scholarly journals The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks

2021 ◽  
Vol 20 (4) ◽  
pp. 137-151
Author(s):  
José María Álvarez-Martínez-Iglesias ◽  
Jesús Molina-Saorín ◽  
Francisco Javier Trigueros-Cano ◽  
Pedro Miralles-Martínez
Keyword(s):  
Secondary Education ◽  
History Textbooks ◽  
Teaching Staff ◽  
Cognitive Level ◽  
Rigorous Analysis ◽  
Italian History ◽  
Descriptive Research ◽  
Statistical Program ◽  
Competency Based ◽  
Teaching Learning

This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Eva Lusiana eva eva
Keyword(s):  
Learning Activities ◽  
Educational Institutions ◽  
Educational Goals ◽  
Teaching Staff ◽  
Joint Effort ◽  
National Education ◽  
System A ◽  
National Education System ◽  
Latin Language ◽  
Teaching Learning

this article describe about curriculum administration. administration originates from the Latin language, which consists of the words ad and ministrare which means to help, serve or direct. The word administration can be interpreted as any joint effort to assist, serve and direct all activities, in achieving a goal. The curriculum is a set of plans and arrangements regarding the content and learning materials as well as the methods used to guide the implementation of learning activities to achieve certain educational goals (Law No.20 th 2003 on the National Education System). A curriculum is a plan prepared to expedite the teaching-learning process under the guidance and responsibilities of schools or educational institutions and their teaching staff.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

scholarly journals La influencia de las competencias genéricas en la empleabilidad laboral inicial. Caso de estudio en la UANL.

2017 ◽  
Vol 8 (16) ◽  
Author(s):  
Valeria Paola González Duéñez ◽  
Joel Mendoza Gómez
Keyword(s):  
Social Interaction ◽  
Educational Program ◽  
Job Skills ◽  
Phase Iii ◽  
Study Phase ◽  
Generic Competencies ◽  
Effect Model ◽  
Aeronautical Industry ◽  
Competency Based ◽  
Teaching Learning

Abstract. Currently the aeronautical industry demand human resource that is highly competitive with excellent abilities, skills and job skills that allow the growth of this industry in Mexico. UANL offers the educational program in Aeronautical Engineering and because is a program designed under the new competency-based education model, it is necessary to measure the employability of students working under this new teaching-learning process, such as is achieved and even provide feedback to continually improve any area of opportunity in the transition of students during their training. This research presents a cause-effect model where independent variables are considered classified generic competencies: instrumentals, social interaction and integrative, and the dependent variable initial workforce readiness. Todefine the variables, objectives and hypotheses we did an analysis of competency-based international models. Variables were operationalized to design and determine the reliability of the measuring instrument performing the content validity with 12 experts on the competency model. To test the hypothesis of educational program were selected 103 students usingPhase I, II and III as field study. Phase I is an assessment of students, Phase II is an evaluation with teachers and Phase III is the opinion of employers. Finally, we present the results of analysis of the direct influence of generic skills: instrumentals, social interaction and integrative and professional-labor performance work called initial workforce readiness.Keywords: employability, generic competencies, initial workforce readinessResumen. Actualmente la industria Aeronáutica demanda recurso humano que sea altamente competitivo con excelentes capacidades, destrezas y aptitudes laborales que permitan el crecimiento de esta industria en México. En la UANL se oferta el programa educativo de Ingeniero en Aeronáutica y por ser un programa diseñado bajo el nuevo modelo educativo basado en competencias, es necesario medir la empleabilidad de los estudiantes  que trabajan bajo este nuevo proceso de enseñanza-aprendizaje, de tal forma de que se logre mejorar continuamente e inclusive retroalimentar cualquier área de oportunidad en el tránsito de estudiantes durante su formación. En esta investigación se plantea un modelo causa-efecto en el que se consideran como variables independientes las competencias genéricas clasificadas en: instrumentales, de interacción social e integradoras; y la variable dependiente la empleabilidad laboral inicial. Se realizó un análisis de los modelos internacionales basados en competencias, definiéndose las variables, los objetivos y las hipótesis. Se operacionalizaron las variables para diseñar y determinar la confiabilidad del instrumento de medición realizándose la validez de contenido con 12 expertos sobre el modelo por competencias. Para probar las hipótesis se seleccionaron 103 estudiantes del PE aplicando Fase I, II y III como estudio de campo. La Fase I es una evaluación de estudiantes, la Fase II es evaluación con profesores y la Fase III es la opinión de los empleadores. Finalmente se presentan los resultados del análisis sobre la influencia directa entre las competencias genéricas: instrumentales, de interacción social e integradoras y el desempeño profesional-laboral llamado empleabilidad laboral inicial.Palabras clave: competencias genéricas, empleabilidad, empleabilidad laboral inicial

