scholarly journals Mapping Instructional Barriers during COVID-19 Outbreak: Islamic Education Context

Religions ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 50
Author(s):  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Lalu Nurul Yaqin ◽  
Lalu Parhanuddin ◽  
Rafiza Abdul Razak ◽  
...  
Keyword(s):  
Mother Tongue ◽  
Teaching Experience ◽  
Islamic Education ◽  
Educational Systems ◽  
Structured Interviews ◽  
Financial Barriers ◽  
Instructional Activities ◽  
Years Of Teaching Experience ◽  
Technological Barriers

Coronavirus disease 2019 (COVID-19) is currently the most potent threat to educational systems, a crisis that may become disastrous. For the current study, a qualitative design within a case study tradition was implemented to investigate instructional barriers during COVID-19 faced by Indonesian teachers in Islamic boarding schools (Pesantren). Within this study, we applied a purposeful convenient sampling in which the access was obtained through communication with the principals of two Pesantren. Seven invited participants with more than ten years of teaching experience agreed to participate. Semi-structured interviews were addressed for data collection; each interview lasted from 40 to 50 min. The interviews were conducted in the participants’ mother tongue to provide an in-depth understanding of their perceptions, ideas, and arguments regarding instructional barriers during the COVID-19 outbreak. The thematic analysis revealed three major findings regarding the barriers; technological barriers, financial barriers, and pedagogical barriers affecting instructional activities in the two Pesantren. Based on the three themes, the development of a qualitative conceptual map of teachers’ instructional barriers was finalized. Recommendations are also proposed by the participants and the study for the betterment of Indonesian Islamic education facing future similar outbreaks.

scholarly journals An Interpretative Phenomenological Analysis of the Barriers to the Use of Humour in the Teaching of Childhood Studies

2018 ◽  
Vol 6 (2) ◽  
pp. 113-120
Author(s):  
Edward John Noon
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Compulsory Education ◽  
Teaching Experience ◽  
Phenomenological Analysis ◽  
Childhood Studies ◽  
Structured Interviews ◽  
Professional Career ◽  
Wide Range ◽  
Years Of Teaching Experience

This is a revised article First published: Noon, J. E. (2017). An Interpretative Phenomenological Analysis of the Barriers to the Use of Humour in the Teaching of Childhood Studies, Journal of Perspectives in Applied Academic Practice, 5(3), pp. 45-52. doi: https://doi.org/10.14297/jpaap.v5i3.255 The above article was first published online on May 10, 2017. The methodology section has been corrected to accurately reflect the sampling technique employed in this study. The revised version is published in this issue. In the original publication, it was noted that the sample was determined by certain criteria, including gender, years of teaching experience, and previous professional career.  However, having reflected back on the process, this was not the case. Whilst it was ensured that participants had at least six years of teaching experience in higher education, the fact that the sample was dominated by female academics from a wide range of backgrounds was inevitable given the ‘make-up’ of the population under investigation, and was not something that was specifically planned for. Abstract Whilst pedagogical humour is a common teaching strategy employed by educators across compulsory education systems, a review of the extant literature expounds that it is a tool largely neglected by instructors throughout higher education. As such, this study sought to discern the perspectives of educators concerning the barriers to the use of humour in the teaching of Childhood Studies. Semi-structured interviews were carried out with five educators on the BA (Hons) Childhood Studies programme at a Yorkshire-based post-1992 university. Verbatim transcripts of the interviews were analysed using interpretative phenomenological analysis (IPA). Respondents believed that an academic’s personality held a significant bearing upon their pedagogy, and therefore their use of classroom jocularity. Educators claimed that whilst pedagogical humour did have its benefits, it was also capable of causing offence, distracting from course content, and making students feel uncomfortable. Consequently, educators generated situated understandings of when and where they were permitted to employ pedagogical humour, and what form said humour should take; they were cautious not to overuse humour, and were also less likely to draw upon it when teaching emotive or distressing content, and when teaching groups of students they were less familiar with. Educators also noted that they were less likely to draw upon pedagogical humour in the lecture theatre, despite university-wide pressure for instructors to produce more interactive lectures.

scholarly journals Exploring a communication curriculum through a focus on social accountability: A case study at a South African medical school

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Margaret G. Matthews ◽  
Jacqueline M. Van Wyk
Keyword(s):  
Health Care ◽  
Medical School ◽  
Mother Tongue ◽  
Social Accountability ◽  
Structured Interviews ◽  
Care Needs ◽  
Good Communication ◽  
Language And Culture ◽  
Curriculum Review

