scholarly journals The Readiness of Natural Science Secondary School Teachers in Distance Learning during the Covid-19 Pandemic

2020 ◽  
Vol 9 (2) ◽  
pp. 166
Author(s):  
Nur Efendi ◽  
Septi Budi Sartika ◽  
Noly Shofiyah
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Natural Science ◽  
Secondary School Teachers ◽  
School Teachers

scholarly journals DISTANCE LEARNING IN A PEDAGOGICAL UNIVERSITY: PROBLEMS AND PROSPECTS

2021 ◽  
Vol 1 ◽  
pp. 144-152
Author(s):  
Olga Granichina ◽  
Svetlana Surikova
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Data Processing ◽  
Secondary School Teachers ◽  
Learning Technologies ◽  
Years Of Experience ◽  
Future Teachers ◽  
School Teachers ◽  
Distance Learning Technologies ◽  
Primary And Secondary School

The article discusses the possibilities, problems and prospects of using distance learning in the process of training primary and secondary school teachers. The presented results are based on a survey of students and undergraduates of one of the largest pedagogical universities in Russia. The identified problems that was based on data processing, are presented in an ordered form. The authors suggest possible solutions to problems based on many years of experience in using distance learning technologies in training of future teachers.

General and inorganic chemistry in diagrams, figures, tables, and chemical reactions

2020 ◽  
Author(s):  
Anatoliy Garshin
Keyword(s):  
Inorganic Chemistry ◽  
Higher Education ◽  
Secondary School ◽  
Chemical Reactions ◽  
Natural Science ◽  
Foreign Students ◽  
Secondary School Teachers ◽  
Self Control ◽  
School Teachers ◽  
University Training

The textbook in the form of definitions, drawings, diagrams, tables, formulas and chemical reactions outlines the main provisions of General and inorganic chemistry. It is intended for students of non-chemical specialties of higher education institutions. It can be used by students of secondary vocational schools of chemical and medical-biological profiles, secondary school teachers, applicants, foreign students studying in Russian technical universities and natural science faculties of universities, as well as in the system of pre-University training of foreign students. Each Chapter of the manual contains questions for self-control of the knowledge received by the student and checking the depth of assimilation of the studied material.

scholarly journals The effectiveness of using distance learning from the viewpoint of secondary school teachers in the period of the Corona pandemic – A comparative study between the Hashemite Kingdom of Jordan and the Syrian Arab Republic –: فاعلية استخدام التعلم عن بعد من وجهة نظر مدرسي المرحلة الثانوية في فترة جائحة كورونا – دراسة مقارنة بين المملكة الأردنية الهاشمية والجمهورية العربية السورية –

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Alaa Fareed Ibdah
Keyword(s):  
High School ◽  
Distance Learning ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Years Of Experience ◽  
School Teachers ◽  
Syrian Arab Republic ◽  
State Factor

The aim of the study is to explore the effectiveness of distance learning from the viewpoint of high school teachers in the educational process in the Hashemite Kingdom of Jordan and the Syrian Arab Republic within the Corona pandemic, and study the significance of differences in the effectiveness of distance learning according to the gender variable, specialization and years of experience. To achieve the goals of the study, the researcher prepared a questionnaire to survey the views of teachers about the effectiveness of distance learning and prepare it electronically, and applied it to a random sample consisting of (300) teachers and schools in the Hashemite Kingdom of Jordan in Irbid Governorate, and (300) teachers and schools in the Syrian Arab Republic in Aleppo Governorate. Results showed: The effectiveness of distance learning in the Corona pandemic period was lower than the average for the study sample, There are statistically significant differences in the extent of the effectiveness of distance learning in the educational process due to the state factor and to the Hashemite Kingdom of Jordan, There are statistically significant differences in the effectiveness of distance learning in the educational process due to the sex factor and in favor of females, There are statistically significant differences in the extent of the effectiveness of distance learning in the educational process due to the specialty factor and in favor of theoretical major, There are statistically significant differences in the effectiveness of distance learning in the educational process due to the factor of years of experience in favor of (from 5 to 10 years) followed by (less than 5 years) and then (more than 10 years).

