Saguin, Reynaldo B. Inocian, James Louies B. Un

{"title":"Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model","authors":"Evelyn D. Saguin, Reynaldo B. Inocian, James Louies B. Un","doi":"10.37134/JRPPTTE.VOL10.2.2.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.2.2.2020","url":null,"abstract":"The study analyzed the effectiveness of Contextualized Differentiated Instruction (CDI) in the teaching of Contemporary Issues, a Social Studies subject in Grade 10 with these of objectives by: (1) Determining its pre-post-test results; (2) Testing its significant mean difference; (3) Analyzing its learning competencies and identifying appropriate strategies; and (4) Formulating an enhanced CDI Model of Contextualized Teaching and Learning (CTL). A one group quasi-experimental design, using pretest-and-posttest, determined the respondents’ performance on Contemporary Issues. A significant difference in the pre-posttest demonstrated an increase of proficiency manifested by an increase in the mean scores and enhanced qualitative equivalents. An above proficiency level revealed in the posttest was attributed by the engagement of the respondents in the learning process using contextual differentiated learning activities. Matching the learning competencies with the three learning domains of Gardner’s multiple intelligences resulted in a substantial utilization of the interactive and prospective teaching strategies, except on the analytic teaching strategies that were found inadequate. Hence, the creation of the COVID-19 Model may juxtapose the essence of an enhanced CDI Model of CTL. The findings have social and practical value to support differentiation of instruction in the 21st century education.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90539546","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: 1

Creative music making through composition workshop for higher education educators: An experiential learning 高等教育教育工作者作曲创作工作坊:体验式学习

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-11-18 DOI: 10.37134/JRPPTTE.VOL10.2.3.2020

Marzelan Salleh, Camellia Mohamed Razali

{"title":"Creative music making through composition workshop for higher education educators: An experiential learning","authors":"Marzelan Salleh, Camellia Mohamed Razali","doi":"10.37134/JRPPTTE.VOL10.2.3.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.2.3.2020","url":null,"abstract":"This study looked into a way experiential learning was incorporated into a music course by having students participate in a workshop led by a subject matter expert. In the workshop, Passepartout Duo’s role as subject matter experts in the music field ensures an ideal experiential learning environment for composition music students to immerse themselves in order to develop new skills and knowledge. Passepartout Duo is a piano and percussion duo based in Germany, who performs and composes contemporary music. Passepartout Duo members are Nicoletta Favari (piano & keyboard) and Christopher Salvito (drums and percussion). The music composition workshop which ran for two consecutive days was presented in an informal group context introducing contemporary music. Participants and observers of the workshop included Malaysian music students of higher education institutions and professional composers. Participating composers composed original music pieces and worked together and were directly involved with Passepartout Duo in the creative processes required in creating their own music composition and the culmination of the workshop was a concert featuring music compositions from participating composers performed by the duo. Students attending the workshop were found to better grasp musical concepts, be more creative, and have a peek into the career as a composer. Implementing workshops into the music course also maximised learning for students and ensured the efficient development of the course.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"27 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72609629","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

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance 预测教师教育的成功:重新审视高中GPA，入学和标准化考试成绩对学术和执照表现的影响

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-11-09 DOI: 10.37134/JRPPTTE.VOL10.2.1.2020

A. J. Bansiong, Janet Lynn M. Balagtey

{"title":"Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance","authors":"A. J. Bansiong, Janet Lynn M. Balagtey","doi":"10.37134/JRPPTTE.VOL10.2.1.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.2.1.2020","url":null,"abstract":"This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74524990","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: 3

Understand the Turnover Intention among Kindergarten Teachers in Chinese Mainland 了解中国大陆幼儿园教师的离职意向

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-06-11 DOI: 10.37134/JRPPTTE.VOL10.1.7.2020