Background: Good communication is integral to social accountability, and training is included in medical curricula internationally. In KwaZulu-Natal, training is conducted in English, in spite of most public sector patients being mother tongue isiZulu speakers. Communication challenges with patients are common, but good communication and African language teaching are not emphasised in teaching.Aim: This study explored communication training and how it related to social accountability at a single institution in KwaZulu-Natal.Setting: This exploratory, qualitative case study design at the medical school explored participants’ perceptions about communication and social accountability and reviewed relevant educational documentation for evidence.Methods: Purposive sampling was used to select medical students, educators and stakeholders from the educational and service platforms. Focus group discussions and semi-structured interviews were conducted. The data were thematically analysed with reference to Boelen’s social obligation scale for medical schools.Results: Good communication was valued, but often poorly role-modelled. Participants agreed that communication and isiZulu teaching were insufficiently supported to respond adequately to the needs of local communities. Social accountability was not well understood by students, while medical school educators and other stakeholders indicated that, despite aspirations, this goal had not yet been achieved.Conclusions: Learning isiZulu language and culture in an integrated manner in both preclinical and clinical phases would improve communication with patients, contribute to socially responsive health care, and better address health care needs. Incorporating a social accountability framework in curriculum review would highlight the importance of measuring health outcomes and community impacts, and so enhance the educational mission of the medical school.

scholarly journals Knowledge sharing: insights from Campaign for Real Ale (CAMRA) Festival volunteers

2014 ◽  
Vol 5 (3) ◽  
pp. 279-296 ◽  
Author(s):  
Gillian Ragsdell ◽  
Allan Jepson
Keyword(s):  
Knowledge Sharing ◽  
Qualitative Data ◽  
Event Management ◽  
Structured Interviews ◽  
Content Type ◽  
Original Contribution ◽  
Technological Barriers ◽  
Funded Project ◽  
Practical Implications

Purpose – The purpose of this paper is to report the findings of a British Academy funded project that investigated the knowledge sharing activities of volunteers within three Campaign for Real Ale (CAMRA) festivals. Design/methodology/approach – Three case study festivals were selected based on factors such as longevity and size. Rich qualitative data were collected using semi-structured interviews with volunteers in key festival roles and focus groups with a range of other volunteers. Findings – A range of inhibitors and enablers to sharing festival knowledge were identified, some of which have not yet featured in the knowledge management (KM) literature. Riege's categorisation of individual, organisational and technological barriers to knowledge sharing was used to frame discussion of the findings. Research limitations/implications – Volunteer-led festivals are a novel context for knowledge sharing research yet the principles of volunteer working and the project-based approach to most festivals means they are a fertile arena for lessons in KM. Practical implications – Insights into knowledge sharing activities were generated from this study which could improve KM practices in festivals. They included the use of the master-apprentice model, raising the value of post-project reviews and designing festival layout with knowledge sharing in mind. Originality/value – The study of knowledge sharing is an original contribution to the field of event management.

scholarly journals UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 621
Author(s):  
Utami Widiati ◽  
Nunung Suryati ◽  
Nur Hayati
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Novice Teachers ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Assessment Procedure ◽  
Structured Interviews ◽  
Education Experience ◽  
Years Of Teaching Experience

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

scholarly journals Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

2016 ◽  
Vol 18 (2) ◽  
pp. 125 ◽  
Author(s):  
Elio Jesús Cruz Rondón ◽  
Leidy Fernanda Velasco Vera
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Global English ◽  
Pedagogical Intervention ◽  
New Applications

<p>Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.</p>

scholarly journals Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Arone C. Koloti ◽  
Thuthukile Jita
Keyword(s):  
Reading Skills ◽  
Mother Tongue ◽  
Case Study Research ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
Adequate Knowledge ◽  
Teachers Experiences ◽  
Mother Tongue Instruction ◽  
Multiple Case

Background: Over the years, the majority of the Basotho nation and many countries have known Lesotho as a country which has Sesotho and English as the only spoken languages and as medium of instruction in schools. Whereas, in reality, Lesotho has many spoken languages. Many tribes have their own spoken languages which, hitherto, have not been considered in the education sector of Lesotho.Aim: This article aimed to demonstrate the Lesotho Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy in teaching pre-reading skills.Setting: This study was conducted in Lesotho at three different schools. Three Grade R teachers were chosen and studied in their respective classrooms.Methods: Employing qualitative research methods in this study, the multiple case study research design was used to explore the reality of classroom teaching practices. Document analysis, non-participatory classroom observation and semi-structured interviews and thematic content analysis were employed to generate data.Results: Teachers in early childhood education (ECE) do not implement medium of instruction policy appropriately because they are not well-informed about it.Conclusion: Grade R teachers are willing to operationalise the mother-tongue-instruction policy effectively, even though they do not have adequate knowledge of the policy.