scholarly journals Virtual Distance Lessons in Secondary School Teachers Continuous Education

2015 ◽  
Vol 2 ◽  
pp. 339
Author(s):  
Ilze Auziņa ◽  
Zigmunds Buliņš
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Bilingual Education ◽  
Secondary School Teachers ◽  
Distance Teaching ◽  
School Teachers ◽  
Continuous Education ◽  
Teacher Survey

The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.

scholarly journals Barriers to Distance Learning: Perceptions Of Secondary School Teachers and Students in Serbia

2022 ◽  
Author(s):  
Dragana Vasilije Dimitrijević ◽  
◽  
Marija Jovanović Jovanović ◽  
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Theory And Practice ◽  
Learning Material ◽  
Social Emotional ◽  
School Teachers ◽  
Teaching Context ◽  
Teachers And Students ◽  
Specific Teaching

One of the most current issues facing modern pedagogical theory and practice is distance learning. Since the Covid-19 virus pandemic outbreak, this specific teaching context has become the only hope for education systems globally. Given the role and importance that distance learning has today, our paper is focused on studying its barriers in immediate secondary school practice. This research is part of a broader study that involves a more thorough study of distance learning, which was conducted on a sample of 422 students and 120 secondary school teachers in Southeast Serbia. The aim of this paper is to identify the most common barriers to distance learning and answer the question of whether there are differences in the attitudes of teachers and students about the barriers they encountered during the first months of its implementation. In terms of frequency, the results of the conducted research show that evaluation-related barriers are the most common, while the learning material and technical barriers to distance learning are the least common ones. The research has shown that teachers statistically more often highlight evaluation-related, organizational/administrative and social/emotional barriers, while in practice, students more often experience learning content-related barriers. The results also confirm positive correlation in the participants’ attitudes about the analyzed barriers and directly point to the conclusion about their objective perception and critical reflection on this problem by emphasizing the importance of didactic elements such as: quality of the teaching process, level of knowledge acquired, objectivity of assessment, etc. in relation to the learning material and technical side of teaching. These conclusions point to a number of pedagogical implications by which the new, specific teaching context can be significantly improved.

scholarly journals The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam

2021 ◽  
Vol 8 (8) ◽  
pp. 113-117
Author(s):  
Thanh Dac Nguyen ◽  
◽  
Van Dinh Pham ◽  
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Natural Science ◽  
Secondary School Teachers ◽  
Ho Chi Minh City ◽  
School Teachers ◽  
Academic Curriculum ◽  
Vice Principals ◽  
Survey Questionnaires

Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.

scholarly journals Sudden Shift to Distance Learning: Analysis of the Didactic Choices Made by Italian Secondary School Teachers in the First COVID-19 Lockdown

2020 ◽  
Vol 12 (2) ◽  
pp. 19-28
Author(s):  
Andrea Garavaglia ◽  
Livia Petti
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Mixed Methods Research ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Telephone Interviews ◽  
School Year ◽  
The Government ◽  
Restrictive Measures ◽  
Teachers Training

Abstract Following China, the next severely affected country due to the COVID-19 epidemic was Italy. In consideration of the increasing number of infections, the government via the Ministerial Decree (DPCM) of March 2020 established various restrictive measures for the entire Italian territory, even involving the closure of schools. Hence, for the first time, the Italian school system had to adopt distance learning. The mixed methods research in this context involves a non-probabilistic sample of 6,384 secondary school teachers answering a questionnaire issued from 5 August to 1 September 2020, and 30 telephone interviews were conducted among those who had made themselves available during the compilation of the questionnaire to be contacted for the qualitative part of the research. Therefore, the answers collected in the report1 relay what happened in the second quarter of the school year from 2019 to 2020, the period of the first lockdown in Italy, through which we try to particularly understand the didactic activities implemented by teachers, the main decision maker of the choices, the assessment methods, the autonomy of teachers in managing distance learning and the teachers’ training needs.

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