scholarly journals The Efficacy of SECI Model for the Training of High School Teachers in Relation to Gender Equality in Vietnam

2021 ◽  
Author(s):  
Mai Thi Thuy Dung ◽  
Mark Brundrett
Keyword(s):  
High School ◽  
Teacher Education ◽  
Gender Equality ◽  
High School Teachers ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Education Students ◽  
School Teachers ◽  
Seci Model ◽  
Equality In Education

Vietnamese government policy has been one of complete equality of opportunity in schools and in wider society, both as a commitment to social justice and as a way of enhancing the economy of the nation by facilitating and encouraging much greater inclusion of women in economic activity. One of the main aims of the work was to trial programmes of training for teachers and teacher education students about gender equality in education using the model of Socialisation, Externalisation, Combination and Internalisation (SECI), first developed in Japan, which integrates knowledge acquisition with social learning activities (Nonaka and Takeuchi, 1995). The response to the programme of training using the SECI model was positive, suggesting that this approach may be an effective model for both Initial Teacher Education and Continuing Professional Development for High School Teachers in Vietnam.

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

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.

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 What Teachers Know and Do about Assessing Students’ Self-Regulated Learning

2017 ◽  
Vol 119 (13) ◽  
pp. 1-16
Author(s):  
Tova Michalsky
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Teachers ◽  
Self Report ◽  
Empirical Literature ◽  
School Teachers ◽  
Curriculum And Pedagogy ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Behavior

To foster their students’ self-regulated learning (SRL), teachers’ lesson goals should include not only SRL teaching but also assessment of students’ SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers’ knowledge about SRL assessment, actual assessment of SRL in their classrooms, and the predictive value of teachers’ knowledge on their behavior. High school teachers in Israel (N = 236) completed self-report questionnaires on knowledge and behavior for implementing SRL assessment in their classrooms. Results indicated that teachers knew more about offline assessment of SRL aptitude than about online or offline assessments of SRL events. Not all SRL assessment methods were well known to all teachers. Furthermore, teachers’ knowledge differed from their self-reported behavior in assessing their students’ SRL. Findings indicated how teacher education could support teachers to learn how to assess SRL effectively, in line with clear recommendations in the empirical literature regarding the value of assessment alongside curriculum and pedagogy.

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