REFLECTIVE REPORT OF VOCATIONAL COLLEGE ENGLISH TEACHER PURSUING INTERDISCIPLINARY TRANSFORMATION IN MANAGEMENT STUDY

2020 ◽  
Vol 3 (1) ◽  
pp. 14-16
Author(s):  
Luo Zhilin ◽  
Yang Hong Mei ◽  
Hu, Bingyao
Keyword(s):  
Vocational Education ◽  
Interdisciplinary Research ◽  
English Teachers ◽  
English Teacher ◽  
College English ◽  
Vocational College ◽  
Management Study ◽  
Education Management ◽  
College Teacher ◽  
Working Out

This article aims at introducing reflection of a vocational college teacher who takes English as a pre-major and further study in management field by analyzing SWOT for English teachers and working out an exploratory mechanism and framework for interdisciplinary research in vocational education management. This reflective report is composed of four parts: introduction, portrait of English teachers on teaching, research and other work, interdisciplinary transformation for English teachers and summary.

scholarly journals On Guidelines for College English Teaching and Challenges for College English Teachers

2015 ◽  
Vol 9 (1) ◽  
pp. 77
Author(s):  
Huiyin Li
Keyword(s):  
Teacher Education ◽  
Exploratory Study ◽  
English Teachers ◽  
English Teacher ◽  
College English ◽  
English Teaching ◽  
Teaching Objectives ◽  
Life Long Learning ◽  
Governmental Support ◽  
Directed Development

<p>This article performs an exploratory study of the newly formulated <em><em>Guidelines</em></em><em> for College English Teaching </em><em>(Draft Exposure)(2015)</em>(<em>Guidelines</em>), aiming at exploring how different the latest <em>Guidelines</em> is from the previous ones, what challenges it brings to teachers and how these challenges can be countered. Therefore, comparisons are made among six syllabi to illustrate the developments college English has achieved and its existent problems as well. To address these problems, <em><em>Guidelines</em></em><em> (2015) </em>is issued with three new features: the integration of instrumentality and humanity, the introduction of intercultural education and the system of multiple curriculum for multiple teaching objectives. Its issuing poses tremendous challenges to college English teachers, of which increasing demands on college English teachers' professional expertise, skillful employment of information technology and academic performance stand out. To help counter these challenges and difficulties, suggestions are made from three levels with the hope that improved teachers' quality can facilitate the implementation of <em><em>Guidelines (2015)</em></em><strong> </strong>and guarantee the potential achievement of its expected objectives. These suggestions are: life-long learning and self-directed development consciousness, the establishment of teacher education system by faculties and universities and continued governmental support in and favorable policies to college English teacher education.</p>

Language, Literature, and Advanced Placement

1980 ◽  
Vol 162 (2) ◽  
pp. 114-125
Author(s):  
Paul Smith
Keyword(s):  
Advanced Placement ◽  
English Teachers ◽  
English Composition ◽  
Literary Language ◽  
College English ◽  
Critical Writing ◽  
Practical Consequence ◽  
The Relationship ◽  
Language Literature ◽  
Composition And Literature

This article reviews some of the objections to the Advanced Placement Program in English, arguing that since that Program is the responsibility of school and college English teachers, it and the AP Examinations fairly accurately reflect and may sometimes influence the teaching of English composition and literature in the schools. It compares and contrasts the original test in Composition and Literature with the new test in Language and Composition, focusing on issues that arose in the development of the new test. It considers how some questions of both theoretical and practical consequence concerning the relationship between ordinary and literary language and between expository and critical writing are raised and tentatively answered by the Committee that develops the AP English Examinations and Course Descriptions.

scholarly journals Issue and Challenge for Vocational Teaching Quality in the Vocational College Lecturers: A Systematic Review/ Isu dan Cabaran Kualiti Penyampaian Pengajaran Bidang Vokasional dalam Kalangan Pensyarah Kolej Vokasional: Satu Ulasan Sistematik

2020 ◽  
Vol 12 (2-2) ◽  
Author(s):  
Muhamad Hafidz Mohd Yusof ◽  
Mahyuddin Arsat ◽  
Nor Fadila Amin ◽  
Adibah Abdul Latif
Keyword(s):  
Vocational Education ◽  
College Graduates ◽  
Technical Skills ◽  
Teaching Quality ◽  
Vocational Education And Training ◽  
Teaching Process ◽  
Vocational College ◽  
Technological Advances ◽  
Technical And Vocational Education ◽  
The Government

Based on demand for professional labor and the growing economy, the Technical and Vocational Education (TVET) system has been transformed into a system that works to develop and equip individuals with current technical skills based on industry demand. The government has undertaken various efforts to strengthen the field of Technical and Vocational Education. Among the efforts undertaken was the transformation of the Technical and Vocational Education and Training (TVET) system. Kurikulum Standard Kolej Vokasional (KSKV) syllabus has been introduced to guide the teaching process at Vocational College. The KSKV was developed based on the latest industry requirements under the National Occupational Skill Standard (NOSS). Jabatan Pembangunan Kemahiran (JPK) is responsible for ensuring that the skills provided to students meet NOSS standards. However, there are issues and challenges faced in implementing the transformation, which is the level of knowledge and technical skills proficiency that lecturers have that is an important aspect of enabling educators to cope with growing technology. In line with the latest technological advances and industry demands, the issue that has begun among lecturers is the preparation of lecturers in terms of knowledge and technical skills related to the latest technologies updated in KSKV. This will further impact the quality of teaching delivery delivered by lecturers at Vocational College. Finally, the latest technical skills are essential to enable the teaching process delivered by the lecturers to be mastered by the students and thus produce qualified Vocational College graduates according to the latest industry employment standards.

scholarly journals CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

2018 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fausiah Sriyuliyana
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
English Teachers ◽  
Psychological Aspect ◽  
English Teacher ◽  
School Students ◽  
Depth Interview ◽  
Pedagogical Aspect ◽  
Visual Learners

The  research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and  Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

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