scholarly journals Les Difficultés D’apprentissage En Éducation Physique Et Sportive: Une Étude De Trois Cas D’enseignement De La Course De Haies Au Bénin

2018 ◽  
Vol 14 (31) ◽  
pp. 370
Author(s):  
Agbodjogbe D. Basile ◽  
Ogueboule Bachar M. ◽  
Attiklemé Kossivi ◽  
Kpazaï Georges
Keyword(s):  
Action Theory ◽  
School Level ◽  
Physical Education Teachers ◽  
Anthropological Theory ◽  
Documentary Analysis ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Teaching Learning

This study explored the functioning of the in-situ didactic system to highlight the difficulties experienced by students in the third year of the secondary school level when performing the activities suggested by their Sport and Physical Education Teachers. Based on the logic of the ternarity of the didactic system (Amade-Escot, 2008; 2003), the interactions between the teachers and students during the teaching/learning of the race were the subjects of study. A triangulation method was utilized whereby data was collected by extracting information from various sources including (Leutenegger, 2009; Van Der Maren, 1996): documentary analysis, interviews conducted pre-session, post-session, and post-cycle, as well as audio-visual recording of the class sessions. Central concepts within the anthropological theory of didactic (Chevallard, 1992) and didactic joint action theory (Sensevy, 2007) were used to analyze and interpret the results of which the most salient revealed that the students have difficulty with crossing and resuming the race after the hurdle. The inter-hurdle race does not occur at regular intervals. These are difficulties previously noted by Lamote (2002) and Aubert (1994). Within the context of our investigation, the agglomeration of the contents of the program, the number of sessions (03) devoted to the teaching/learning cycle of this physical activity, the quality of the material used, and the personal interactions between the participants, were all factors shown to account for the difficulties experienced by the students.

scholarly journals Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan

2012 ◽  
Vol 2 (5) ◽  
pp. 39
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain ◽  
Zaitoon Akhtar
Keyword(s):  
Educational Technology ◽  
Secondary Schools ◽  
Secondary Level ◽  
School Level ◽  
Private Institutions ◽  
Chi Square ◽  
Public And Private ◽  
Secondary School Level ◽  
Teachers And Students

Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology

scholarly journals Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

2021 ◽  
Vol 14 (2) ◽  
pp. 294
Author(s):  
Deise de Jesus Soares Nunes ◽  
Maria Amélia da Costa Lopes ◽  
Maria Amélia Pina Tomás Veiga
Keyword(s):  
Physical Education ◽  
Social Inclusion ◽  
Teacher Educators ◽  
National Level ◽  
Course Evaluation ◽  
Physical Education Teachers ◽  
Initial Training ◽  
Documentary Analysis ◽  
Dual Identities

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional.  Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional.  Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

scholarly journals Teaching Speaking Skills through Role Play at Elementary Level: An Analysis

2021 ◽  
Vol 8 (1) ◽  
pp. 93
Author(s):  
Muhammad Safdar Bhatti
Keyword(s):  
Learning Process ◽  
Role Play ◽  
Elementary Level ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Status ◽  
Post Test ◽  
Teaching Learning ◽  
Speaking Skills

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

scholarly journals Principals’ Perceptions of Deteriorating Quality of Education at Secondary School Certificate Level in Khyber Pakhtunkhwa, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 263-270
Author(s):  
Dr. Mohammad Javed ◽  
Prof. Dr. Syed Manzoor Hussain Shah ◽  
Dr. Habib Elahi
Keyword(s):  
Secondary School ◽  
Structured Interview ◽  
School Level ◽  
Quality Of Education ◽  
Examination System ◽  
Khyber Pakhtunkhwa ◽  
Secondary School Level ◽  
Common Objection ◽  
Excellence In Education

This descriptive study was carried out in six different districts of KP province of Pakistan and they were Mansehra, Malakand, Kohat, Dera Ismail Khan, Charsadda, and Bannu. There was the common objection that the quality of education has declined at various stages of education. This study focused on the analysis of the main causes of deterioration of quality at the Secondary School Level in the province of KP, Pakistan. These major causes of deterioration of excellence in education were revealed by a review of the study. Some key factors, considered to be the foundation of quality education, were highlighted. The methodology of the study was properly described. The researcher himself visited the sampled institutions and administered the questionnaire to the respondents to collect the data. Out of six different districts of Khyber Pakhtunkhwa, 440 Principals of Government Boys' Secondary Schools were selected as the population of this study. The sample contained 132 principals (30%). The tool of the study included a structured interview containing six open-ended items. Both qualitative and quantitative treatment was given to the analysis of data and presented in graphical and tabular forms. The study uncovered major causes of deterioration about quality at the secondary level, which is an ineffective system of monitoring and accountability, flawed examination system, insufficient infrastructural facilities, congested classrooms, lack of competent and trained teaching faculty, un-warranted political involvement, outdated teaching methods, and inadequate latest teaching facilities. The study also suggested various teaching strategies, which are suitable for various types of learners and could be applied in classrooms.

