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Revitalizing Professionalism in Teachers 重振教师专业精神
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1510
Biswajit Behera
{"title":"Revitalizing Professionalism in Teachers","authors":"Biswajit Behera","doi":"10.52634/MIER/2015/V5/I1/1510","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1510","url":null,"abstract":"The hope of revitalising school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognised to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"113-122"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48439282","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
CHANGING GLOBAL DEMOGRAPHICS IN HIGHER EDUCATION: ITS IMPLICATIONS 全球高等教育人口结构的变化及其启示
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I2/1678
Sarla A Santwani
{"title":"CHANGING GLOBAL DEMOGRAPHICS IN HIGHER EDUCATION: ITS IMPLICATIONS","authors":"Sarla A Santwani","doi":"10.52634/MIER/2015/V5/I2/1678","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I2/1678","url":null,"abstract":"The world today is undergoing profound economic, social, and political transformations based on the 'Knowledge Economy', that depends upon the creation and application of new knowledge. Such an economy demands highly educated people with innovative ideas and skills of application. To produce such personnel is the responsibility of higher education system of a country. Subsequently, a worldwide boom in the demand of higher education is observed, which has resulted in massification of higher education. This has significantly changed the demographics of the student Population worldwide. Such a demographic change in the student population has far and wide impact not only on the structure and types of Universities, patterns of funding higher education and curricula but international relations as well. The present paper attempts to discuss the changing demographic patterns of the global student population, its implications and suggest future directions to adapt to this transformation.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"204-211"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252303","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
Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme 在教学实习中倾听职前教师的经验和关注
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1504
Darshana P. Sharma
{"title":"Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme","authors":"Darshana P. Sharma","doi":"10.52634/MIER/2015/V5/I1/1504","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1504","url":null,"abstract":"Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences /concerns with pupils' behaviour (3) experiences /concerns with own behaviour (4) experiences /concerns with supervisors' behaviour (5) experiences /concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"14-27"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41641381","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
Empowering Women Through Education: A Study of Rural Jammu and Kashmir 通过教育赋予妇女权力:查谟和克什米尔农村研究
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2013/V3/I2/1516
Kavita Suri
{"title":"Empowering Women Through Education: A Study of Rural Jammu and Kashmir","authors":"Kavita Suri","doi":"10.52634/MIER/2013/V3/I2/1516","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1516","url":null,"abstract":"India has made many strides in the field of education in the past few decades but still the fact remains that our country is the home to the largest number of illiterate population in the world. About one-third of India's population is currently functionally illiterate and about 50% of the entire adult female population cannot read or write. The rate of illiteracy is particularly high in rural areas, especially among women. Women's education is crucial to the overall development of any country. In India, though much emphasis is being laid on the gender equality in terms of education, yet discrimination in access to education does exist. There is a rural and urban divide in access to education for women. In Jammu and Kashmir too, female literacy rate is quite low and stands at 58.01 percent. The rural female literacy rate in J&K is 53.36 percent to 70.19 percent for urban females which earlier in the Census of 2001 was 36.7% at rural and 61.9% at the urban level, respectively. Also, there is a large gap in the male and female literacy levels in this border state. The present study examines the issues of education for empowering women in the rural areas of Jammu and Kashmir and seeks to address the challenges towards education of rural women in Jammu and Kashmir.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85257768","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
Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students 戏剧化教学对小学生英语口语能力和学习成绩的影响
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2013/V3/I2/1517
A. Kauts, Monika
{"title":"Effect of Dramatization on Speaking Skills ond Academic Achievement In English Among Primary Students","authors":"A. Kauts, Monika","doi":"10.52634/MIER/2013/V3/I2/1517","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1517","url":null,"abstract":"The present study intends to examine the effect of dramatization on speaking skills and academic achievement in English among primary students. The sample consisted of 240 fifth class students from four co-educational private schools of district Fazilka. The sample was divided into two groups randomly. One of the two groups was designated as Experimental Group and the other as Control Group. Experimental group was taught through Dramatization and the control group was taught through traditional method. The obtained data was analysed using two way Analysis of Variance. The results revealed that (i) Teaching through dramatization was found effective than traditional method with respect to achievement of students in English and gain scores in speaking skills (ii) Boys outperformed girls in case of achievement gain scores (iii) Girls outperformed boys in case of gain scores of speaking skills.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"163-182"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45571005","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: 2
Mobile Phone Use In Uganda's Boarding Secondary Schools: A Case Study Of Bushenyi District 乌干达寄宿制中学的手机使用情况——以布申伊地区为例
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1505
Richard Twebaze
{"title":"Mobile Phone Use In Uganda's Boarding Secondary Schools: A Case Study Of Bushenyi District","authors":"Richard Twebaze","doi":"10.52634/MIER/2015/V5/I1/1505","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1505","url":null,"abstract":"The question whether secondary school students should be allowed to use mobile phones in school remains a controversial one. In this study carried out in a rural district of Bushenyi in Uganda the researcher sought to establish the usage of mobile phones among secondary school students in boarding schools. The researcher also sought the views and opinions of students, teachers and parents about the use of mobile phones by students in the schools. The study established that despite the official ban on use of mobile phones by students in school, 34% of the students said they were aware that some students own and use mobile phones in school. It was further established that 40% of teachers said they were aware that some students owned and used phones in school while 20% of them supported the use of phones by the students. Meanwhile, 40% of the parents supported the use of mobile phones by students in school. It was noted that the battle against the use of mobile phones by students in secondary schools might soon be lost due to the increased availability and benefits associated with their use.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"28-38"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41731901","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
