scholarly journals LAS COMPETENCIAS BÁSICAS SE PUEDEN DESARROLLAR A TRAVÉS DE LA MODALIDAD DUAL EN UN LICEO TÉCNICO PROFESIONAL DE ALTA VULNERABILIDAD

2017 ◽  
Vol 3 (3) ◽  
pp. 479
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Curriculum Design ◽  
Basic Skills ◽  
Core Competencies ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
Curricular Innovation ◽  
Dual Mode ◽  
Vocational Technical Education ◽  
Mode Tem ◽  
Training Professional

RESUMEN En el contexto de la Educación Técnica Profesional, la Modalidad Dual ha constituido una apuesta del Ministerio de Educación de Chile para mejorar la formación Técnica Profesional en la Enseñanza Media. El cambio ha involucrado una innovación curricular en torno al desarrollo de competencias básicas donde, además del docente y el aula tradicional, concurren otros agentes y otros escenarios que comparten la labor de enseñar. En este contexto la investigación consignada, de acuerdo a sus objetivos y formulación metodológica, describe las características de la formación Técnico Profesional Dual de la especialidad de Administración del Complejo Educacional Monseñor Guillermo Carlos Hartl de la comuna de Pitrufquén, en Chile. Se pretende indagar la efectividad del currículo integrado a través de la evaluación de logro de las competencias básicas de alumnos/as que cursan el 4° Año Medio de dicha especialidad (con modalidad Dual), en directa relación al perfil de egreso y profesional exigido y en contraste, con la de alumnos de la especialidad de “Electricidad”, sin la Modalidad Dual. PALABRAS CLAVE: Diseño curricular, currículum, competencias básicas, didáctica, metodología. ABSTRACT In the context of Vocational Technical Education, Dual Mode has been a commitment of the Ministry of Education of Chile to improve training Professional Technical High School. The change has involved a curricular innovation around the development of core competencies where besides the teacher and the traditional classroom, attend other agents and other scenarios that share the work of teaching. In this context the research contained, according to its objectives and methodological formulation describes the characteristics of the Dual Vocational Technical Training specialty Administration Educational Complex Monsignor William Carlos Hartl Pitrufquén commune in Chile. It aims to investigate the effectiveness of integrated curriculum through the evaluation of achievement of basic skills alumni / ae who attend the 4th Year Half of that specialty (Dual mode) directly related graduate profile and professional required to and in contrast with that of students in the specialty of "Electricity" without the Dual Mode. KEYWORDS: Curriculum design, curriculum, basic skills, teaching methodology. RESUMO No contexto da Educação Profissional Técnica, o Dual Mode tem sido um compromisso do Ministério da Educação do Chile para melhorar a formação profissional. A mudança envolveu uma inovação curricular em torno do desenvolvimento de competências centrais, onde, além do ensino e da sala de aula tradicional, frequentam outros agentes e outros cenários que compartilham o trabalho de ensino. Neste contexto, a pesquisa continha, de acordo com os seus objetivos e formulação metodológica, a descrição de características da especialidade formação técnica profissional de Gestão do Complexo Educacional Dom Carlos Guillermo Hartl da cidade de Pitrufquén, Chile. O estudo tem como objetivo investigar a eficácia do currículo integrado através da avaliação da consecução das competências básicas dos alunos, diretamente relacionadas e o profissional necessário em contraste, os alunos com especialidade em "Electricidade" sem o modo dual. PALAVRAS-CHAVE: Desenho curricular, currículo, habilidades básicas, didática, metodologia.

