History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals THE PATRIOTISM APPLICATION AMONG SECONDARY SCHOOL HISTORY TEACHERS IN SABAH

2021 ◽  
Vol 6 (23) ◽  
pp. 42-56
Author(s):  
Jais Abdul Hamid ◽  
Mohd Sohaimi Esa ◽  
Romzi Ationg ◽  
Irma Wani Othman ◽  
Sharifah Darmia Sharif Adam ◽  
...  
Keyword(s):  
Secondary School ◽  
Survey Study ◽  
Development Programs ◽  
Education Department ◽  
History Teachers ◽  
State Education ◽  
State Education Department ◽  
School History ◽  
Significant Difference ◽  
High Level

The main purpose of this study is to identify the level of patriotism application in secondary school history teachers in Sabah. This study is a survey study using a questionnaire for the purpose of collecting data. The sample of the study consists of history teachers involving a total of 367 respondents throughout Sabah. Study variables were tested using descriptive and inferential statistics involving t-tests. The findings of the study indicate that the patriotism application is at a high level. The results of the t-test showed that there was a significant difference in the mean score of the patriotism application between the respondents of history specialization and non-history specialization. These findings provide useful input, especially to the Ministry of Malaysia Education, the State Education Department, and the school administration to plan professional development programs.

Perception of sustainability competencies amongst Spanish pre-service secondary school teachers

2019 ◽  
Vol 20 (7) ◽  
pp. 1171-1190 ◽  
Author(s):  
Gisela Cebrián ◽  
David Pascual ◽  
Álvaro Moraleda
Keyword(s):  
Preservice Teachers ◽  
Secondary School ◽  
Real Life ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Content Type ◽  
Significant Difference ◽  
Teacher Students ◽  
Subject Areas ◽  
The Subject

Purpose This paper aims to present the results from a questionnaire distributed to a group of Spanish postgraduate teacher students pursuing a Master’s Degree in Secondary School Education. The aims of the administered questionnaire were to identify students’ perceptions of the development of sustainability competencies; to analyse the relationship between students’ perceived level of competence and the subject area, previous teaching experience and previous participation in sustainability projects; and to explore the strengths and limitations of the assessment tool used. Design/methodology/approach An ad hoc questionnaire of 18 items was designed to analyse students’ self-conception of the development of four sustainability competencies. A set of six units of competence were identified and three levels of acquisition for each unit Knowledge (referred to conceptual learning), Knowhow (related to practical skills) and Do (linked to the demonstration in action and its transferability to real-life situations). The sample included 183 postgraduate secondary teacher students from different disciplines and subject areas. Findings The findings of this study show that students positioned themselves for the four sustainability competencies in a medium level of competence. No statistical significant differences exist between the subject areas and the level of sustainability competence. A statistically significant difference was found between previous teaching experience and participation in sustainability projects in relation to their perceived level of sustainability competencies. Participation in sustainability projects is clearly shown as a differentiating factor in the levels of sustainability competencies. Originality/value An empirical study has been conducted to investigate preservice teachers’ perceptions on the self-development of four sustainability competencies, considering three levels of acquisition (Know, Knowhow and Do). This study provides insights into ESD teaching and learning approaches and the assessment of Education for Sustainable Development outcomes. It also points out the importance of conceptualising sustainability competencies and operationalising these competencies in assessment tools that can help measure sustainability competencies’ development.

scholarly journals PERCEPTIONS OF SCIENCE TEACHERS TOWARDS TEACHING IN LAGOS STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 1-10
Author(s):  
Florence Omosholape Abidoye
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Lagos State ◽  
Senior Secondary Schools ◽  
Senior Secondary

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05);  (ii)  there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

scholarly journals SPIRITUAL INTELLIGENCE AND PURPOSE IN LIFE OF SECONDARY SCHOOL TEACHERS

2020 ◽  
Vol 7 (10) ◽  
pp. 26-34
Author(s):  
Swarupa Rani T. ◽  
A. Siva Padmavathi
Keyword(s):  
Secondary School ◽  
Meaning In Life ◽  
Secondary School Teachers ◽  
Purpose In Life ◽  
Teaching Experience ◽  
Spiritual Intelligence ◽  
Survey Method ◽  
School Teachers ◽  
Significant Difference ◽  
Specific Meaning