scholarly journals Meeting Tomorrow's Skill Needs through Pre-Employment Teaching Programmes for New Zealand Schools

1970 ◽  
Author(s):  
Mark J. Williams ◽  
Alan Williams
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Local Community ◽  
Engineering Industry ◽  
School Level ◽  
Job Seekers ◽  
Replacement Rate ◽  
Specific Category ◽  
Secondary School Level ◽  
Teaching Learning

This paper will review work in progress on a teaching programme for students whose formal education tends to terminate at the secondary school level. The perception of need is based initially on the structural shifts taking place in industrial demographics that postulate a decline in the new entrant replacement rate in western style development economies, and a rising dependence on indigenous labour supply. These trends suggest it is time to reconsider the case of New Zealand, using Torsten Husen’s seminal concept of the reserve of talent. It proposes a triadic model as a possible strategic tool, in which a given school and its local community, together with a designated employing firm in a specific category of skilled work, collaborate in a combination of teaching-learning and practical exercises. The intention is to raise the level of information available to job seekers, employing firms and the socio-economic perception of employment opportunities, within the community. While the course intended to have a general application across industries it will utilize as an example, a working model of the civil engineering industry, which has been the focus of some preliminary testing.

scholarly journals Formación inicial docente en profesores de educación física. Levantamiento de competencias específicas a partir de las necesidades del medio educativo (Initial teacher training in physical education teachers. Determining specific skills based on contextu

Retos ◽  
2018 ◽  
pp. 61-66
Author(s):  
Jacqueline Carmen Paez ◽  
Juan Hurtado Almonacid
Keyword(s):  
Physical Education ◽  
Development Model ◽  
Quality Of Education ◽  
Physical Education Teachers ◽  
Educational Setting ◽  
Initial Teacher Training ◽  
Descriptive Research ◽  
Teachers And Students ◽  
Higher Institutions

En nuestra sociedad existe una constante preocupación por la calidad de la educación y sus procesos, en donde se evidencia como un factor preponderante el desempeño de los profesores. Es a partir de esto que se formuló el siguiente objetivo general: Establecer las competencias específicas que debe poseer el Profesor de Educación Física para desempeñarse en las instituciones escolares, a partir de las consideraciones del medio educativo. Se diseñó una investigación descriptiva bajo un paradigma mixto, en donde se utilizó el modelo de levantamiento de competencias Desarrollo de Curriculum (DACUM), entrevistando a 39 directores y docentes de instituciones escolares y universitarias, para posteriormente jerarquizar estas competencias, aplicando un cuestionario a 801 directores, docentes y estudiantes de ambas instituciones. Las competencias específicas que se levantaron fueron 7 en el área del saber, 5 en el área del hacer y 5 en el área del ser. La competencia que presento una mayor jerarquización fue en el área del ser “Actúa con liderazgo pedagógico motivando a sus estudiantes a participar en el desarrollo de actividades dentro de su comunidad educativa”. En relación a los promedios de jerarquización de las áreas, la mayor jerarquización la obtuvieron las competencias del área del hacer con un promedio de 3.66, luego ser con 3.64 y saber con 3.53. En relación a los actores: los directivos, docentes y estudiantes de las Instituciones Superiores entregaron una jerarquización mayor a las competencias levantadas en comparación a los directivos, docentes y estudiantes de las Instituciones Escolares.Abstract: In our society there is a constant concern for the quality of education and its processes, where teachers’ performance stands out as a preponderant factor. Based on it, the following general objective was formulated: To establish the specific competences that Physical Education Teachers must have to perform in school institutions, taking into account the specific educational setting. A descriptive research was designed under a mixed paradigm, where the curriculum development model (DACUM) was used to interview 39 directors and teachers of schools and higher education institutions, to later hierarchize these competences by applying a questionnaire to 801 directors, teachers, and students from both types of institutions. The specific competences raised were seven in the area of knowledge, five in the area of doing, and five in the area of being. The competence that presented a greater hierarchy was in the area of being: "Acts with pedagogical leadership motivating its students to participate in the development of activities within their educational community". In relation to the averages of hierarchy of the areas, the highest ranking was obtained by the competences of the area of doing with an average of 3.66, followed by being with 3.64, and knowing with 3.53. Regarding the actors: directors, teachers, and students from Higher Institutions attributed higher rankings to the competences raised in comparison to directors, teachers, and students from School centres.

