scholarly journals Challenges and Adjustments in Undertaking Teaching Practice Across Countries in Disruptive Era of Education

2021 ◽  
Vol 17 (4) ◽  
pp. 399
Author(s):  
Koesoemo Ratih ◽  
Fitri Kurniawan ◽  
Nurhidayat Nurhidayat ◽  
Harun Joko Prayitno ◽  
Amelia T. Buan
Keyword(s):  
Time Allocation ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Learning Material ◽  
Learning And Teaching ◽  
International Internship ◽  
International Teaching ◽  
Teachers Perspectives ◽  
New Education

Abstract: This article disseminates a small part of the result of a research project in relation to teaching practice across countries. Specifically, it investigated the challenges & adjustments of EFL pre-service teachers’ experience in undertaking international teaching practice. The empirical research has been conducted in an interpretive qualitative paradigm underpinned by a complexity theory conceptual framework. Convenience sampling has been used in this study. This study employed interviews and questionnaires to collect the data. Pre-service teachers’ perspectives offered further depth of understanding and highlighted unforeseen difficulties during international internship. The findings of the study revealed challenges faced by pre-service teachers that ranged from designing - Lesson plans, preparing teaching media, and learning material, managing teaching time allocation, adjusting a new environment and culture, adjusting a new education system, adjusting high demand of teaching material (level of complexity, understanding the new country context) and facing students’ criticality. From this study, some meaningful insights are presented that can further provide the discussion of professional practice in the context of teacher preparation, not only nationally but also globally. Field based learning and teaching experience across countries are important components in constructing distinctive English teacher identities and achieving international recognition.     Keywords: Adjustment, Education Disruptive Era, Flexibility, Lesson Plan, Internship, Pre-Service Teachers, Teaching Practice

scholarly journals Redesigning English Syllabus And Lesson Plan For The First Graders Of Elementary School

2016 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Shinta Windyaningrum ◽  
Restu Arini
Keyword(s):  
Elementary School ◽  
Time Allocation ◽  
First Graders ◽  
Lesson Plan ◽  
Female Students ◽  
Learning Objectives ◽  
Learning Activity ◽  
Learning Material ◽  
Basic Competency ◽  
The Subject

AbstractThe objectives of this research were: 1) to find out the strengths and weaknesses of English syllabus and lesson plan for the first graders used by the teacher in SD Panggang; (2) to explain the process of redesigning English syllabus and lesson plan; (3) to present the result of the implementation of redesigning English syllabus and lesson plan for the first graders of elementary school. This research was conducted by using Research and Development (R&D) method which involved eight phases to redesign syllabus and lesson plan. The instruments were used to collect the data by interviewing, observing classroom, and analyzing syllabus and lesson plan. The subject of this research were 30 students consisting of male and female students. The result of this research showed that English syllabus and lesson plan had the strengths and weaknesses. There were the strengths of syllabus including basic competence, assessments, and learning source. Whereas, the weaknesses of English syllabus, there were learning material, learning activity, indicator, and time allocation. Moreover the strengths of lesson plan covered identity column, standard competence; basic competency, and source of learning. The last was the weaknesses of lesson plan consisting of indicators, learning objectives, learning material, steps of learning, and rubric assessments. Then, the result of implementation for the first graders of elementary school was good. The students were very enthusiastic, happy and fun when they learnt English based on their needs.

scholarly journals EVALUASI PEMBELAJARAN BAHASA INGGRIS DI EF “ENGLISH FIRST” BANDAR LAMPUNG

2020 ◽  
Vol 11 (1) ◽  
pp. 1-6
Author(s):  
Khoirun Nisaa Arnoi ◽  
Dwiyanto Djoko Pranowo
Keyword(s):  
Subject Matter ◽  
English Language ◽  
Lesson Plan ◽  
Learning Material ◽  
English Learning ◽  
Learning Program ◽  
Learning And Teaching ◽  
Assessment Techniques ◽  
Methods Of Learning ◽  
Evaluation Of Learning

In this article the author will try to evaluate the English learning program at one of the English First (EF) English language institutions in Bandar Lampung. The author will not evaluate all aspects of educational evaluation, but only evaluate a few aspects, such as curriculum (subject matter), methods of learning and teaching, assessment techniques (learning evaluation), and learning media. The conclusions in this study: 1) curriculum (subject matter), in terms of curriculum (learning material) implemented through the lesson plan is good because EF has a syllabus that is suitable for the students need, 2) methods of learning and teaching, in terms of methods in the process learning English at EF has already varied greatly, 3) evaluation of learning, in terms of evaluating English learning at EF has been very good and in accordance with the learning objectives to be achieved, and finally 4) learning media, in terms of what media are used in the learning process has also varied greatly.

scholarly journals The Implementation of Professional Competence in Teaching ESP at Four Private Vocational Schools in Grobogan

2021 ◽  
Vol 11 (2) ◽  
pp. 256-264
Author(s):  
Eva Rahmatunnisa ◽  
Januarius Mujiyanto ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Learning Process ◽  
Time Allocation ◽  
Professional Competence ◽  
Lesson Plan ◽  
Learning Activity ◽  
Learning Material ◽  
Activity Assessment ◽  
Assessment Time ◽  
The Media ◽  
Teaching Learning

