scholarly journals COVIDifying Education through the Lens of Award-Winning Educators in a State University in the Philippines

2021 ◽  
Vol 3 (2) ◽  
pp. 42-56
Author(s):  
Joseph B. Quinto
Keyword(s):  
Teaching Practice ◽  
The Philippines ◽  
Pedagogical Practices ◽  
State University ◽  
Paradigm Shifts ◽  
Structured Interviews ◽  
Descriptive Phenomenology ◽  
Face To Face ◽  
Summative Assessments ◽  
Award Winning

Paradigm shifts in the field of education have been an issue in the Philippines since the COVID-19 pandemic struck. To fill this gap, this study sought to highlight the pedagogical practices and teaching experiences of award-winning educators in a State University. The qualitative data extracted from semi-structured interviews were analyzed following a thematic analysis based on descriptive phenomenology. One finding revealed that the educators’ years in service and educational attainments were helpful in their migration from face-to-face to distance education, even though the number of course preparations was a weight on their shoulders. Secondly, the educators conducted their classes through preparation and implementation via fifteen instructional methods, formative and summative assessments, and feedback. On another note, the educators determined six roadblocks in their teaching practice with explanations on how they overcame them. Amidst all these, they mentioned that it is imperative to uphold empathy in the conduct of their classes.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals Experiences of LNU Neophyte Teachers: Cues for a Viable Mentoring Program

2018 ◽  
Author(s):  
Evelyn Aguirre ◽  
Solomon Faller
Keyword(s):  
Teaching Practice ◽  
The Philippines ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The University ◽  
Lack Of Knowledge

The usefulness of teachers’ mentoring program cannot be underestimated. Some universities and colleges in the Philippines have been implementing this kind of program with different approaches, content, and scope. The extent of mentoring programs to improve teaching careers has been studied here and abroad. Results remain inconclusive. This case study with a phenomenological peg has explored the lived experiences of neophyte teachers through semi-structured interviews and focus group discussions. Their experiences in the first years of teaching were characterized by uncertainties, anxieties, struggles, and difficulties emanating from their lack of expertise on various aspects related to teaching practice, lack of knowledge about the culture and context of the university in which they were teaching, and lack of knowledge about the learners. With these specific inadequacies identified and the novice teachers’ implicit desire to be mentored, cues for a viable neophyte teacher’s mentoring program are drawn in the context of a teacher-training university.

Relevant Issues that Challenge the Designing of Transformative, Liberating Online Science Courses

2011 ◽  
pp. 47-66 ◽  
Author(s):  
H. Prentice Baptiste ◽  
Jennifer J. Neakrase ◽  
Ashley N. Ryan
Keyword(s):  
Identity Formation ◽  
Supplemental Instruction ◽  
Science Instruction ◽  
Teaching Science ◽  
Pedagogical Practices ◽  
Paradigm Shifts ◽  
Teaching Online ◽  
Face To Face ◽  
Science Courses ◽  
Online Format

Science as a discipline has gone through many paradigm shifts, both in terms of scientific knowledge and science pedagogy. One recent trend is the movement of science courses into an online environment. While this shift started as supplemental instruction, a movement in education is to offer entire science courses, normally taught in a face-to-face format, online. Moving science instruction into this type of environment illuminates many challenges in science education to a different and critical level. These challenges include issues in equity, accountability, identity formation, and appropriate pedagogical practices. The authors explore these challenges in general for online learning and specifically for teaching science online. It is clear that these issues, while heavily researched in face-to-face science instruction, have not been seriously considered in the online format. Currently it appears that those teaching science online have simply ported their face-to-face course without considering the fact that instruction needs to be changed when teaching online.

Exploring How Culture of Excellence is Personified by Mathematics Teachers in the Public Schools

2021 ◽  
Vol 1 (1) ◽  
pp. 88-94
Author(s):  
Jahfet Nabayra ◽  
Nabayra Liza Jean
Keyword(s):  
Public Schools ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Professional Growth ◽  
The Philippines ◽  
State University ◽  
Structured Interviews ◽  
The Public ◽  
Basic Qualitative Study ◽  
And Training

This basic qualitative study aimed to describe how the culture of excellence is being personified by mathematics teachers who were scholar graduates of a certain state university in the Western Visayas region in the Philippines. Eight public school mathematics teachers were included in the study purposively. The researcher utilized semi-structured interviews in gathering the data. Thematic analysis was used to analyze the qualitative data. Findings revealed that mathematics teachers personified the culture of excellence in mathematics education by integrating different strategies in teaching mathematics, being passionate and dedicated, and by pursuing continuous professional growth.  In addition, they have manifested excellence in mathematics education through the following: conducted action researches in mathematics education, attended various seminars and training, actively involved in different committees and organizations in and out of school, and received recognition as winners and coaches in different math-related and non-math related activities.

scholarly journals Incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros de la Institución Educativa Acevedo y Gómez y C.E. El Carmelo del municipio de Puerto Rico Caquetá. Incidence of teacher professionalization in teaching practices of teachers of School Acevedo and Gómez and C.E. Carmel municipality of Puerto Rico Caqueta. Universidad Santo Tomás de Aquino

