scholarly journals Beyond policy narratives: exploring the role of pedagogical beliefs in classroom practices of secondary school Civics and Ethical Education teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alemayehu Habte ◽  
Alemayehu Bishaw ◽  
Meskerem Lechissa
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Addis Ababa ◽  
Pedagogical Beliefs ◽  
Ethical Education ◽  
Policy Narratives

AbstractIn Ethiopia, secondary school Civics and Ethical Education has been offered to students with prime objective of producing competent and rational citizens. While policy narratives advocate constructivist pedagogy for achieving this goal of the curriculum, the reality on the ground hints that the subject is far behind achieving its stated goal. In line with this, teachers’ role in implementing the curriculum cannot be understated. Teachers are policy actors who implement the official curriculum. Their classroom practice; however, is largely dependent on their pedagogical beliefs. To this end, this study aimed at examining the role of secondary school Civics and Ethical Education teachers’ pedagogical beliefs in their perceived classroom practices vis-à-vis selected demographic variables. The study was conducted using correlational design participating 324 Civics and Ethical Education teachers from 43 government and private secondary schools in Addis Ababa city. Two-way multivariate analysis of variance and multiple regression were used to analyze the data. The regression analysis revealed that teachers' pedagogical beliefs explained 45.8% of the variance in classroom practice. Teachers were also found to have strong constructivist belief, even though they do not completely reject traditional belief per se. Their constructivist practice is; however, below the expected level, suggesting the interplay of contextual factor(s) which should be further studied. The findings implied the need to redefine continuous professional programs with emphasis on reflective teaching practice and improve climate of secondary schools.

scholarly journals From preschool educator to preschool English Educator: A study of transformation of classroom practice

Psicoespacios ◽  
2021 ◽  
Vol 14 (25) ◽  
pp. 44-66
Author(s):  
Sonia Ruth Quintero Arrubla ◽  
Evelin Cristina Quiceno Sosa ◽  
Claudia María Uribe Hoyos
Keyword(s):  
Qualitative Research ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Teaching English ◽  
Self Assessment ◽  
Preschool Educators

This case study aims to analyze how preschool educators can play the role of language educators (Spanish and English) and how their pedagogical and teaching practice is being transformed. This study considers the theoretical framework behind the constructivist paradigm, which states that the context, participants' actions and views, and historical elements all play a part in constructing a theory. That truth is relative depending on one's perspective, while also focusing on establishing a rigorous and thorough process throughout this study, focusing on qualitative research principles (Creswell, 2014). The findings show that preschool educators can significantly improve their communicative competence, particularly in discourse, strategic and socio-cultural competencies. Furthermore, through reflection and self-assessment, preschool educators refine their classroom practices and enhance their conception about teaching English to preschool learners. 

Student voice in secondary schools: the possibility for deeper change

2018 ◽  
Vol 56 (5) ◽  
pp. 473-487 ◽  
Author(s):  
Dana Mitra
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Voice ◽  
Classroom Practice ◽  
Design Methodology ◽  
Content Type ◽  
The Usa ◽  
The Relationship

Purpose The purpose of this paper is to consider the role of student voice in secondary school reform. Design/methodology/approach Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally. Findings It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people. Originality/value This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possible on urban secondary schools to fit with this special issue. It updates a previous review of the field conducted ten years ago (Mitra, 2006). Before beginning this review, however, it is important to understand how student voice varies across global contexts.

scholarly journals Teachers’ Perceptions towards Slow Learners Academic Achievement and Role of Guidance Services at Secondary School Levels in District Peshawar

2021 ◽  
Vol 9 (VI) ◽  
Author(s):  
Muhammad Shafiq Khalil
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Teaching Method ◽  
Ease Of Use ◽  
Guidance And Counseling ◽  
Mixed Method Research ◽  
Guidance Services ◽  
Slow Learners

The main purpose of the study is to evaluate the teacher’s perception towards slow learners academic achievement and role of guidance services at secondary school levels in district Peshawar. This was a Mixed Method research. Data was collected through administering especially designed questionnaire and used conveniently sample designed for selection of 200 Public and Private secondary schools Teachers/Head Masters, both male and female. Teachers/Head Masters were also asked to write suggestions for the improvement. It is found that positive teacher-student relation is necessary for the academic achievement of the students, especially the slow learners. Most of the teachers agreed that they take interest in the academics of their students and that they know how to teach their subject in a better way. Majority of the teachers responded positively that they can motivate the students for learning and that students feel comfortable in their class and they take feedback during the lesson. Student’s opinion is also taken and it is found that most of the students are satisfied with teaching method of the teachers. Teachers suggested that the strength of the class should be less, so that they could give full attention to each and every student. Majority of the teachers/head masters of secondary schools in district Peshawar reported ease of use of guidance and counseling services in their schools. It is also observed that the students have a complex of problems, domestic, personal, psychological, schools related and home centered etc. However, guidance and counseling need in a school required further investigation. The focal strength of character of the study was also exploring guidance services in the secondary schools. The applied significance of this study is to help policy maker in education institution to take care of the suggestion and perception of the teachers regarding slow learners academic achievement. This study will help in making strategies for quality education at secondary levels schools in Pakistan and provide suggestions to overcome the environmental issues and make improvement

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

The Need for a Reorientation of Secondary School Mathematics from the High School View Point

1935 ◽  
Vol 28 (2) ◽  
pp. 80-90
Author(s):  
M. L. Hartung
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
View Point ◽  
Professional Schools ◽  
Marked Contrast ◽  
Secondary School Mathematics ◽  
Engineering Mathematics ◽  
Take All