THE BASIC COMPETENCES CAN BE DEVELOPED THROUGH THE DUAL MODALITY IN A HIGH VULNERABILITY PROFESSIONAL TECHNICAL LICENSE

2021 ◽  
Vol 8 (1) ◽  
pp. 226-251
Author(s):  
José Manuel Salum Tomé
Keyword(s):  
Traditional Classroom ◽  
Technical Training ◽  
Ministry Of Education ◽  
Direct Relation ◽  
Curricular Innovation ◽  
Dual Mode ◽  
Dual Modality ◽  
Basic Competencies ◽  
Professional Profile ◽  
Professional Technical Training

In the context of Professional Technical Education, Dual Modality has been a commitment of the Chilean Ministry of Education to improve Professional Technical training in High School. The change has involved a curricular innovation around the development of basic competences where, in addition to the teacher and the traditional classroom, other agents and other scenarios that share the work of teaching concur. In this context, the research consigned, according to its objectives and methodological formulation, describes the characteristics of the Dual Professional Technical training of the Administration specialty of the Monseñor Guillermo Carlos Hartl Educational Complex of the Pitrufquén commune , in Chile . It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th Middle Year of said specialty (with Dual mode), in direct relation to the required graduate and professional profile and in contrast, with that of students of the specialty of "Electricity", without the Dual Modality.

scholarly journals A corpus linguistics application in the analysis of textbooks as national teaching instruments of English as a Second Language in Chile

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Rodrigo Arellano A.
Keyword(s):  
Key Words ◽  
Curriculum Design ◽  
Corpus Linguistics ◽  
Language Teaching ◽  
Language Assessment ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
Cross Sectional ◽  
Speakers Of Other Languages ◽  
English Textbooks

The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction.

scholarly journals MICROTEACHING: AN EFFECTIVE TOOL TO ENHANCE THE TEACHING SKILLS

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Yogesh Popat
Keyword(s):  
Quantitative Methods ◽  
Core Competencies ◽  
Teaching Methodology ◽  
Teaching Skills ◽  
Day Schools ◽  
Learning Outcomes Assessment ◽  
Qualitative And Quantitative Methods ◽  
Interview Session ◽  
Before And After ◽  
Professional Teaching

This paper depicts the utilization of microteaching session for the analysis of attitude and perception of teachers towards microteaching to enhance their core competencies in teaching skill. The session was conducted for three days at one of the day schools in Indore, The Delhi Public Elementary School. The qualitative and quantitative methods were used and the presentation session was conducted for the teachers to analyse the skills of group of 30 teachers. The finding of the study reflects that there is a drastic build in confidence, attitude and perception of the teacher before and after the micro teaching session was conducted. A questionnaire and an interview session was also conducted at the end of every presentation and the finding shows that teachers believed that this session gives a chance to understand their weakness and strength related to their professional teaching. The results also reflect that the teachers were able to establish the skills of: planning, demonstration, explaining learning outcomes, assessment and management of student’s behaviours. At the end of the session teachers also agreed to common conclusion that the microteaching session must be the part of the routine process of every school, which not helped them to build confidence and improve their skill but it also helped to share the teaching methodology among each other.

Research on foreign language teaching in Poland 2000–2006

2008 ◽  
Vol 41 (1) ◽  
pp. 57-92 ◽  
Author(s):  
Teresa Siek-Piskozub ◽  
Aleksandra Wach ◽  
Anna Raulinajtys
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Cultural Awareness ◽  
New Technologies ◽  
Language Learner ◽  
Teaching Methodology ◽  
Ministry Of Education ◽  
Cultural Issues

This is an overview of research on foreign language (FL) teaching published by Polish researchers in the years of 2000–2006. We begin with an outline of the history and the current sociopolitical situation of FL teaching in Poland, which prepares the ground for further discussion. Next, we focus on studies concerned with the evaluation of the recent teaching methodology. The analysis of bilingual programmes and multilingual competence is discussed in ‘Bilingual education and multilingualism’, the process of learning different aspects of language competence is explored in ‘FL learning and second language acquisition’, and cultural issues under a separate heading, ‘Cultural awareness’. In ‘The language learner’, we review studies investigating learner variables which have an important impact on language learning. With new educational directives from the Ministry of Education, emphasising the need for a more reliable assessment, new concepts and studies evaluating them are discussed in ‘Testing and evaluation’. The availability of computers has produced studies assessing various uses of computers in fostering language learning, presented in ‘Application of new technologies’. Finally, in ‘Teacher education’, we report on studies related to FL teacher development.