2015 ◽  
Vol 6 (1) ◽  
pp. 142
Author(s):  
Emilce Heredia ◽  
Ederney Ortìz ◽  
Yoli Patricia Ovalle
Keyword(s):  
Puerto Rico ◽  
Teaching Practice ◽  
Human Dimensions ◽  
Teaching Profession ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Starting Point ◽  
Object Of Study ◽  
The Impact

El presente trabajo aborda el tema de la incidencia de la profesionalización docente en las prácticas pedagógicas de los maestros.   Para tal fin, se toma como punto de partida el análisis del significado e intención, que los maestros asignan al objeto de estudio. El objetivo planteado para este es determinar la incidencia de la profesionalización docente en las prácticas pedagógicas a partir de su caracterización. Teniendo en cuenta su relación con la formación pedagógica de los docentes en diferentes niveles de enseñanza de dos instituciones educativas ubicadas en el municipio de Puerto Rico Caquetá.  Los autores optaron por la investigación cualitativa con enfoque hermenéutico, mediante la utilización de entrevistas. Las unidades de trabajo son los maestros participantes; en cuanto a la unidad documental se trabajó con las hojas de vida de los sujetos involucrados de las dos instituciones. Las definiciones permitieron crear algunas circunspecciones que sirvieron de apoyo para reflexiones finales, en aras de contribuir a la construcción de nuevos saberes, para  favorecer el ejercicio de la práctica pedagógica de los docentes,  a través   de una práctica docente cuya intención sea la de  generar estrategias que ayuden a la  formación académica y personal de los estudiantes . Donde la práctica pedagógica es entendida como el conjunto de estrategias utilizadas por el docente en el proceso de enseñanza- aprendizaje que de acuerdo a la forma en que es enfocada repercute en el desarrollo de las dimensiones del ser humano.This paper addresses the issue of the impact of professionalization of the teaching profession in pedagogical practices of teachers.  For this purpose, it is token as a starting point the analysis of the meaning intention that teachers assign the object of study. The stated goal for this is to determine the incidence to from its characterizations. To taking into account its relationship with the integral formation of teachers at different levels of formation of two educational institutions in Puerto Rico Caquetá. The authors chose the qualitative research with hermeneutic approach through the use of interviews. Work units are the teachers participating in structured interviews and documentary about the working unit with the resumes of those involved in the two institutions. Definitions helped create some circumspections that supported end reflections, in order to contribute to construction of new knowledge, to promote the exercise of pedagogical practice of teachers for the sake of teaching practice whose intention is to develop strategies that help the integral formation of students. Where teaching practice is understood as the set of strategies used by the teacher in the teaching-learning process that according to the way it is focused impact on the development of human dimensions.

scholarly journals Teaching Practice Patterns in ECE Teacher Program in Distance Education in Indonesia

2020 ◽  
Vol 5 (1) ◽  
pp. 857-868
Author(s):  
Sri Tatminingsih
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Research Subjects ◽  
Structured Interviews ◽  
Face To Face ◽  
Online Tutorial ◽  
Practice Teaching

This purpose paper describes a pattern of micro teaching in teacher education through online learning programme using the moodle application. This article was the result of a study with qualitative paradigm. Research method with survey and data collecting using structured interviews and questionnaires. The research subjects were students who took online tutorial in Strengthening Teaching Courses (STC) in The Early Childhood Teacher Education in Universitas Terbuka (UT), Indonesia in 2018. The finding of the research are online micro teaching patterns in the Online STC that have similarities with face-to-face tutorials. Teaching practices should be a cycle: planning, implementation, evaluation and reflection on their own teaching practices. In addition, to evaluate themselves, students can also be evaluated by the others students and peers by online. In online tutorial, the pattern of micro teaching developed is simpler to understand by students independently and can be an alternative practice teaching course in online teacher education program

scholarly journals Teaching Online during the COVID-19 Pandemic: A Phenomenological Study of Physical Therapist Faculty in Brazil, Cyprus, and The United States

2021 ◽  
Vol 11 (3) ◽  
pp. 130
Author(s):  
Laura Plummer ◽  
Beliz Belgen Kaygısız ◽  
Cymara Pessoa Kuehner ◽  
Shweta Gore ◽  
Rebecca Mercuro ◽  
...  
Keyword(s):  
United States ◽  
Social Cognitive ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Physical Therapist ◽  
The United States ◽  
Qualitative Inquiry ◽  
Teaching Presence ◽  
Structured Interviews ◽  
Face To Face

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries—Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants’ interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.

scholarly journals Complying and Coping: A Phenomenological Analysis of the Lived Experiences of College Students Studying During the COVID-19 Outbreak Lockdown