Three years ago a prominent professor of education in a large eastern University published a book entitled, “Secondary Schools in 1960.” The author assumes the role of prophet, and among his predictions for 1960 are the following: “A very few students in eleventh and twelfth grades take a course in Pre-engineering Mathematics. (But in practice most prospective engineers take all their vocational mathematics in professional schools—as do the followers of nearly all other vocations.…) In marked contrast to the earlier time, it is found that commonly not more than twenty percent of pupils take any mathematics in grades seven to twelve.”

scholarly journals THE ROLE OF ELECTRONIC LIBRARIES IN TEACHER PROFESSIONAL ACTIVITY

1970 ◽  
Vol 10 (2) ◽  
Author(s):  
Svitlana M. Ivanova
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Professional Activity ◽  
School Teachers ◽  
Teacher Professional

The article is devoted to the problem of the development of electronic libraries and their role in teachers’ professional activity in secondary schools. There are considered the problems of using the electronic libraries by secondary school teachers.

scholarly journals Incorporating Internet resources into classroom practice: Secondary school teacher action plans

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Elena Ramirez ◽  
Maria Clemente ◽  
Isabel Canedo ◽  
Jorge Martin
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Classroom Practice ◽  
Teaching Practice ◽  
School Teacher ◽  
Classroom Interaction ◽  
Future Research ◽  
Internet Resources ◽  
Information And Communication ◽  
Curricular Elements

Knowing  precisely  how  teachers  use  Internet  resources  in  their  classroom  practice  is essential  when  seeking  to  explain  what  aspects  support  the  real  incorporation  of information  and  communication  technologies  (ICT)  in  teaching,  and  in  determining the  mechanisms  underlying  the  use  of  these  resources  in  direct  teaching  situations.This article examines how five secondary school teachers assimilated different Internet resources  into  their  teaching  practice.  Using  a  system  for  analysing  classroom interaction that allowed us to segment teaching practice into categories differentiated by  their  level  of  generality,  we  studied  the  recordings  of  five  class  sessions  in  which Internet  resources  were  used.  The  results  show  that  common  patterns  existed  in  the way  these  teachers  handled  their  sessions.  The  most  outstanding  pattern  showed  the overriding  importance  of  curricular  tasks  and  contents  in  the  class  sessions,  and  the subordination of the ICT resources to these curricular elements. It is also important to underscore the appearance of one type of task performance activity with ICT in all the sessions  analysed,  although  more  analysis  about  this  activity  is  needed.  The  results pose  challenges  for  the  development  of  future  research  regarding  consistency  in  the patterns of action found.

scholarly journals Access to Athletic Trainer Services in California Secondary Schools

2019 ◽  
Vol 54 (12) ◽  
pp. 1229-1236
Author(s):  
Eric G. Post ◽  
Karen G. Roos ◽  
Stephen Rivas ◽  
Tricia M. Kasamatsu ◽  
Jason Bennett
Keyword(s):  
Socioeconomic Status ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Athletes ◽  
Online Survey ◽  
School Level ◽  
School Type ◽  
Cross Sectional ◽  
Board Of Certification

Context California is currently the only state that does not regulate who can and cannot call themselves athletic trainers (ATs). Therefore, previous national or state-specific investigations may not have provided an accurate representation of AT availability at the secondary school level in California. Similarly, it is unknown whether the factors that influence AT availability in California, such as socioeconomic status, are similar to or different from those identified in previous studies. Objective To describe the availability of ATs certified by the Board of Certification in California secondary schools and to examine potential factors influencing access to AT services in California secondary schools. Design Cross-sectional study. Setting Online survey. Patients or Other Participants Representatives of 1270 California high schools. Main Outcome Measure(s) Officials from member schools completed the 2017–2018 California Interscholastic Federation Participation Census. Respondents provided information regarding school type, student and student-athlete enrollment, whether the school had ATs on staff, and whether the ATs were certified by the Board of Certification. The socioeconomic status of public and charter schools was determined using the percentage of students eligible for free or reduced-price lunch. Results More than half (54.6%) of schools reported that they either did not employ ATs (47.6%) or employed unqualified health personnel (UHP) in the role of AT (7.0%). Nearly 30% of student-athletes in California participated in athletics at a school that did not employ ATs (n = 191 626, 28.9%) and 8% of student-athletes participated at a school that employed UHP in the role of AT (n = 54 361, 8.2%). Schools that reported employing ATs had a lower proportion of students eligible for free or reduced-price lunch than schools that did not employ ATs and schools that employed UHP (both P values < .001). Conclusions With ongoing legislative efforts to obtain regulation of ATs in California, secondary school administrators are encouraged to hire ATs with the proper certification to enhance the patient care provided to student-athletes and improve health outcomes.

scholarly journals Three perspectives on the role of teacher beliefs in the language classroom

2021 ◽  
Author(s):  
Line Krogager Andersen
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Activity ◽  
Learning And Teaching ◽  
Beliefs About Language Learning ◽  
The Relationship

This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows that the combination of the different perspectives on teacher beliefs allows for a meaningful interpretation of the relationship between teacher beliefs and teaching practice, that the two teachers’ beliefs about language learning and teaching play an important role in their transformation of teaching plans to teaching practice and that their different practices lead to different language learning affordances in the two classrooms. The article concludes by suggesting that the interplay between teaching activities, students’ engagement and teacher beliefs may be a fruitful place of inquiry for future research.

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