scholarly journals The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching

2021 ◽  
Author(s):  
◽  
Pheng Mom
Keyword(s):  
Peer Coaching ◽  
Administrative Support ◽  
Study Data ◽  
Ministry Of Education ◽  
Skills Transfer ◽  
Teaching Resources ◽  
Constructive Feedback ◽  
Teachers And Students ◽  
Training Programmes ◽  
Interpretive Design

<p>In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and improve practice, the rate of their transferring these learned skills into the classroom is still low. According to the Ministry of Education, Youth, and Sports (2005) one explanation for this low rate of skills transfer is the lack of collaboration between peers. To address this issue, this thesis explores the benefits and challenges for Cambodian teachers implementing coaching as a way to improve peer collaboration. It seeks to discover their perceptions and experiences in undertaking peer coaching and to find out the strategies that could work for Cambodian teachers when they engage in peer coaching. To address the study’s research questions, action research and a qualitative, interpretive design were used. Six Cambodian teachers teaching English in one school volunteered to participate in this study. Data were collected through reflective notes, seminars, individual interviews, and a focus group. The interview data were transcribed and coded using the inductive content analysis in order to categorise them and draw conclusions. The findings indicate that the implementation of peer coaching was influential in shaping participants’ understanding of current practice and improving their teaching, such as teaching methods, reflections and collaborations. This study found that administrative support, constructive feedback and a change in the peer coaching process could inspire Cambodian teachers to collaborate. It also found that there are some major challenges impacting on peer coaching, including lack of time for undertaking peer observations, lack of teaching resources, big class size, and nervousness of the teachers and students. The study, however, suggests that the success of undertaking peer coaching requires both administrative support and individual teachers’ self-efficacy. Further research into the effectiveness of providing feedback on teachers’ practice needs to occur to see if this phenomenon is widespread.</p>

scholarly journals The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching

2021 ◽  
Author(s):  
◽  
Pheng Mom
Keyword(s):  
Peer Coaching ◽  
Administrative Support ◽  
Study Data ◽  
Ministry Of Education ◽  
Skills Transfer ◽  
Teaching Resources ◽  
Constructive Feedback ◽  
Teachers And Students ◽  
Training Programmes ◽  
Interpretive Design

<p>In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and improve practice, the rate of their transferring these learned skills into the classroom is still low. According to the Ministry of Education, Youth, and Sports (2005) one explanation for this low rate of skills transfer is the lack of collaboration between peers. To address this issue, this thesis explores the benefits and challenges for Cambodian teachers implementing coaching as a way to improve peer collaboration. It seeks to discover their perceptions and experiences in undertaking peer coaching and to find out the strategies that could work for Cambodian teachers when they engage in peer coaching. To address the study’s research questions, action research and a qualitative, interpretive design were used. Six Cambodian teachers teaching English in one school volunteered to participate in this study. Data were collected through reflective notes, seminars, individual interviews, and a focus group. The interview data were transcribed and coded using the inductive content analysis in order to categorise them and draw conclusions. The findings indicate that the implementation of peer coaching was influential in shaping participants’ understanding of current practice and improving their teaching, such as teaching methods, reflections and collaborations. This study found that administrative support, constructive feedback and a change in the peer coaching process could inspire Cambodian teachers to collaborate. It also found that there are some major challenges impacting on peer coaching, including lack of time for undertaking peer observations, lack of teaching resources, big class size, and nervousness of the teachers and students. The study, however, suggests that the success of undertaking peer coaching requires both administrative support and individual teachers’ self-efficacy. Further research into the effectiveness of providing feedback on teachers’ practice needs to occur to see if this phenomenon is widespread.</p>

scholarly journals Design and Realization of Big Data Learning Aid System Based on MOOC

2021 ◽  
Vol 275 ◽  
pp. 03017
Author(s):  
HongHai Ping
Keyword(s):  
Big Data ◽  
Online Teaching ◽  
Large Scale ◽  
Main Body ◽  
Ministry Of Education ◽  
Teaching Resources ◽  
Student Activities ◽  
Internet Education ◽  
Teacher Student ◽  
Teachers And Students

At the beginning of 2020, in the face of the sudden new crown epidemic, the Ministry of Education proposed an emergency response policy of “stopping classes without stopping school”, and various teaching units have carried out unprecedented online teaching practices. This large-scale online teaching wave has accelerated the development speed and application scope of “Internet + Education”. Based on the big data learning support system, with teachers and students as the main body, using big data technology to integrate high-quality teaching resources and reduce teaching Cost, design and implement teaching aid system for teachers and students. Based on massive online learning data, through intelligent analysis of academic data, it will provide learners with learning suggestions, online examinations, teacher-student activities, assist teachers in implementing student evaluations, carry out precise teaching and research, and improve the curriculum resource construction system.