SOME FEATURES OF TODAY`S SCIENCE EDUCATION

2008 ◽  
Vol 5 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Scientific Literacy ◽  
School Science ◽  
Educational Process ◽  
School Level ◽  
Science Textbooks ◽  
Learning Content ◽  
Teaching Learning

Recently, the issues of science education have been exhaustively discussed. The questions of science education are debated at all levels. The today‘s situation in science education area puts forward set of problems to be indispensably solved. In this editorial such problematic aspects as qualification of science teachers, modernisation of system of preparation of science teachers in a context of the theory of constructivism, improvement of material resources of schools etc. Are shortly presented. It is stated that more attention it is necessary to give to school science textbooks and their effective usage in educational process. For example, in february 2007 an International Meeting of IOSTE on „Critical Analysis of School Science Textbook“ was organized in Hammamet (Tunisia). A lot of empirical results dealing with the anglysis of syllabuses and science textbooks were presented during the meeting. In Lithuania there are also some actual problems connected with school science textbooks, for example methodological level, quality of teaching /learning content, didactically well-founded visualisation etc. Such questions as scientific literacy, e-literacy, illiteracy, interests and motivation in science, quality of science education process at primary school level are the burning issues.

scholarly journals Classroom Management Techniques: A Framework to Practice

2020 ◽  
Vol 2 (2) ◽  
pp. 83-93
Author(s):  
Muhammad Latif Javed ◽  
Muhammad Asif Choudhary ◽  
Rashid Ahmad
Keyword(s):  
Classroom Management ◽  
Elementary School Teachers ◽  
Management Practices ◽  
Early Stage ◽  
Population Data ◽  
School Level ◽  
Elementary Level ◽  
Teachers And Students ◽  
Management Techniques ◽  
Teaching Learning

An effective classroom management is the key to better teaching-learning results and outcomes. It relates to creating a learning environment and focuses on developing an appropriate students’ behavior at early stage of students’ life. The main objective of the study was to analyze the classroom management techniques within the framework, used by elementary school teachers to make the process operative and successful at school level. The framework developed through the elements three main aspects static, dynamic and teachers’ perception about classroom management practices All the teachers teaching at elementary level and students enrolled at elementary level in district Mirpur (A.K) comprised the population. Data obtained was analyzed; the frequency, percentage and ranking were calculated. It revealed that the environment of classroom was generally suitable for teaching-learning process.  It was recommended to provide teaching A.V Aids to teachers accordingly their classrooms need. Teachers should modify their management techniques to meet the students’ needs on basis of individual differences of students’ in classrooms. As authoritative attitude of teachers discourages the student in their learning, there was need for a friendly environment so that teachers and students can work together to produce good results.

scholarly journals Differentiating Instruction to Meet the Needs of Diverse Technical/Technology Education Students at the Secondary School level

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Maduakolam Ireh ◽  
Ogo T Ibeneme
Keyword(s):  
Differentiated Instruction ◽  
Technology Education ◽  
Academic Growth ◽  
Success For All ◽  
School Level ◽  
Education Students ◽  
Differentiating Instruction ◽  
Secondary School Level ◽  
Problem Solvers ◽  
Teaching Learning

Effective teaching requires fostering success for all students, and to help them become productive, problem-solvers, and self-directed learners. This is more so in Technical/Technology Education where learners do not all learn the same thing in the same way or on the same day. As such, technical education teachers must consider each learner based on needs, readiness, preferences, and interests. This paper gives insights on how to effectively achieve this success in the classroom, through the use of Differentiated Instruction (DI)-an approach that enables teachers to plan strategically as well as provide a variety of options to successfully reach all students.  Differentiated Instruction allows teachers to meet learners where they are and offer challenging and appropriate options for them to achieve success. The paper highlights other areas where this teaching technique could be applied toward students' motivation, engagement, and academic growth. The authors also explain the three elements of the curriculum that can be differentiated: Content, Process, and Products. Other issues concerning the teaching-learning process are also discussed in the paper.

scholarly journals Pengembangan Kurikulum Ekonomi dan Akuntansi Syariah di Sekolah (Studi atas Persepsi Guru dan Siswa di SMA Kota Gorontalo)

Al-Ulum ◽  
2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Niswatin Niswatin ◽  
Roy Hasiru ◽  
La Ode Rasuli
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Curriculum Development ◽  
School Level ◽  
School Students ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Strongly Agree ◽  
The City

This research aims to describe the perception of teachers and students to the curriculum development of Islamic economics and Islamic accounting at secondary school (high school) in the city of Gorontalo and forms of curriculum development. The method involves a survey of teachers and high school students in the city of Gorontalo by using random sampling with certain criteria. Criteria Teachers are teaching on the subjects of economics and accounting, amount of 17 people, while the student is enrolled as a student majoring in social studies subjects who have obtained economic and accounting totalling 200 students. Data were analysed using descriptive frequency test results. The results showed that 74.1% of teachers and 70.18% of students stated strongly agree and agree curriculum sharia economics and accounting is applied or taught at secondary school level (high school) in the city of Gorontalo. The poll results of the teacher find a form of curriculum implementation of economic and accounting sharia entered as a local content of 47%, incorporated into the lessons of Social Sciences (IPS) by 35%, and incorporated into the Standard competency or Basic competence in the subject of economics and accounting as much as 6%.

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