تصور مقترح لتطوير كفايات التعلم الإلكتروني اللازمة لتدريس الفيزياء لدى معلمات المرحلة الثانوية = A Proposal for the Development of E-Learning Competencies Necessary for Teaching Physics for Secondary School Teachers

2017 ◽  
Vol N.A. (10) ◽  
pp. 273-352
Author(s):  
كريمة عبد اللاه محمود محمد
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
E Learning ◽  
Learning Competencies ◽  
Teaching Physics

scholarly journals Secondary School Teachers and Learners Perspective for Future of Education Post COVID-19 Pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 171-182
Author(s):  
Agung Dwi Bahtiar El Rizaq ◽  
Sarmini Sarmini
Keyword(s):  
Secondary School ◽  
Blended Learning ◽  
Secondary School Teachers ◽  
Direct Interaction ◽  
Learning Model ◽  
School Teachers ◽  
E Learning ◽  
Face To Face Learning ◽  
Future Of Education ◽  
Future Education

The COVID-19 pandemic has become a global health disaster since March 2020 and has had a significant impact on education. The education system forced to change from a face-to-face learning model to a virtual one to reduce the spread of COVID-19. These extraordinary conditions that lasted no less than one year give various responses from both teachers and learners perspectives. This study examines secondary school teachers and learners perspectives regarding education in the future post, Covid-19 pandemic. This paper used the descriptive method by qualitative approach. Furthermore, this study was conducted by distributing online questionnaires from 5 provinces in Indonesia, involving 40 teachers and 28 learners. The results of this study indicate that (1) e-learning has not fully accommodated some educational values that can be transmitted through classical learning process only, (2) direct interaction are the most lost value during e-learning, (3) the sustainability of e-learning depends on the readiness of resources and infrastructure, and (4) blended learning is the suitable learning model for future education. From the result of these studies, identifying the suitable blended learning model for future education sustainability in every level of education is essential to be further studies as the stakeholder's reference in implementation learning models.

scholarly journals Underlying Structure of E-Learning Readiness among Palestinian Secondary School Teachers

2016 ◽  
Vol 56 ◽  
pp. 01011 ◽  
Author(s):  
Fuad A.A. Trayek ◽  
Tunku Badariah Tunku Ahmad ◽  
Mohamad Sahari Nordin ◽  
Mohammed AM Dwikat ◽  
Enas Said Ali Abulibdeh ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Underlying Structure ◽  
School Teachers ◽  
Learning Readiness ◽  
E Learning

scholarly journals Behavior of Czech Teachers in the Techambition System during the COVID-19 Epidemic

2021 ◽  
Vol 12 (1) ◽  
pp. 7
Author(s):  
Veronika Havelková ◽  
Antonín Jančařík
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Study Data ◽  
Learning System ◽  
Full Time ◽  
Approaches To Teaching ◽  
School Teachers ◽  
Face To Face ◽  
Global Pandemic ◽  
E Learning

In 2020, the global pandemic of COVID-19 significantly affected most human activities, including education. Many countries took anti-epidemic measures to reduce or eliminate the pandemic, which often included reduction or cancellation of full-time face-to-face school education. This, of course, went hand in hand with a number of technical, organizational, and pedagogical-didactic issues that had to be solved instantly. The presented study analyzes the behavior of more than 1000 secondary school teachers in the e-learning system named Techambition for mathematics education developed by the company with the same name. In the study, data from the spring and autumn 2020 waves of the pandemic are analyzed and presented (the period from 1 March 2020 until 18 March 2021). The main outcome of the study is a description of the basic types of approaches to teaching, based on cluster analysis of the collected data. The collected data show three basic types of teachers’ behavior during spring 2020 that were identified based on their characteristics: organized, hardworking, and seekers and three basic types of teachers’ behavior during autumn 2020: organized, seekers, and experimenters. As part of the findings, we present an interpretation of the data through the description of individual groups and monitor the changes in teachers’ behavior between the spring and the autumn 2020 period of the pandemic.

scholarly journals The Role of Continuous Professional Development in Improving Secondary School Teachers’ Teaching and Learning Competencies to Deliver Quality Education in Ethiopia: A Case of Secondary School

2021 ◽  
Author(s):  
Berku Wolde
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Document Analysis ◽  
Continuous Professional Development ◽  
Quality Education ◽  
School Teachers ◽  
Learning Competencies

The main purpose of this study was to understand the role of Continuous Professional Development (CPD) in improving secondary school teachers’ teaching and learning competencies at Basso Preparatory and Secondary School (BPSS). In so doing, single case study design was employed, and the participants of the study were teachers, principals, supervisor and CPD coordinator of the school and experts at district and Zonal levels, and the data sources were CPD framework and toolkit, portfolio module, teachers’ CPD plans and portfolios. The data collection methods were questionnaire, interview and document analysis, and the data collected were analysed. The result depicted that CPD has improved the teaching competencies of some teachers whereas there are some teachers who have problems in their teaching methods, assessment and evaluation, and subject area knowledge. Besides, the findings from the document analysis disclosed that there are also gaps in the framework and toolkit not to including all the expected teaching and learning competencies in line with the current literature. The portfolio module was not also well conceptualized. This implies that CPD is not playing its best role to developing teachers’ teaching and learning competencies as a whole to deliver quality education at BPSS, and implications for the stakeholders at different levels were forwarded.

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