All around development means a person must be physically fit, mentally balanced, emotionally strong, socially adjusted and spiritually uplifted. The spiritual intelligence solves problems of meaning and value. It gives direction to our life in critical moment. Meaning/Purpose in life must be conceived in terms of the specific meaning of a personal life in a given situation. The study is design to examine the influence of the spiritual intelligence on purpose in life of secondary school teachers. The method used for the study is survey method. The sample of the study is 200 secondary school teachers. Two types of tools are used for this study. 1. The spiritual intelligence questionnaire constructed by Danah Zohar and Marshall (1999), it is a 5-point scale and 2. The purpose in life test prepared by Crumbaugh and Maholick (1969) is selected as an instrument to measure Viktor Frankl’s concept in meaning in life. It is a 5 point Likert scale. Both the tools are used to collect the data from secondary school teachers. The results of this study indicated that there is no significant difference is found in spiritual intelligence of secondary school teachers with below 10years, 10-20 years and 20 and above year’s groups.  No significant difference is found in purpose in life of secondary school teachers in their teaching experience with below 10years, 10-20 years and 20 and above year’s groups. The variable teaching experience does not influence significantly the spiritual intelligence and purpose in life of secondary school teachers. The study showed that there is no significant association between the levels of spiritual intelligence of secondary school teachers and their purpose in life. Findings of this study shows that all secondary school teachers have average level of spiritual intelligence and purpose in life.

scholarly journals Analysing documents and interpreting textbooks: Students' historical thinking skills in learning about the battle of Surabaya

2021 ◽  
Author(s):  
Aditya Widiadi
Keyword(s):  
Critical Pedagogy ◽  
Secondary Students ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Historical Event ◽  
Control Group ◽  
Multiple Sources ◽  
Historical Sources ◽  
History Teachers ◽  
History Curriculum

<p><b>This thesis examines how secondary students in Indonesia develop historical thinking skills through analysing documents and interpreting textbooks on a key historical event in Indonesia’s independence: the battle of Surabaya. Developing historical thinking skills poses a particular challenge in an Indonesian setting. Although history education has been largely aimed at fostering a spirit of nationalism and patriotism among younger people, the recent history curriculum (2013) requires teachers to foster historical thinking skills with their students. This poses a significant challenge for teachers who typically rely on lectures and textbooks with an official government perspective. Even those teachers who are motivated, have difficulties in accessing primary sources needed to stimulate students’ historical thinking. </b></p><p>There is a gap in the literature on historical thinking in Indonesia, and this research project contributes to how these challenges can be addressed. To examine how learning history through analysing documents and interpreting textbooks contribute to students’ historical thinking skills, this study was informed by the theoretical perspectives of critical pedagogy, cognitivism, threshold concepts, and connectivism. To collect and analyse the data, this study used a mixed methods intervention design. Participants in this study involved three history teachers from three different schools and 11th grade students (n = 191, age 16-19) that were divided into control and experimental groups. By using six data collection instruments, both quantitative and qualitative, this study conducted two phases of learning interventions. </p><p>Findings of this study show that analysing documents and interpreting textbooks (ADIT learning model) contributes to the development of students’ historical thinking skills. This was demonstrated by the experimental group who progressed better than those of the control group. However, both groups of students were challenged, especially when dealing with multiple sources and establishing their interpretative position. The findings of this study also show that the advancement of students’ historical thinking skills was closely related to students’ complex epistemic beliefs about history. Learning through analysing documents and interpreting textbooks, as well as using web-based historical sources, has proven to foster students’ historical thinking skills.</p>

Levels of Best Practice Implementation in Classrooms for Mildly Handicapped Students in a Rural State

1994 ◽  
Vol 13 (3) ◽  
pp. 11-17
Author(s):  
Meher E. Daruwalla ◽  
James E. Whorton ◽  
Mark G. Richmond
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Teacher Certification ◽  
Best Practice ◽  
Teaching Experience ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Rural State ◽  
High Level ◽  
The Relationship

This study was designed to determine levels of implementation of identified best practices for mildly handicapped students in special education classrooms in Mississippi, a predominately rural state. It also investigated the relationship between the variables of teacher certification, level of special education teacher certification, years of teaching experience, and level of implementation of best practices. The results indicated a high level of acceptance and implementation of best practices. The variables of teacher certification and level of special education certification had an effect on implementation of only one best practice. There was a significant difference in the relationship between years of teaching experience and implementation of best practices.

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