Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19

This study aims to identify teachers' practices and barriers in carrying out a cognitive mathematics assessment during the COVID-19 pandemic. The type of research used is an online survey using a google form, which is spread over ten days via WhatsApp. This survey uses a qualitative approach. The research instrument was constructed from a pocketbook of periodic diagnostic assessment. A total of 78 primary to secondary school teachers from various regions in Indonesia participated. Data analysis was done descriptively, while data from open questions were analyzed using Atlasti 9. The study results present the practice of cognitive assessment regularly carried out by online-based mathematics teachers in high-grade elementary schools to secondary schools. In contrast, low-grade elementary schools are conducted by home visit. In practice, teachers experience several obstacles: the validity of the answers, limited time in the assessment, barriers from students themselves, and facilities. These obstacles cause the assessment results not to describe the cognitive level in-depth or provide valid and reliable information regarding students' achievement.

Download Full-text

Strategies for Enhancing the Productivity of Secondary School Teachers in South West Region of Cameroon

Journal of Education and Learning ◽

10.5539/jel.v8n1p109 ◽

2018 ◽

Vol 8 (1) ◽

pp. 109

Author(s):

Sophie E. Etomes ◽

Ernest L. Molua

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Conflict Management ◽

Secondary School Teachers ◽

School Teachers ◽

West Region ◽

South West ◽

Study Results ◽

Communication Conflict ◽

South West Region

This study investigates strategies used by principals for enhancing the productivity of secondary school teachers in selected government secondary schools in Cameroon. Four major strategies were examined. These include motivation, conflict resolution, supervisory and communication strategies and the extent to which they influence teachers’ productivity. Four research questions and hypotheses guided the study. Questionnaire was used to collect data from 350 teachers selected from a population of 1400 teachers in government secondary schools in Fako Division of the South West Region of Cameroon. The multi-stage sampling technique was used to select teachers for the study. Results showed that, principals’ communication, conflict management, supervisory and motivation strategies influence the productivity of teachers in Government Secondary Schools. Of the four strategies examined, conflict management strategy was found to have more influence on the productivity of teachers. Principals’ strategies have a direct relationship with teachers’ productivity. Therefore, there is a possible correlation between principals’ leadership and management strategies, teachers’ productivity and school effectiveness. In addition, effective collaboration amongst teachers is necessary for teachers’ effectiveness. It is recommended that principals should put in strategies that will enhance effective communication, conflict management, motivation and supervision to improve on the productivity of teachers.

Download Full-text

Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

Education Sciences ◽

10.3390/educsci11070349 ◽

2021 ◽

Vol 11 (7) ◽

pp. 349

Author(s):

Filipa Seabra ◽

António Teixeira ◽

Marta Abelha ◽

Luísa Aires

Keyword(s):

Secondary School ◽

Time Management ◽

Teaching And Learning ◽

Secondary School Teachers ◽

Work Conditions ◽

School Teachers ◽

Teachers Perceptions ◽

Open Questions ◽

Role Of Parents

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.

Download Full-text

Determining Professional Mobility Levels of Secondary School Teachers

International Journal of Cognitive Research in Science Engineering and Education ◽

10.23947/2334-8496-2020-8-3-39-45 ◽

2020 ◽

Vol 8 (3) ◽

pp. 39-45

Author(s):

Gulnara Ismailova ◽

◽

Alma Mamanova ◽

Gulbarshyn Aypova ◽

Nurgul Begaliyeva ◽

...

Keyword(s):

Secondary School ◽

Secondary School Teachers ◽

Relevant Literature ◽

Control Group ◽

School Teachers ◽

Factors Affecting ◽

Study Results ◽

Professional Mobility ◽

Great Share

Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.

Download Full-text

Science and Religious Education Teachers’ Views of Argumentation and Its Teaching

Research in Science Education ◽

10.1007/s11165-020-09966-2 ◽

2020 ◽

Author(s):

Sibel Erduran ◽

Liam Guilfoyle ◽

Wonyong Park

Keyword(s):

Secondary School ◽

Religious Education ◽

Online Survey ◽

Secondary School Teachers ◽

School Curriculum ◽

School Teachers ◽

Pedagogical Strategies ◽

Qualitative And Quantitative ◽

School Subjects ◽

Quantitative Results

Abstract Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant educational goal in science education in recent years. It has also been noted as an important pedagogical approach in numerous school subjects. Yet, there is limited understanding of how teachers’ views of argumentation and its teaching compare in different school subjects. In order to ensure coherence in the implementation of the school curriculum, it is important to understand such views particularly in the context of subjects that are often positioned to be in conflict with each other, for example in the context of science versus religious education. In this paper, we present an empirical study on how science and religious education teachers view argumentation and its teaching. The data are drawn from a survey of secondary school teachers of 11–16-year-old students in England. Twenty-nine teachers were presented with an online survey in order to collect data on various aspects of their views including pedagogical strategies that support argumentation. Qualitative and quantitative results suggest that teachers of both subjects consider argumentation to be a significant aspect of their subject although particular nuances exist in how the teachers interpret argumentation. Furthermore, the data suggest that there are statistically significant differences in terms of the perceived frequency of pedagogical strategies used to support argumentation in lessons.

Download Full-text