scholarly journals THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA

2019 ◽  
Vol 77 (4) ◽  
pp. 515-527
Author(s):  
Julius Ssegantebuka
Keyword(s):  
Visual Arts ◽  
Administrative Support ◽  
Educational Policies ◽  
Ministry Of Education ◽  
Development Programs ◽  
Group Discussions ◽  
Teaching Resources ◽  
Teacher Colleges ◽  
Arts Teachers ◽  
Poor Infrastructure

Different educational contexts or learning environments differently influence visual arts tutor’s performance and pre-service teachers’ learning. The purpose of this research was to examine the role the college context plays in the tutors’ presentation of knowledge and the pre-service teachers’ learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda. Keywords: educational context, pre-service visual arts teachers, teachers’ learning.

scholarly journals Use logistic regression to classify gifted school students: استخدام الانحدار اللوجستي لتصنيف طلاب مدارس الموهوبين

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Tasneem kamaleldin Mohamed
Keyword(s):  
Social Sciences ◽  
Logistic Regression ◽  
Study Data ◽  
Ministry Of Education ◽  
School Students ◽  
Natural Distribution ◽  
Binary Variables ◽  
National Corporation ◽  
Analytic Methods ◽  
Distinguished Schools

The study aimed to use Logistic Regression to categorize the binary variables which don't follow the natural distribution national corporation data were used at the gifted and distinguished schools affiliated to the Ministry of Education in Sudan, The study used the descriptive, deductive and analytic methods, that through analyzing the study data, besides using the Statistic Package for Social Sciences (SPSS version 20) to treat data. The study concluded to where the authentic categorize rate of the logistic declension about (92%), and that the most important that effects the acceptance is the Wechsler test for measuring the intelligence   talented, outstanding has no significant impact on the model, out of eleven variables and the rest of the variables have no significant on the model.

scholarly journals Peran Guru Dalam Peningkatan Kualitas Belajar Peserta Didik Pada Pembelajaran Daring Di Madrasah Ibtidaiyah

2021 ◽  
Vol 2 (1) ◽  
pp. 75-86
Author(s):  
Tri Budi Wulandani ◽  
Rif’an Humaidi
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Active Role ◽  
Study Data ◽  
Teacher’S Role ◽  
Quality Of Learning ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teacher's Role

In the teaching and learning process, teachers are required to be able to carry out their role to the fullest as a motivator and initiator in an effort to maintain and at the same time increase the enthusiasm of students to learn. Especially in the Covid-19 pandemic situation which requires educational institutions to carry out online learning. This study aims to discuss the teacher's role as a motivator and the teacher's role as an initiator in improving the quality of student learning in online learning at Madrasah Ibtidaiyah Ma'arif Condro Jember. This research uses qualitative research methods and the type of research is a case study. Data collection techniques using observation, interviews and documentation. The validity of the data using source triangulation and technical triangulation. Meanwhile, data analysis uses data condensation, data presentation and verification/conclusion. The results of this study indicate: 1) The teacher's role as a motivator in improving the quality of learning in online learning, namely: providing opportunities for students to play an active role in learning, providing reinforcement, praise or verbal appreciation, teachers listening to students' concerns and wishes to bond. good relationship between teachers and students. 2) The role of the teacher as an initiator in improving the quality of learning in online learning, namely: utilizing information and communication technology such as Whatsapp, Facebook, Google Meet and Google Form. Keywords: Teacher Role; Quality of Learning; Online Learning Dalam proses belajar mengajar, guru dituntut untuk mampu melaksanakan perannya secara maksimal menjadi motivator dan inisiator dalam upaya menjaga dan sekaligus meningkatkan semangat belajar peserta didik. Terlebih dalam situasi pandemi Covid-19 yang menuntut lembaga pendidikan untuk melaksanakan pembelajaran secara Daring. Penelitian ini bertujuan untuk membahas tentang peran guru sebagai motivator dan peran guru sebagai inisiator dalam meningkatan kualitas belajar peserta didik pada pembelajaran daring di Madrasah Ibtidaiyah Ma’arif Condro Jember. Penelitian ini menggunakan metode penelitian kualitatif dan jenis penelitiannya adalah studi kasus. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Sedangkan analisis data menggunakan kondensasi data, penyajian data dan verifikasi/kesimpulan. Hasil penelitian ini menunjukkan: 1) Peran guru sebagai motivator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memberikan kesempatan kepada peserta didik untuk berperan aktif dalam pembelajaran, memberikan penguatan, pujian atau apresiasi secara verbal, guru mendengarkan keresahan dan keinginan peserta didik agar terjalin ikatan yang baik antara guru dan peserta didik. 2) Peran guru sebagai inisiator dalam meningkatkan kualitas belajar pada pembelajaran daring yaitu: memanfaatkan teknologi informasi dan komunikasi seperti Whatsapp, Facebook, Google Meet dan Google Form. Kata Kunci: Peran Guru; Kualitas Belajar; Pembelajaran Daring