scholarly journals The Physical and administrative obstacles to the use of teachers in basic and secondary education in Karak governorate for e-learning: المعوقات المادية والإدارية لاستخدام المعلمات بمرحلة التعليم الأساسية والثانوية في محافظة الكرك للتعلم الإلكتروني من وجهة نظرهن

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Rowaydah Faiq Hammad Al-Dmour
Keyword(s):  
Secondary Education ◽  
Primary Schools ◽  
Statistical Significance ◽  
Physical Constraints ◽  
Female Teachers ◽  
E Learning ◽  
Statistical Program ◽  
Study Population ◽  
Descriptive Method ◽  
Administrative Obstacles

The study aimed at uncovering the physical and administrative obstacles faced by female teachers in their use of e-learning in the basic and secondary education stages in the governorate of Karak. In order to achieve the objectives of the study, the researcher used the descriptive method. The study tool consisted of a questionnaire that was distributed to a sample of 150 teachers representing 25% of the study population. Using the statistical program (spss) (3.96). At the level of the two axes, the axis of administrative obstacles obtained an average of 4.12 and the physical obstacles at an average of 3.79 and all of them were high. The results showed that there were no statistically significant differences between the basic school , And secondary school in physical constraints, while there are differences of statistical significance Primary schools, secondary schools in administrative and macro-level constraints, and for basic schools. In the light of the results, a number of recommendations and proposals were presented to overcome the obstacles facing the use of e-learning in Karak and all the Kingdom.

scholarly journals Identification of possible strategies for implementing PBL at INES-Ruhengeri: A preliminary study

2018 ◽  
Vol 5 (6) ◽  
pp. 4801-4807
Author(s):  
Nsanzumuhire U. Silas ◽  
Dr. Habineza Faustin ◽  
Dr. Nahimana Marien ◽  
Dr. Mpakaniye J. Paul
Keyword(s):  
Action Research ◽  
Private University ◽  
Applied Science ◽  
Research Strategy ◽  
Teaching Staff ◽  
Country Level ◽  
Market Situation ◽  
Strategic Goals ◽  
To Come ◽  
Teaching Learning

In order to make its orientation of University of Applied Science (UAS) a success, INES is required to operate a complete shift in the philosophy and methodology of providing its educational services. One of the suitable methodologies for UAS is the Problem Based Learning (PBL). Despite various trainings on the matter and verbal encouragements from the top leaders, PBL is still not officially adopted and/or systematically practiced at INES. Besides, up to this date, no explicit strategic moves were adopted to ensure consistent and systematic implementation of PBL approach. This paper aims at laying the foundation to an action research geared towards developing strategic priorities for effective implementation of PBL in INES context. A pure qualitative approach was used. Data were collected from a sample of purposively selected students representatives and Deans of Faculties, using brainstorming technique. Identified strengths of INES include the leadership will regarding implementation of applied Science orientation, systematization of field visits, existence of adequate infrastructure, many young teaching staff etc. The fact that PBL is not applied in any other private university, labor market situation and needs, existence of innovative development programs at the country level were some identified opportunities. Challenges identified include lack of financial means, low level of English, staff turnover and many students who likely do not know what they exactly want. Three strategic goals namely (1) INES curricula are adapted to PBL, (2) the teaching, learning and assessment practices are aligned to PBL and/or its variants’ requirements, and (3) staff experience and competences are sustained as well as some specific strategic actions were proposed for implementing PBL in INES context. The paper ends recognizing that there is need to further the research using action research strategy in order to come up with generalizable and validated strategic priorities

scholarly journals Control of students' autonomous learning in competency-based teaching of mathematics

