COLLABORATIVE TEACHING CULTURES OF ENGLISH LECTURERS IN INDONESIAN POLYTECHNICS

Taking into consideration the complexity of the new, heterogeneous, and different training needs currently present in the classrooms, the school is called to respond them in an effective and concrete way through inclusive educational approaches centered on the students, none excluded. On this basis, the authors, supporting the importance of technology in innovative teaching, propose the design and construction of an intelligent white stick through an inclusive cooperative methodology. The presented device, presented in this paper, is inspired by an open and collaborative teaching, enhancing a responsible digital education, accepting the training needs of all the students present in the classroom, specifically the blind student, and the recognition of the diversity in view of the reduction of disability.

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PERCEPCIÓN DE LOS DOCENTES DE EDUCACIÓN SECUNDARIA SOBRE LA CALIDAD DE LA ENSEÑANZA EN LA PROVINCIA DE ALBACETE

10.35542/osf.io/jkd84 ◽

2020 ◽

Author(s):

Manuel Ángel González Berruga

Keyword(s):

Secondary Education ◽

Teaching Style ◽

Collaborative Teaching ◽

School Failure ◽

Experienced Teachers ◽

Pedagogical Practice ◽

La Mancha ◽

School Risk Factors ◽

Teacher's Perspective ◽

Interpretative Research

Teachers have an important role in the development of an education of quality in Secondary Education schools. School failure continue being a persistent phenomenon in Spain and Castilla La Mancha. School Risk perspective is a proposal that allows to recognize factors in the construction of school failure in the pass of the student through the educational system. It is presented a descriptive-interpretative research from the theorical perspective of Productive Pedagogies to know the school risk factors from teacher’s perspective of 11 Secondary Education schools of Albacete region. It is observed a low perspective in diversity attention and learning contextualization. Teachers plan the pedagogical practice in relation to the average student in ordinary or PMAR classrooms. Less experienced teachers have a favorable perception in some factor about quality teaching. Teachers from schools with a high sociocultural and economic level present an integral and collaborative teaching style as opposed to middle and low-level schools.

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Participating in an international project on readers’ response to Lord of the Flies: insights into undergraduate students’ responses

Journal of Education and Educational Development ◽

10.22555/joeed.v7i1.2814 ◽

2020 ◽

Vol 7 (1) ◽

pp. 27

Author(s):

Ghazal Kazim Syed ◽

Manzoor-ul-Mustafa Panhwar

Keyword(s):

Undergraduate Students ◽

International Study ◽

Literature Circles ◽

Collaborative Teaching ◽

International Project ◽

Teaching Techniques ◽

Innovative Methods ◽

Lord Of The Flies ◽

The Uk ◽

Teaching Pedagogies

<p>This paper presents the findings of a study based on students’ response to participating in an international project. This international project was a collaboration between Pakistan, the UK and Norway. Collaborative teaching techniques of using literature circles within each class and google circles across the three contexts (online) were used. Twelve participating students from Pakistan were interviewed to explore their reactions to the international study. Students felt that they learnt new things from the use of these innovative methods, were able to learn from foreigners and felt a sense of connectivity to their groups. It is recommended that students from Pakistan be given such exposure to overcome their hesitation. It is recommended that further research be carried out in other contexts as well to determine if the use of such teaching pedagogies can benefit other teachers of literature.</p>

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