A Professional teacher should master some competencies; one of them is professional competence. Accordingly, the preliminary research showed that some teachers had problems in the teaching-learning process. This research aimed to analyze the teachers’ competence in designing the syllabus, creating the lesson plan, developing the learning material, applying the learning media, the teaching-learning process, and constructing the students' assessment. This study was a qualitative case study. Subjects of the study were four private vocational school teachers in Grobogan. The data were collected by implementing observation, document analysis, and interviews. There were three steps in analyzing data, such as identifying, analyzing, and interpreting. The result showed that all teachers were good at designing ESP syllabus according to the instructional material, learning activity, assessment, time allocation, and learning resources. Then, they had created an ESP lesson plan well even though a teacher missed writing the learning method and the learning media. The media used were such as whiteboard, board markers, LCD, laptop, and other supporting materials. Additionally, all teachers did the teaching- learning process well despite some teachers found difficulties in applying lesson plan, they could not associate the lesson plan with the real condition in the class. The last finding showed that all teachers made an individual assignment for their students. But there was only a teacher who made group assignments. This research is expected to contribute to the teachers or lecturers in implementing professional competence to teach ESP.

scholarly journals ASSESSMENT OF MENTORING NEEDS FOR TRAINEE IN TEACHING PRACTICE

2020 ◽  
pp. 1-7
Author(s):  
Lameed Olayiwola
Keyword(s):  
Student Teachers ◽  
Role Model ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Exercise Programme ◽  
Practical Experience ◽  
Experienced Teachers ◽  
Teaching Skills

The paper examines mentoring needs in teaching practice exercise programme of student with respect to teaching. Since the student teachers in practicing school are not with practical experience. The experienced or cooperating teachers are expected to continue the training of the student teachers in the appropriate skills and attitude of teaching, the micro teaching experience does not absolutely prepare this cadre of teaching personnel for the challenges of teaching. At the inception of teaching, these students get confronted by various needs that range from appropriate lesson plan, breakdown of syllabus into scheme of work. The paper stresses the need for experienced teachers to be role model in preparing the student-teachers or mentes in teaching skills and attitude. The importance of teaching practice, objectives of mentoring, techniques need in mentoring, benefits of mentoring and conclusion are discussed in the study.

scholarly journals Applying Kolb’s Learning Theory to Library Instruction: An Observational Study

2015 ◽  
Vol 10 (4) ◽  
pp. 186 ◽  
Author(s):  
Chau Minh Ha ◽  
Nina Verishagen
Keyword(s):  
Student Engagement ◽  
Observational Study ◽  
Learning Theory ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Library Instruction ◽  
Kolb's Learning Theory ◽  
Instructional Facilitator

Abstract Objective – This article answers the following questions: does applying Kolb’s Learning theory to library instruction enhance student engagement and will it improve librarian teaching practices? Methods – This observational study analyzed four forms of qualitative data to examine the learning experience of first year nursing students and the teaching experience of two Faculty Librarians. The four forms of data collected were: (1) post-class qualitative feedback to assess the students’ engagement; (2) library instructors’ shared teaching observations; (3) librarian peer feedback after observing each other teach; and (4) feedback from an instructional facilitator on the individual librarian’s teaching skills. Two distinct lesson plans were developed: Lesson Plan One was the first attempt at incorporating Kolb’s theory into practice and Lesson Plan Two was a refinement of Lesson Plan One. Teaching strategies were altered from one lesson plan to the next based on the instructional facilitator’s feedback. The role of the instructional facilitator was to guide the professional development of new instructors by providing them with information and feedback on their teaching skills. Results – There were perceived improvements in student engagement and teaching practice from Lesson Plan One to Two. Although the students’ reported experience remained similar from one to the next, both the librarians and instructional facilitator felt the students were more engaged and the environment seemed more collaborative when following Lesson Plan Two. With the second lesson plan, librarian instructors experienced a positive transformation as teachers, becoming facilitators of learning rather than lecturers. Conclusion – Incorporating Kolb’s theory into instructional practice resulted in librarian instructors perceiving a positive effect on both instruction and on student engagement in the teaching-learning process.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals Pocket Labs Supported IoT Teaching

2018 ◽  
Vol 8 (2) ◽  
pp. 32 ◽  
Author(s):  
Vladimir M Cvjetkovic
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Teaching Practice ◽  
New Technology ◽  
Teaching Experience ◽  
Computing Power ◽  
Teaching Concept ◽  
Regular Text ◽  
Natural Solution ◽  
University Course

IoT is both a concept and a specific platform with large variety of applications that rapidly become inseparable part of everyday life not only improving it, but making it more interesting and fun. ICT based, it is devoted to interactions with environment that are usually not available with traditional ICT equipment and platforms. IoT is at the same time both complementary and compatible with exist-ing non IoT world, which offers computing power and resources to IoT, making it a unique and powerful combination. Pocket Lab is a relatively new teaching concept that supports students’ creativity and initiative allowing for carrying and experimenting with real equipment at a time and place of choice, much like using of regular text books for studying. Although the IoT & Pocket Labs are not nec-essarily interconnected or mutually conditioned, this paper discusses such a real case of teaching practice, where the Pocket Labs are a natural solution for teach-ing of IoT. The paper deals with one semester teaching experience of IoT as a university course. Obtained results and experience may be quite general except for university students profile defined with their previous education and knowledge. Besides the main goal of the course which is an introduction to IoT, some other aims were exploring the students’ motivation for studying of IoT as a new technology and emphasizing the importance of new original ideas and views being as important as mastering the IoT technologies.

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63-75
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

Sign in / Sign up

Export Citation Format

Share Document