scholarly journals THE DEVELOPMENT DESIGN OF CURRICULUM 2013 FOR FIQIH LEARNING THROUGH A HUMANISTIC APPROACH

2021 ◽  
Vol 5 (1) ◽  
pp. 140-153
Author(s):  
Anika Monaziroh ◽  
Choirudin Choirudin
Keyword(s):  
Content Analysis ◽  
Mass Media ◽  
Curriculum Design ◽  
Core Competencies ◽  
Scientific Discipline ◽  
Media Analysis ◽  
Humanistic Approach ◽  
Islamic Jurisprudence ◽  
Basic Competencies ◽  
Technological Curriculum

This study aims to describe the design of the 2013 curriculum development and the humanistic approach through the 2013 curriculum (Core Competencies and Basic Competencies) in Islamic jurisprudence subjects at Madrasah Ibtidaiyah (MI). The authors consider that it can later be the best solution for learning Fiqh through a humanistic approach. This research method uses content analysis. Content analysis is a research that is an in-depth discussion of the content of information contained in a mass media (analysis of the content of the object is mainly mass media). This study indicates several curriculum designs in 2013, including scientific discipline curriculum design, community-oriented curriculum design, student-oriented curriculum design, technological curriculum design, and Fiqh curriculum material. A balance must be reached between the materials that describe the principles of humanistic education. In this study, the authors also provide a solution that the concept of Fiqh learning uses a humanistic approach. 

scholarly journals PROCEDURES FOR ASSESSING COGNITIVE SKILLS OF PROSPECTIVE LANGUAGE TEACHERS

2021 ◽  
Vol 8 (18) ◽  
pp. 92-101
Author(s):  
Iryna Sverdlova
Keyword(s):  
Curriculum Design ◽  
Cognitive Skills ◽  
Traditional Approach ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Multiple Choice Questions ◽  
National University ◽  
Skills Testing ◽  
Evaluation Of Learning ◽  
University Course

  The purpose of the research was to find out how the procedures for measuring students’ cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson’s theory of cognitive skills development and Glaser’s taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of the dimensions of cognitive assessment. Empirical Questionnaire 1, based on a traditional approach to assessment, included multiple-choice questions related to the lecture material. Empirical Questionnaire 2 comprised both traditional and unconventional measures, such as a SVT test; constructed and conversation-based responses; simple and high order rule tasks. Thirty-four third-year students of the Department of Foreign Languages, V.N. Karazin Kharkiv National University participated in three-stage research-oriented teaching, which lasted ten weeks. Both qualitative and quantitative data analysis methods were employed for the evaluation of learning outcomes. After final testing, we compared the results obtained from the students. The group mean difference (EG vs. CG) was 0.12 points, 95% confidence interval (0.07 - 0.17), two-sample t-test p < 0.0001. Findings suggest that cognitive skills assessment considerably affects and improves student learning. The implications relate to final grades assessment and curriculum design and contribute to expanded uses for cognitive skills testing.    

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

Instructional psychology and teaching reading: Ending the reading wars

2020 ◽  
Vol 37 (2) ◽  
pp. 123-132 ◽  
Author(s):  
Jonathan E. Solity
Keyword(s):  
Effective Teaching ◽  
Curriculum Design ◽  
Computational Analysis ◽  
Experimental Studies ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Learning To Read ◽  
Instructional Factors ◽  
Synthetic Phonics ◽  
Instructional Psychology

AbstractThis article explores the ‘reading wars’ from the perspective of instructional psychology, which focuses on the environmental and instructional factors that facilitate students’ progress in learning to read. It draws on research (computational analysis and classroom-based experimental studies) to inform a novel intervention that teaches reading through systematic synthetic phonics and real books, rather than the more traditional phonically decodable reading schemes. The article discusses: (1) the criteria that inform curriculum design, (2) the instructional principles that underpin effective teaching, (3) teaching methodology, (4) an instructional analysis that explains why students are perceived to have difficulties in learning to read, and (5) the implications of instructional psychology for educational psychologists.

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