Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations

This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.

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At-risk student teachers’ attitudes and aspirations as learners and teachers of mathematics

South African Journal of Childhood Education ◽

10.4102/sajce.v5i3.218 ◽

2016 ◽

Vol 5 (3) ◽

Author(s):

Trevor Moodley ◽

Stanley A. Adendorff ◽

Subethra Pather

Keyword(s):

Student Teachers ◽

School Teacher ◽

High School Teacher ◽

First Year ◽

Negative Attitudes ◽

Teachers Perceptions ◽

Positive Attitudes ◽

Teacher Qualities ◽

And Mathematics ◽

Teachers Attitudes

This study explored foundation phase first year student teachers’ perceptions about mathematics. The focus on their attitudes towards mathematics in two roles – (1) as learners of mathematics, based on their prior experiences at school and (2) as aspirant teachers of mathematics for children in the early grades. Data sources were students’ drawings/collages as well as written interpretations and elaborations of the drawings/collages. The findings indicated that participants had generally negative attitudes towards the learning of mathematics. Factors such as the transition from primary to high school, teacher qualities and mathematics-related anxiety contributed to the shaping of their attitudes. It was encouraging to note that over half the participants expressed positive attitudes in their roles as future teachers, with all expressing the desire to provide better mathematics experiences to their future learners.

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“Frozen Up Like an Ice Cube!”: The Influence of Situated Learning on Pre-Service Teachers' Cultural and Linguistic Awareness

The Qualitative Report ◽

10.46743/2160-3715/2020.4275 ◽

2020 ◽

Author(s):

Omran Akasha

Keyword(s):

Situated Learning ◽

Learning Experience ◽

Cultural Knowledge ◽

Great Opportunity ◽

Teachers Perceptions ◽

Diverse Classrooms ◽

Positive Attitudes ◽

Study Results ◽

Culturally Diverse Families ◽

Teachers Attitudes

The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers' perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms. The study concluded that the experience helped the pre-service teachers gain new knowledge, positive attitudes, and some ideas for their future diverse classrooms. It offered a great opportunity for families to explore how important it is to meet with teachers and it also empowered pre-service teachers with some powerful authentic experiences including meeting the family, sharing their knowledge, exploring their understandings, and discussing and comparing their knowledge with each other.

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Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

Education Sciences ◽

10.3390/educsci11020058 ◽

2021 ◽

Vol 11 (2) ◽

pp. 58

Author(s):

Irene Lacruz-Pérez ◽

Pilar Sanz-Cervera ◽

Raúl Tárraga-Mínguez

Keyword(s):

Systematic Review ◽

Inclusive Education ◽

Complete Analysis ◽

Attitudes Toward Inclusion ◽

Special Educational Needs ◽

Educational Framework ◽

Positive Attitudes ◽

Teachers Attitudes ◽

Key Aspects ◽

Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

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Examination of Chinese Teachers' Attitudes Towards Inclusive Education

Journal of International Special Needs Education ◽

10.9782/jisne-d-21-00004 ◽

2022 ◽

Author(s):

Jun (AJ) Ai ◽

Jihong Zhang ◽

Eva Horn ◽

Hao Liu ◽

Jingjing Huang ◽

...

Keyword(s):

Inclusive Education ◽

Preschool Teachers ◽

Educational Background ◽

Influential Factors ◽

Internal Reliability ◽

Positive Attitudes ◽

The Status ◽

Teachers Attitudes ◽

Teacher Age ◽

Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

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Perceptions and Attitudes towards Evidence Based Practice among Nurses and Nursing Students in Nepal

Kathmandu University Medical Journal ◽

10.3126/kumj.v13i4.16829 ◽

2017 ◽

Vol 13 (4) ◽

pp. 308-315 ◽

Cited By ~ 5

Author(s):

S. Karki ◽

R. Acharya ◽

H. Budhwani ◽

P. Shrestha ◽

P. Chalise ◽

...