2021 ◽  
Vol 4 (3) ◽  
pp. 183-191
Author(s):  
Regina Chriscel S. Delute ◽  
Jhune Carlo S. Ada
Keyword(s):  
Distance Learning ◽  
Lived Experiences ◽  
Mode Of Delivery ◽  
The Philippines ◽  
Asynchronous Learning ◽  
State University ◽  
Face To Face ◽  
Use Of The Internet ◽  
Voice Calls ◽  
And Coping

The COVID-19 outbreak resulted in the sudden shift from on-campus class to remote learning using different ways, but mainly through the use of the internet to deliver instruction and submit the requirements. While the news is full of statistics about the COVID-19 cases, recoveries, and deaths, not much has been written about the plight of students during the pandemic. This study looked into the lived experiences of the five education students enrolled in Batangas State University learning on their own at home during the time of the Luzonwide lockdown in the Philippines. This phenomenological research utilized voice calls (Messenger) in getting data from the participants. In analyzing the data, the researchers identified the frequent words or phrases, categorized the responses, then identified the themes. Four themes emerged from the interviews: students partook in asynchronous learning for grades; remote education during a pandemic affords students’ stress and anxiety; students prefer in-face classes over distance learning; and they have insufficient technology. The study concluded with the understanding that the sudden implementation of distance learning, the student-participants view this mode of learning as a means to comply and to cope with the set standards given the available measures and resources. The student-participants are able to experience the truly independent and individual manner of learning. Participants need to adjust to the new mode of learning, for they are still in the traditional face to face mode of delivery of learning and education and Resources and means to connect are the major concerns of students especially those in the remote areas both the region and nearby provinces.

scholarly journals Práticas Docentes Diferenciadoras em EaD: Integrando as Novas Tecnologias aos Ambientes Virtuais de Aprendizagem

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Maria Helena Cavalcanti da Silva Belchior ◽  
Ana Maria Marques Palagi
Keyword(s):  
Distance Education ◽  
Professional Education ◽  
Teaching Practice ◽  
New Technologies ◽  
Virtual Learning ◽  
Pedagogical Practices ◽  
Educational Technologies ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Attitudes And Practices

A proposta deste artigo científico é versar sobre a relevância das tecnologias educacionais integradas às práticas pedagógicas dos docentes quando de sua preparação para atuação em ambientes virtuais de aprendizagem. Para tanto, pautando-se em um estudo de caso envolto a pesquisa do tipo exploratória, apresentam-se os resultados coletados a partir de entrevistas semiestruturadas com docentes atuantes na Gerência de Educação a Distância da Secretaria Executiva de Educação Profissional, estrutura ligada à Secretaria Estadual de Educação de Pernambuco. Como principais desdobramentos da pesquisa apontam-se a necessidade de ampliação quanto às formações ora ofertadas, abarcando o compartilhamento de propostas pedagógicas mediadas e enriquecidas pelos usos das tecnologias, além de as formações servirem para aproximar o sujeito docente à realidade da instituição em que atua, passando assim a existir convergências como atitudes e fazeres docentes intrínsecos aos profissionais.Palavras-chave: Educação profissional, Educação a distância, Formação de professores, Pernambuco, Tecnologias educacionais.Differential Teaching Practice in EaD: Integrating New Technologies to Virtual Learning EnvironmentsAbstractThe purpose of this scientific paper is to discuss the relevance of integrated educational technologies to teachers' pedagogical practices when preparing them for action in virtual learning environments. Therefore, based on a case study involving exploratory research, the results are collected from semi-structured interviews with teachers working in the Distance Education management of Secretaria Executiva de Educação Profissional. Such as the main developments of the research, there is a need to increase the number of qualification offered, including the sharing of pedagogical proposals mediated and enriched by the uses of technologies, besides the formations serve to bring the teaching subject closer to the reality of the institution work, there are convergences as teachers' attitudes and practices which are intrinsic to professionals.Keywords: Professional education, Distance education, Teacher training, Pernambuco State, Educational technologies. 

Affirmation, validation, and empowerment: Influences of a composition competition on students’ self-concepts as musicians

2017 ◽  
Vol 39 (1) ◽  
pp. 91-107
Author(s):  
Daniel J. Albert
Keyword(s):  
Teaching Practice ◽  
Data Sources ◽  
Self Concept ◽  
Structured Interviews ◽  
Face To Face ◽  
Constructive Feedback ◽  
Multiple Case ◽  
Research Questions ◽  
K 12 ◽  
Case Design

The purpose of this study was to determine if participation in a composition competition influenced four K–12 students’ self-concepts as musicians. Research questions explored motivations for these four students to enter into a composition competition, influences of the competition on students’ self-concepts as musicians (if at all), and effects of the competition besides those of self-concept as a musician (if at all). Data sources for this multiple case design study included semi-structured interviews, journals, and wiki interactions. Findings determined that acceptance to the competition, performance of students’ works, and the reception that students received validated and strengthened their self-concepts as musicians. Suggestions for teaching practice include providing constructive feedback from competition adjudicators, creating face-to-face and online experiences for student composers to network, and offering non-adjudicated composition festival experiences for students.

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