Shih Hu

{"title":"Understand the Turnover Intention among Kindergarten Teachers in Chinese Mainland","authors":"Shih Hu","doi":"10.37134/JRPPTTE.VOL10.1.7.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.1.7.2020","url":null,"abstract":"In recent years, teachers in kindergarten from Chinese mainland face many new challenges after ECE promoting policy in 2010 by Chinses Ministry of Education. Therefore high-quality KG teachers with excellent job performance and long retention are necessary. However, due to the high workload and low salary the turnover intention among KG teachers in China is high. Once turnover happens, both direct cost and indirect cost would occur, which would bring negative influence on ECE quality. Due to the professional nature of KG teachers the replacement is hard therefore it is important to understand how to achieve retention of KG teachers. Therefore, workload and work-life conflict are identified as independent variables to predict the turnover intention among KG teachers in Chinese mainland mediated by job stress and moderated by family-supportive supervisor. At last, through data analysis by SmartPLS workload and work-life conflict are positively related to turnover intention among KG teachers in Chinese mainland mediated by job stress. However, family-supportive supervisor does not have a moderating effect on the relationship between workload, work-life conflict and job stress. This study gives new insights for understanding the factors that are related to turnover intention among KG teachers in Chinese mainland.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82772057","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: 9

Isu dan cabaran penggunaan MOOC dalam proses pengajaran dan pembelajaran

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-06-06 DOI: 10.37134/JRPPTTE.VOL10.1.6.2020

Norfarahi Zulkifli, Mohd Isa Hamzah, Khadijah Abdul Razak

{"title":"Isu dan cabaran penggunaan MOOC dalam proses pengajaran dan pembelajaran","authors":"Norfarahi Zulkifli, Mohd Isa Hamzah, Khadijah Abdul Razak","doi":"10.37134/JRPPTTE.VOL10.1.6.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.1.6.2020","url":null,"abstract":"Kemajuan teknologi masa kini menyaksikan perubahan dalam lanskap pendidikan yang banyak mengubah corak pengajaran dan pembelajaran masa kini seiring dengan pendidikan abad ke 21. Pelan Pembangunan Pendidikan Malaysia Pendidikan Tinggi (PPPM PT) 2015-2025 juga sangat memberi penekanan terhadap penggunaan teknologi maklumat dan transformasi penyampaian proses pengajaran dan pembelajaran. Pelan ini meletakkan lonjakan kesembilan iaitu pembelajaran dalam talian tahap global untuk transformasi sistem pendidikan dengan memanfaatkan teknologi maklumat bagi meningkatkan kualiti pembelajaran di Malaysia. Perkara ini juga bertepatan dengan Pendidikan 4.0 yang mengketengahkan kemahiran abad 21 yang sangat penting untuk diaplikasikan dalam pendidikan. Massive Open Online Courses (MOOC) merupakan satu platform yang diperkenalkan sebagai satu pendekatan baru dalam proses pengajaran dan pembelajaran. Walaupun MOOC didapati dapat menambahbaik pengajaran dan meningkatkan penglibatan pelajar, terdapat banyak kajian lepas menunjukkan kesediaan pelajar menggunakan MOOC masih berada di tahap sederhana. Justeru, kajian ini dijalankan untuk mengenalpasti halangan utama penggunaan MOOC dalam proses pengajaran dan pembelajaran serta mengenalpasti perbezaan dari segi halangan penggunaan MOOC oleh pelajar mengikut demografi di sebuah politeknik di zon selatan. Kajian secara kuantitatif ini dijalankan dengan mentadbir soal selidik kepada 213 orang pelajar untuk mendapatkan maklum balas. Data diukur dengan menggunakan skala likert 1 hingga 5 dan dianalisis menggunakan Statistical Package for Social Science (SPSS) untuk melihat analisis deskriptif dan inferensi kepada. Kesahan soal selidik juga telah dijalankan dan nilai alpha bagi soal selidik ialah, α = 0.887. Dapatan kajian menunjukkan sumber liputan internet/wifi menjadi halangan utama penggunaan MOOC dalam proses pengajaran dan pembelajaran walaupun pelajar memberikan komitmen dan bermotivasi untuk menggunakan MOOC.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81612719","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: 9

Kesan Strategi Pengajaran Timbal Balik terhadap kemahiran membaca dan minat membaca murid

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2020-05-27 DOI: 10.37134/JRPPTTE.VOL10.1.5.2020

