scholarly journals Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

2021 ◽  
Vol 7 (2) ◽  
pp. 189-203
Author(s):  
Nhlanhla Mpofu ◽  
Mncedisi C Maphalala
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
English Language ◽  
Basic Education ◽  
Continuing Professional Development ◽  
School Curriculum ◽  
School Teachers ◽  
Pedagogical Content ◽  
High School Classrooms

This article explores the views held by content subject teachers on the implementation of the English Across the Curriculum (EAC) approach in their high school classrooms. In South Africa, the EAC approach has been part of the school curriculum since 2014; however, to date, there is a paucity of studies that have focused on understanding how high school teachers implement this approach. In 2017, the South African Department of Basic Education reported that high school teachers were not using this approach without indicating why this was the case. To provide the views of the teachers, the present study drew theoretical insights from reflective teaching to explore the phenomenon. We conducted a qualitative intrinsic case study inquiry, during which we examined the views that 15 high school teachers held on implementing English language skills in content subjects. We collected data using a focus group interview form prepared based on Gibb's model. The findings indicate that content subject teachers have views on (i) the merits of EAC in general language development, (ii) EAC as a challenge to pedagogical-content knowledge, and (iii) strategies for improving the implementation of the EAC approach. This exploratory study has certain implications for the practice of implementing the EAC approach in content teaching, finding that there may be merit in the use of targeted continuing professional development for content teachers when implementing EAC. Secondly, there is a need for partnerships between teachers of English as a second language and content subject teachers, as this cross-curricular collaboration has the potential to enhance the implementation of the EAC approach in high school classrooms.

scholarly journals Effective ways for the Classroom Management

2018 ◽  
Vol 214 (2) ◽  
pp. 67-84
Author(s):  
Mohammed Mizel Tahir
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
English Language ◽  
Central Question ◽  
School Teachers ◽  
Effective Learning ◽  
Task Behavior ◽  
Management Techniques ◽  
Difficult Part

       This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

scholarly journals The effects of job crafting on subjective well-being amongst South African high school teachers

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Sergio Peral ◽  
Madelyn Geldenhuys
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
Work Engagement ◽  
Well Being ◽  
Job Crafting ◽  
Subjective Well Being ◽  
School Teachers ◽  
Psychological Meaningfulness ◽  
The Relationship

Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting.Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored.Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting.Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251).Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands) and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers.Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context.Contribution/value-add: This study highlights the importance of job crafting to the well-being of teachers. It further contributes to the literature pertaining to job crafting and teaching specifically, as well as to the limited job crafting research that has been conducted in the South African context.

scholarly journals THE IMPLEMENTATION TEACHING FACTORY AND IMPLICATIONS ON THE PREPARATION OF CANDIDATES FOR VOCATIONAL HIGH SCHOOL TEACHERS

2019 ◽  
Vol 7 (3) ◽  
pp. 323-330
Author(s):  
Supari Muslim
Keyword(s):  
High School ◽  
Vocational Education ◽  
Production Process ◽  
High School Teachers ◽  
Basic Principle ◽  
School Curriculum ◽  
Senior High School ◽  
Vocational High School ◽  
School Teachers ◽  
Working World

Purpose of Study: Along with the development of science and technology, significant Become preparing qualified gradu- ates in the working world, Including for the graduates of vocational senior high school. In accordance with the Law of the Republic of Indonesia No.20 / 2003 on National Education System, the purpose of vocational education is to prepare stu- dents to be ready to work in Certain fields. Meanwhile, According to Regulation 32/2013 National Standard of Education, the vocational education intended to increase of the intelligence, knowledge, personality, moral, as well as the skills to live independently and to have further education in parallel with previous education. Based on the direction of vocational education policy as described, Several questions were drawn as follows: 1. What is meant by teaching factory ?; 2. What is the teaching-learning purpose of teaching factory ?; 3.What benefits will be gained by implementing a teaching factory ?; 4.What do the strengths and weaknesses of the teaching factory?; and 5.What are the implications of the Institute of Education and the Workforce, especially in the preparing of vocational senior high school teachers? Methodology: From the study to the related literature and relevant researches, it can be concluded that: 1The basic principle of teaching factory is the experience integration of working in the school curriculum, where all the equipment, materials and education subjects were designed in order to carry out the production process. This process Aimed to produce the goods/services, and reliable and competent graduates. 2 Though there were thirteen performance indicators, many Efforts were needed in order to fully implement the teaching factory in Senior Vocational High School environment, According to concepts, objectives and benefits, Including pre14 paring qualified senior vocational high school teachers; 3. In the evaluation of teaching factory activity in Surakarta, Fajaryati in 2012 found that in terms of learning activities, the implementation of teaching factory was well-run, whereas the aspect of the production process, did not run as expected; and 4. Reorientation and revitalization of the Education and Workforce Education curriculum roommates were in line with the demands of users graduates, especially in the faculty of engineering were required. Results: Benefits of teaching factory, in principle, is aware of the students, that in the mastery of skills, not enough to just practice soft skills in learning, work in teams, and training interpersonal communication skills, but also have to realize the knowledge directly and exercise work to enter the working world significantly. Implications/Applications: The basic principle learning factory is the integration experience of working in the school curriculum, where all the equipment, materials and education actors, designed to make the production process in order to produce goods/services, as well as Vocational High School graduates who are competent/reliable.

Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

2020 ◽  
Vol 10 (2) ◽  
pp. 63-76
Author(s):  
Allan B. I. Bernardo ◽  
Barbara Wong-Fernandez ◽  
Mateo D. Macalaguing Jr ◽  
Romel C. Navarro
Keyword(s):  
Professional Development ◽  
High School ◽  
Education Reform ◽  
High School Teachers ◽  
Career Planning ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Senior High School ◽  
School Teachers ◽  
Teachers Professional Development

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

Problems in presenting non-Euclidean geometries to high school teachers

1960 ◽  
Vol 53 (7) ◽  
pp. 559-563
Author(s):  
Louis O. Kattsoff
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Secondary School Curriculum

What is the place of non-Euclidean geometries and miniature systems in the secondary school curriculum, and in the curriculum for prospective secondary school teachers of mathematics?

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