scholarly journals Penggunaan Aplikasi Google Classroom sebagai Metode Pembelajaran Daring Selama Pandemi Covid-19

2021 ◽  
Vol 14 (2) ◽  
pp. 11-17
Author(s):  
Mirza Ghulamudin Ghulamudin ◽  
Maufur ◽  
Beni Habibi
Keyword(s):  
Distance Learning ◽  
World Health ◽  
Ministry Of Education ◽  
Health Crisis ◽  
Use Of Technology ◽  
The World ◽  
Teachers And Students ◽  
The Government ◽  
Health Organization ◽  
In The Beginning

Covid-19 has now attacked Indonesia, where the spread of the disease is very fast. Not only in Indonesia, but all corners of the world are currently experiencing a health crisis. In the beginning, the spread of Covid-19 had an impact on economic activity which began to sluggish. This also has an impact on the education system in Indonesia. Until several countries decided to close schools and universities. In an effort to prevent the spread of covid-19, the World Health Organization (WHO) recommends temporarily stopping activities that would potentially cause crowds. Even during the outbreak, covid-19 in Indonesia, there were many ways that the government did to prevent its spread through social distancing. Kemendikbud instructed through the Ministry of Education and Culture (Kemendikbud) Directorate of Higher Education Circular No. 1 of 2020 concerning the prevention of the spread of covid-19 in the world of Education to organize distance learning and advise students to learn from their homes. Teachers and students are starting to be required to follow the current situation by using technology as a distance learning medium. One of the media that is being favored by teachers as a learning medium is the Google Classroom application. This application is an application that can make it easier for students and teachers to create effective learning. Given that students today are a generation who are very familiar with the use of technology. The use of technology in learning is an alternative method used by teachers during the Covid-19 Pandemic.

scholarly journals The Information Communication Technology Implementation in English Teaching During The Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 109-127
Author(s):  
Yuliana Yuliana
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Review Literature ◽  
Computer Assisted ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Teaching ◽  
Performance Based Assessment ◽  
Teachers And Students ◽  
And Performance

Online learning has become a requirement during the COVID-19 pandemic. The Ministry of Education asks the teachers and students to use online classes during the pandemic. Teaching English using ICT is a challenging condition for teachers. Not all teachers are familiar with ICT. This paper aims to describe the ICT Role and implementation in Teaching English during the COVID-19 pandemic. Method: this is a literature review. Literature was searched in Science Direct and Google Scholar databases. Keywords were COVID-19, English Teaching, ICT, implementation, role. Results revealed that ICT in English Teaching is started from CALL (Computer Assisted Language Learning), TELL (Technology-Enhanced Language Learners), LMS (Learning Management System), and blended learning. YouTube and WhatsApp are preferred to be done because it is practical. Performance-based assessment is important during teaching English subject because students can learn how to perform, speaking, and debating during the performance. In conclusion, there are many systems available for teaching English using ICT. The systems are CALL, TELL, LMS, blended, WhatsApp, YouTube, and Performance-Based Assessment. The main goal is students’ understanding of the English subjects. The choice depends on study goal, teachers’ and students’ preference also feasibilities.  

ICT in the Classroom

2013 ◽  
pp. 1-9
Author(s):  
Floriana Falcinelli ◽  
Chiara Laici
Keyword(s):  
Technological Innovation ◽  
Junior High School ◽  
New Technologies ◽  
Strong Support ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Student Centered ◽  
Teachers And Students ◽  
School Day

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “[email protected]” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

ICT in the Classroom

2013 ◽  
pp. 48-56
Author(s):  
Floriana Falcinelli ◽  
Chiara Laici
Keyword(s):  
Technological Innovation ◽  
Junior High School ◽  
New Technologies ◽  
Strong Support ◽  
Learning Needs ◽  
Ministry Of Education ◽  
Digital Competence ◽  
Student Centered ◽  
Teachers And Students ◽  
School Day

This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “[email protected]” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

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