Effect of Computer Assisted Instructions on Attitude Towards Environmental Pollution of Secondary School Students 计算机辅助教学对中学生环境污染态度的影响
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1506
Neerja Gautam, Jyotpreet Kaur
{"title":"Effect of Computer Assisted Instructions on Attitude Towards Environmental Pollution of Secondary School Students","authors":"Neerja Gautam, Jyotpreet Kaur","doi":"10.52634/MIER/2015/V5/I1/1506","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1506","url":null,"abstract":"The study was conducted to explore the effect of computer-assisted instructions developed by the researchers on environmental education of secondary school students. The study was conducted on the sample of 640 secondary school students studying in class IX of Amritsar district. The study employed a pre-test / post-test equivalent group experimental design. Results revealed that Computer Assisted Instruction as a technique was more effective in creating a positive attitude towards prevention of environmental pollution among students. The CAI is effective in generating environmental awareness among secondary school students. They are also independent of the residential area of the students for generating environmental awareness among secondary school students. However, they are dependent on the type of school and gender for generating environmental awareness among secondary school students.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70738190","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: 2
Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects 科技支持教师教育课堂的学习环境与性别、学历及教学科目的关系
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1512
Monika Kumari, Vandana Goswami, Aditi Gupta
{"title":"Learning Environments of Technologysupported Teacher Education Classrooms in Relation to Gender, Previous Qualifications and Teaching Subjects","authors":"Monika Kumari, Vandana Goswami, Aditi Gupta","doi":"10.52634/MIER/2015/V5/I1/1512","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1512","url":null,"abstract":"The students of 21st century have very high learning expectations. Concept of teaching and learning has changed tremendously due to globalization and explosion of knowledge. New tools of Information and Communication Technologies (ICTs) may contribute considerably towards all phases of educational process including the area of teacher education. The need for teacher training is widely acknowledged in the light of this development. The aim of this study was to assess students' perceptions of the learning environments of technology supported teacher education classrooms in relation to three variables, i.e., previous qualification, gender and teaching subjects. A sample of 317 students from six classes was taken. The tool used for the study was the modified form of Technology–Rich Outcomes-Focused Learning Environment Inventory (TROFLEI). In these classrooms, different information and communication technology tools like laptops, computers, and multimedia projectors, interactive boards etc. are regularly used to communicate, disseminate, store, and manage curriculum information for the benefit of the students. Results of the study strongly support the reliability and validity of the questionnaire in these classroom settings. The results show that the students perceive their technology-supported learning environment in a positive manner. Results on investigation of previous qualification, gender differences and teaching subjects suggest that there exist some differences in technology-supported learning environments as measured by the TROFLEI.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"71-86"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45526056","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: 2
Together We Learn Better: Enabling Inclusive Education 齐心协力，学得更好:实现全纳教育
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1513
A. Yadav
{"title":"Together We Learn Better: Enabling Inclusive Education","authors":"A. Yadav","doi":"10.52634/MIER/2015/V5/I1/1513","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1513","url":null,"abstract":"The inclusive classrooms create students who are comfortable with differences, skilled at confronting challenging issues, and aware of their interconnectedness. Schools are increasingly acknowledging the heterogeneity of their student populations and the need to respond thoughtfully and responsibly to differences in the classroom. It's understandable that educators often feel overwhelmed by growing demands for inclusion, multi cultural education, multiple intelligence, and differentiated instruction to deal with the growing diversity. School communities must be inclusive of all children, and openly recognize the unique contributions that children who have a disability make to community life. It is essential that inclusive education be supported to maintain and strengthen the personal relationships and social networks of children who have a disability. Each child's support must be individualized and flexible, while remaining relevant to its particular needs at the time. This paper appears to directly contradict the understanding of inclusive education as a concept, which is all about embracing diversity in the classroom.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70738196","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
Counselling Services Needed By Secondary School Students in Mount Elgon District, Bungoma County, Kenya 肯尼亚本戈马县埃尔贡山地区中学生需要的咨询服务
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1507
Shaban Kwalia, J. Opanda
{"title":"Counselling Services Needed By Secondary School Students in Mount Elgon District, Bungoma County, Kenya","authors":"Shaban Kwalia, J. Opanda","doi":"10.52634/MIER/2015/V5/I1/1507","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1507","url":null,"abstract":"The youth are facing many social, economic and educational problems. These problems are turning the youth into delinquents and misfits in society. This study is aimed at identifying the counselling services needed by secondary school students in Mt. Elgon District. The researchers employed closed ended questionnaire to collect data. The sample population was 58 teachers and 180 students proportionately drawn from six public secondary schools categorized as boy schools, girl schools and mixed schools. The study revealed that students needed the following counselling services: academic counselling, social, peer and spiritual counselling. However, it was noted that the students are at a variance with the teachers regarding the most important counselling service to be offered in secondary schools.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"52-59"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930377","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
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