scholarly journals The needs analysis for learning autonomotive supports of the secondary school teachersOrtaokul öğretmenlerinin öğrenen özerkliğini desteklemelerine yönelik ihtiyaç analizi

2017 ◽  
Vol 14 (4) ◽  
pp. 4393
Author(s):  
Aytunga Oğuz ◽  
Nazlı Dönmez
Keyword(s):  
Secondary School ◽  
Autonomy Support ◽  
Secondary School Teachers ◽  
Approaches To Learning ◽  
Educational Status ◽  
Learning Approaches ◽  
Constructivist Approach ◽  
School Teachers ◽  
Training Course ◽  
Service Training

The changes in the education in the recent years have shown a shift from teacher-centered learning approaches to learning environments to the constructivist approach to which learners are centralized. The provision of learning autonomy can occur when the learner is still "active" using the constructivist approach. Learners must be supported to make learners "active". The research’s aim is to define the level of teachers' perceptions and behaviors of support for learning autonomy and to examine these levels according to some variables like “gender”, “seniority”, “educational status” and “studying any "in-service " education or not”. The research was conducted on a screening model. In this study, "Learning Autonomy Support Scale" was used to collect data from teachers. The scale was developed by Oğuz in 2013. The scale has a 3-factor structure. Mann Whitney U and Kruskal Wallis H tests were used as nonparametric analysis techniques. Also, some descriptive operations such as arithmetic mean and standard deviation were applied in the process of data analysis. The findings show that the secondary school teachers are “always” at the level of supporting the learning autonomy, but “all times” at the level of supporting the learning autonomy. Furthermore, there are important differences in the level of learning autonomy support behaviors compared to the variables of "seniority", "learning status", and "in-service training / course or seminar receiving" at the level of learning autonomy supporting behaviors, even though gender was not an important influence in supporting teachers' learning autonomy. In addition, although there is no significant effect of the "gender" variable on teachers' learning autonomy support behaviors, the levels of autonomy support behaviors, compared to the variables of "experience", "education status" and "in-service training / course or seminar reception", have important different effects.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetSon yılardaki eğitim alanındaki değişimler doğrultusunda öğrenme ortamlarında öğretmen merkezli öğrenme yaklaşımlarından, öğrencinin merkeze alındığı yapılandırmacı yaklaşıma doğru bir geçiş görülmektedir. Öğrenen özerkliğinin sağlanması, yapılandırmacı yaklaşım tarafından öğrenenin “aktif” hala getirilmesiyle ortaya çıkabilir. Öğrenenin “aktif” hale getirilmesi için de öğrenen desteklenmelidir. Bu araştırmada amaç, ortaokul öğretmenlerinin öğrenen özerkliğini destekleme davranışlarını gerekli görme ve sergileme düzeylerini belirlemek ve bu düzeyleri cinsiyet, kıdem, öğrenim durumu ve “hizmet içi eğitim/ kurs ya da seminer alma durumu”   değişkenlerine göre incelemektir. Araştırma, tarama modelinde gerçekleştirilmiştir. Bu çalışmada, öğretmenlerden veri toplamak için “Öğrenen Özerkliğini Des­tekleme Ölçeği” kullanılmıştır. “Öğrenen Özerkliğini Des­tekleme Ölçeği” Oğuz (2013) tarafından geliştirilmiştir. Verilerin çözümlenmesinde aritmetik ortalama, standart sapma gibi betimsel işlemler ile parametrik olmayan analiz tekniklerinden Mann Whitney U ve Kruskal Wallis H testleri uygulanmıştır. Bulgulardan yola çıkarak, ortaokul öğretmenlerinin öğrenen özerkliğini desteklemeyi her zaman düzeyinde gerekli bulduğu ancak öğrenen özerkliğini desteklemeyi çoğu zaman düzeyinde sergiledikleri söylenebilir. Bunun yanında, öğretmenlerin öğrenen özerkliğini desteklenme davranışlarında “cinsiyet” değişkeninin önemli bir etkisi olmamasına rağmen, özerkliği destekleme davranışları düzeylerinde “kıdem”, “öğrenim durumu” ve “hizmet içi eğitim/ kurs ya da seminer alma durumuna”  değişkenine göre anlamlı farklılıklar olduğu görülmüştür.

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

scholarly journals Teachers’ Awareness of the Value Component of the National Policy on Education in Nigeria

2017 ◽  
Vol 1 (1) ◽  
pp. 42
Author(s):  
Saheed O. Jabaar ◽  
Ado Abdu Bichi
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Policy ◽  
Teaching Experience ◽  
Moderate Level ◽  
School Teachers ◽  
Policy Document ◽  
Significant Difference ◽  
Service Training ◽  
National Policy On Education

<p><em>Nigerians as a people are in dire need of value re-orientation in order to stem the tide of negative social values that are bedevilling the country. Education has crucial role to play in the efforts towards value regeneration and reorientation because the youth of the nation spend their formative years in the school system. This study investigated</em><em> the level of secondary school teachers’ awareness of the National Policy on Education (NPE) with regard to the value components of the Policy. A descriptive survey design was employed to collect data for the study, using a sample of 301 secondary school teachers in Kano state, Nigeria. The data collection instrument was a self-developed and validated 16 items questionnaire. Data collected through the instruments were analysed using SPSS 20; descriptive statistics (Frequency, Percentage, Mean, and Standard Deviation) and inferential statistics (i.e</em><em>.,</em><em> Independent sampled t-test and One-Way ANOVA) were used to analyse the data. Findings reveal that, the secondary schools teachers have no access to the NPE document and possess moderate level of awareness of the value component of NPE. Similarly, there is no significant difference in the teachers’ level of awareness with respect to gender, qualifications and teaching experiences. Based on the findings of this study it can be concluded that, the secondary school teachers have limited access to the NPE documents and irrespective of their gender, qualifications and years of teaching experience possess moderate level of awareness of the value component of NPEs in Kano state. It is therefore recommended among others that, relevant authorities should provide more copies of the latest edition of the NPE in school libraries; In-service training of teachers should include sensitization on the contents and relevance of the policy document to their work as teachers. Moreover, in-service training of teachers should include inculcation of skills of identifying the value components of school subjects and the retraining should be all-inclusive to accommodate teachers of all cadres.</em></p>

Secondary School Teachers' Perceptions of Information Literacy Skills

Mousaion ◽  
2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Oluwole Olumide Durodolu
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
Target Population ◽  
Literacy Skills ◽  
School Teachers ◽  
Design Data ◽  
Teachers Perceptions ◽  
Service Training

Information literacy (IL) is a precondition for lifelong learning, especially for teachers whose profession authorises them to impart knowledge to students who are expected to be resourceful and critical thinkers. The study investigated the perceptions of secondary school teachers of IL skills, in the two cities of Lagos, Nigeria, and Durban, South Africa, focusing on six research questions. The post-positivist research paradigm was adopted for this study, which combines both qualitative and quantitative research methodologies through a multicase study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The study revealed the following: 1) teachers in Durban had a higher level of perception of the need for IL than their counterparts in Lagos, 2) electronic information resources were infrequently used by the teachers, 3) younger teachers tend to possess a higher level of IL than their older colleagues, which makes in-service training imperative, 4) female teachers are significantly more information literate than their male counterparts, 5) many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemised by IFLA library building guidelines, and 6) interaction and collaboration between teachers and librarians are limited. The study recommended a comprehensive policy review to deal with IL challenges, with appropriate training and workshops for teachers topping the list.

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