Keyword(s):

Nursing Students ◽

Evidence Based Practice ◽

Evidence Based ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Study Objective ◽

Knowledge And Skills ◽

Professional Students ◽

Positive Attitudes ◽

Perceptions And Attitudes

Background As the evidence based practice (EBP) movement expands, there is a need for health leaders and educators in each country to assess the extent to which health professional students and practitioners are prepared to locate, evaluate, and apply evidence to guide their practice.Objective The study objective was to explore nurses’ and nursing students’ perceptions and attitudes towards EBP.Method This was a descriptive cross-sectional survey administered to all 273 nurses and nursing students from Nepal who attended an EBP conference. The survey instrument that was used by Majid in Singapore was adapted for use in this study with permission from the author.Result In total, 121 nurses participated in the study. The majority (93%) of respondents reported that they had no previous training in EBP. The respondents’ perceptions of their EBP knowledge and skills were variable, but most of them demonstrated positive attitudes toward EBP. Respondents identified a number of barriers that limit the implementation of EBP in Nepal. The greatest barriers were lack of time and resources, difficulty understanding research articles and translating the findings to practice, and limited autonomy to change practice based on evidence.Conclusion Although respondents had positive attitudes towards EBP, their knowledge and skills were limited and barriers to implementation existed. Nursing faculty can use the findings to guide implementation of EBP into curricula, and nursing administrators and clinicians can use the findings to guide practice to promote EBP.

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Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs

Yearbook of Pedagogy ◽

10.2478/rp-2018-0012 ◽

2018 ◽

Vol 41 (1) ◽

pp. 171-181

Author(s):

Enas Majadley

Keyword(s):

Special Needs ◽

Design Research ◽

Children With Special Needs ◽

Students With Special Needs ◽

Mainstream Teachers ◽

Teachers Perceptions ◽

Integration Program ◽

Arab Schools ◽

Teachers Attitudes ◽

Arab Education

SummaryThe program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.

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Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

European Journal of Interdisciplinary Studies ◽

10.26417/ejis.v3i1.p187-196 ◽

2015 ◽

Vol 3 (1) ◽

pp. 187 ◽

Cited By ~ 2

Author(s):

Mohammed Yousef Mai

Keyword(s):

Science Teachers ◽

Mobile Learning ◽

Communication Technology ◽

Learning Technologies ◽

University Education ◽

Data Collection Tool ◽

Positive Attitudes ◽

Information And Communication ◽

Teachers Attitudes ◽

Reliable Scale

The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

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Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

10.31235/osf.io/3pnh9 ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Serwan Husein Taha SHERWANI ◽

Mehmet KILIÇ

Keyword(s):

Communicative Language Teaching ◽

Second Phase ◽

Structured Interviews ◽

Northern Iraq ◽

Positive Attitudes ◽

Teacher Factors ◽

Efl Teachers ◽

Teachers Attitudes ◽

Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

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Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

Arab World English Journal ◽

10.24093/awej/vol12no4.30 ◽

2021 ◽

Vol 12 (4) ◽

pp. 462-475

Author(s):

Tariq BOUQETYB

Keyword(s):

High Schools ◽

Foreign Language ◽

Project Work ◽

Ministry Of Education ◽

Common Component ◽

Learning And Teaching ◽

Teaching Situation ◽

Positive Attitudes ◽

Teachers Attitudes ◽

Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

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An Attitudinal Study of English as a Foreign Language in Sukkur Sindh Pakistan

Journal of Education and Educational Development ◽

10.22555/joeed.v5i1.1573 ◽

2018 ◽

Vol 5 (1) ◽

pp. 123

Author(s):

Ashfaque Hussain Soomro ◽

Zaheer Ahmed Bango ◽

Imran Khan Mahesar

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Formal Education ◽

Age Groups ◽

Foreign Language Learning ◽

Target Population ◽

Learning Attitudes ◽

Positive Attitudes ◽

Complex Process

Foreign language learning is a complex process and is influenced by various factors. The attitude of students towards language learning is a major decisive factor in this process; therefore, the current study was carried out to explore this phenomenon. The students of English Works Program Sukkur, Sindh, Pakistan were the target population for the current study. The said program was initiated by a Karachi based organization which enrolled fifty students for a 240 hours certificate course in English language. The students already had some formal education ranging from Intermediate to Masters level and belonged to different age groups. The aim of this quantitative study was to investigate their language learning attitudes from three aspects: behavioral, cognitive and emotional. For data collection purposes, a questionnaire comprising 30 closed-ended items was adapted from Eshghinejad, (2016), Boonrangsri, Chuaymankhong, Rermyindee, & Vongchittpinyo, (2004) and Gardner (1985). This was followed by descriptive and inferential statistical analysis by using independent sample t-test (SPSS-22). The results show that the students have positive attitudes towards learning English as a foreign language.

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