2019 ◽  
pp. 24-31
Author(s):  
S. N. Gorlova ◽  
E. A. Makarova
Keyword(s):  
Training System ◽  
Autonomous Learning ◽  
Federal State ◽  
Subject Knowledge ◽  
Competency Based ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Teaching Function ◽  
State Educational ◽  
Teaching Learning

Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

scholarly journals THE COOPERATIVE PRINCIPLE VIOLATION IN CLASSROOM TEACHING LEARNING PROCESS

2020 ◽  
Vol 4 (1) ◽  
pp. 82-96
Author(s):  
David Togi Hutahaean
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Cooperative Principle ◽  
Descriptive Research ◽  
Source Data ◽  
Recording Analysis ◽  
Maxim Of Quality ◽  
Teaching Learning ◽  
Adequate Evidence

The purpose of this research is to investigate the cooperative principle violation between the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar. The problem of this research was What cooperative principle are violated by the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar, To solve the problem, the researchers use some theories like: Grundy (2000), Yule (1996), Cruse (2000), Cook (1989), Cutting (2002), Moloeong (2007), Grice (1975). The research done in this study follows descriptive qualitative perspective. Source data in this study is the cooperative principle violation between the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar. Descriptive research describes what it is. It involves the descriptions, recording, analysis, and interpretation of conditions that exist. After analyzing the data, the researchers conclude that the maxim are flouted if the information is more informative than is required, ambiguous, uses symbolic, not absolutely true, lack of adequate evidence. The maxim can be flouted when the researcherss produce some utterances in the form. From the data can found the maxim, they are: maxim of Quality, maxim of Quantity, maxim of Relevant, maxim of Manner. The maxim flout when the conversation started until the end, so the maxim can used in the conversation and the conversation can analyze with the maxim.

scholarly journals Autonomous Learners: How Competency-Based Curriculum could Accelerate EFL at English Education Department

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 72
Author(s):  
Jati Suryanto
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Education Department ◽  
Competency Based ◽  
Long Life ◽  
Ultimate Objective ◽  
Student Centred Learning ◽  
Teaching Learning

This paper will explore the implementation of the Competency-Based Curriculum at the Department of English Education, Universitas Muhammadiyah Yogyakarta,  in reaching the goal of creating autonomous learners. Autonomous Learner is the ultimate objective in teaching learning processes. It is the beginning of the long-life learning processes. By creating autonomous learners, the process of achieving better graduate quality will be more effective and efficient. To reach the goal of producing autonomous learners, the Department of English Education, Universitas Muhammadiyah Yogyakarta,  focuses its curriculum on the graduate abilities in “thinking how to think” and “learning how to learn” through the Competency Based Curriculum.Competency-Based Curriculum (CBC) is the teaching learning planning which bases its objectives on the students’ competences. To achieve the ultimate goal of language learning the Department of English Education, Universitas Muhammadiyah Yogyakarta needs to choose the relatively most effective curriculum and method of teaching for the students. Therefore, the department chooses CBC that applies student centred learning (SCL) to achieve the autonomous learning model. The department also applies constructivism approach which enhance the students curiosity to accelerate the autonomous learning in the student centred learning.   

The Role of Adult Education Graduates in Improving Secondary School Education: A Case of Nyamagana District, Tanzania

2021 ◽  
pp. 65-71
Author(s):  
Neserian Lazaro Mollel ◽  
Daniel Oduor Onyango
Keyword(s):  
Adult Education ◽  
Secondary Education ◽  
Secondary School ◽  
Significant Contribution ◽  
Design Data ◽  
Secondary School Education ◽  
Descriptive Research ◽  
Key Stakeholders ◽  
Mixed Approach

This study aimed at establishing the contribution of adult education graduates to the improvement of secondary education in Nyamagana District, Tanzania. The study used the mixed approach and employed the descriptive research design. Data were collected by using the questionnaires. Out of 480 subjects, the study sampled 82 respondents including 25 heads of secondary schools, 40 adult education graduates, 12 heads of adult education centers and 5 adult education officials. Data was analyzed by using tables, frequencies and percentages. The findings revealed a significant contribution of adult education graduates in improving the secondary education. Therefore, adult education graduates are among important stakeholders toward the improvement of secondary education in Tanzania. The study recommends that adult education graduates should be taken as key stakeholders in decision-making regarding changes in education so as to bring a significant improvement in the secondary education system in Tanzania.

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