Ooi Li Jie

{"title":"Kesan Strategi Pengajaran Timbal Balik terhadap kemahiran membaca dan minat membaca murid","authors":"Ooi Li Jie","doi":"10.37134/JRPPTTE.VOL10.1.5.2020","DOIUrl":"https://doi.org/10.37134/JRPPTTE.VOL10.1.5.2020","url":null,"abstract":"Tujuan kajian ini adalah untuk mengkaji kesan penggunaan Strategi Pengajaran Timbal Balik (STB) terhadap kemahiran membaca dan minat membaca murid dalam mata pelajaran Bahasa Cina. Kajian ini menggunakan reka bentuk eksperimen kuasi. Subjek kajian terdiri daripada murid-murid Sekolah Jenis Kebangsaan Cina (SJKC) iaitu seramai 63 orang murid Tahun Lima. Seramai 35 orang murid dalam kumpulan rawatan diajar menggunakan STB dan 28 orang murid dalam kumpulan kawalan diajar menggunakan teknik konvensional. Data kuantitatif dikutip melalui ujian pra, ujian pos dan soal selidik. Data kualitatif juga dikutip untuk menyokong data-data kuantitatif melalui temu bual. Dapatan kajian mendapati bahawa terdapat perbezaan yang signifikan di dalam kemahiran membaca di antara kumpulan rawatan (M=58.06, SP=16.37) dan kumpulan kawalan (M=48.18, SP=19.62) dalam ujian pos, t(61)=3.13, p<0.05. Hasil kajian juga menunjukkan bahawa terdapat perbezaan yang signifikan di dalam minat membaca di antara murid kumpulan rawatan (M=39.29, SP=4.21) dan kumpulan kawalan (M=34.50, SP=3.70), t(61)=4.73, p<0.05. Data temu bual pula menunjukkan bahawa murid suka membaca dan aktiviti membaca merupakan sesuatu yang menarik bagi mereka selepas penggunaan STB. Kesimpulannya, STB didapati dapat meningkatkan kemahiran membaca murid di samping dapat meningkatkan minat membaca murid. Dapatan kajian ini diharapkan dapat memanfaatkan para pendidik dan murid-murid dalam penguasaan kemahiran membaca terutamanya dalam mata pelajaran Bahasa Cina.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90633865","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

Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom 过程教学法在esl写作教学中的运用:教师的辅助及其在课堂上的实践性

Journal of Research Policy Practice of Teachers Teacher Education Pub Date : 2019-12-11 DOI: 10.37134/jrpptte.vol9.no2.6.2019

Ilyana Jalaluddin

{"title":"Process approach in teaching of esl writing: teacher’s assistance and its practicality in real classroom","authors":"Ilyana Jalaluddin","doi":"10.37134/jrpptte.vol9.no2.6.2019","DOIUrl":"https://doi.org/10.37134/jrpptte.vol9.no2.6.2019","url":null,"abstract":"Writing in a first and second language are two different contexts and involve significant different composing process. In general, most ESL students have difficulties in the rhetorical and linguistics aspects of writing because of their prior education and education backgrounds (Mengjie Wei, 2017:16). Given the complexity of writing tasks, it is not surprising that L2 writers may experience various writing difficulties ranging from mechanical up to the content or idea development level. Although writing is teachable, the conversion of thought into written form is a difficult activity that requires organized pedagogical approaches and complementary skills. This is a case study which discusses the practices of process approach in teaching ESL writing and its practicality. The findings were based on a long-term observation and interview of three form 4 students and a teacher in Malaysia rural area school. Students’ writings were analysed to show the students’ development when activities based on Process approach were implemented. Findings managed to identify five different techniques used by the teacher in trying to implement process approach in writing. This process process managed to show the students the fallacy of assuming too much in writing and the need to provide more detail, or where they were being repetitious of ideas and get off the track. Changes could be seen in terms of words and elaboration in the second draft throughout the learning process until the compositions were produced.","PeriodicalId":34538,"journal":{"name":"Journal of Research Policy Practice of Teachers Teacher Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86104895","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: 6