scholarly journals The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

2021 ◽  
pp. 64-83
Author(s):  
Tareq Monther Al Damen
Keyword(s):  
Distance Learning ◽  
Instructional Delivery ◽  
Educational Systems ◽  
Structured Interviews ◽  
Sultan Qaboos University ◽  
Support Materials ◽  
Electronic Feedback ◽  
Teachers And Students ◽  
Foundation Program

Due to the Covid-19 pandemic, educational systems worldwide, including Oman, were affected as this led to temporary closures of schools, colleges, and universities. In response to such closures, many countries decided to continue offering education through distance learning. Similarly, Sultan Qaboos University (SQU), the only government university in Oman, opted for asynchronous teaching through Emergency Remote Teaching (ERT). Through ERT, there is a temporary shift in instructional delivery. Its primary aim is to provide temporary access to instruction and support materials quickly and reliably during the crisis. Asynchronous teaching provides students with flexibility to access the materials posted by teachers whenever they can, leaving teachers with many challenges. One of these challenges is the ability to offer proper feedback to students. Therefore, this study aimed to examine the perceptions of both teachers and students on the electronic feedback provided in ERT. A total of 8 teachers 80 students enrolled in the foundation program at SQU participated in the study. The responses of both teachers and students were collected through online questionnaires and semi-structured interviews. The findings of the study indicate that some feedback methods seemed to be more effective. The study also identified the challenges faced by both students and teachers in terms of electronic feedback. Furthermore, the study gives suggestions to improve electronic feedback methods.

scholarly journals The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

2021 ◽  
Author(s):  
Tareq Monther Al Damen
Keyword(s):  
Distance Learning ◽  
Instructional Delivery ◽  
Educational Systems ◽  
Structured Interviews ◽  
Sultan Qaboos University ◽  
Support Materials ◽  
Electronic Feedback ◽  
Teachers And Students ◽  
Foundation Program

Due to the Covid-19 pandemic, educational systems worldwide, including Oman, were affected as this led to temporary closures of schools, colleges, and universities. In response to such closures, many countries decided to continue offering education through distance learning. Similarly, Sultan Qaboos University (SQU), the only government university in Oman, opted for asynchronous teaching through Emergency Remote Teaching (ERT). Through ERT, there is a temporary shift in instructional delivery. Its primary aim is to provide temporary access to instruction and support materials quickly and reliably during the crisis. Asynchronous teaching provides students with flexibility to access the materials posted by teachers whenever they can, leaving teachers with many challenges. One of these challenges is the ability to offer proper feedback to students. Therefore, this study aimed to examine the perceptions of both teachers and students on the electronic feedback provided in ERT. A total of 8 teachers 80 students enrolled in the foundation program at SQU participated in the study. The responses of both teachers and students were collected through online questionnaires and semi-structured interviews. The findings of the study indicate that some feedback methods seemed to be more effective. The study also identified the challenges faced by both students and teachers in terms of electronic feedback. Furthermore, the study gives suggestions to improve electronic feedback methods.

scholarly journals Making Pedagogic Sense of Design Thinking in the Higher Education Context

2019 ◽  
Vol 1 (1) ◽  
pp. 91-105
Author(s):  
Gnanaharsha Beligatamulla ◽  
Janice Rieger ◽  
Jill Franz ◽  
Megan Strickfaden
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Common Ground ◽  
Design Thinking ◽  
Teaching Experience ◽  
Sense Making ◽  
Structured Interviews ◽  
Disciplinary Boundaries ◽  
Years Of Teaching Experience ◽  
Capability Building

AbstractThis paper explores the educator experience and sense-making of design thinking pedagogy in the higher education context. Design thinking has become a pedagogical phenomenon in higher education due to its widespread relevance across many disciplines. Some studies discuss design thinking as a pedagogy in the educational context; however, there is a lack of empirical research to understand the educator perspective on design thinking pedagogy. Three design thinking educators who have had more than fifteen years of teaching experience were interviewed to explore their experiences. The data from these individual in-depth, semi-structured interviews were analysed employing Interpretative Phenomenological Analysis (IPA). One super-ordinate theme; capability building for everyone, and four subordinate themes; developing a participatory approach towards world issues; developing an open, explorative attitude; developing creative ability; and developing an ethical mindset were identified. From these findings, the paper argues that design thinking educators have the basis for a pedagogical rationale that transcends disciplinary boundaries and provides common ground for collaboration and on-going development of design thinking pedagogy as an emerging field in education.

scholarly journals TEACHERS’ PERCEPTIONS ON USING FIRST LANGUAGE IN NORTHERN CYPRUS EFL CLASSROOMS

2020 ◽  
Vol 3 (2) ◽  
pp. 11-41
Author(s):  
Gülsen Burat ◽  
Çise Çavuşoğlu
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Teaching Experience ◽  
Level Of Education ◽  
Teachers Perceptions ◽  
Northern Cyprus ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Efl Classrooms

The use of the first language (L1) in English as a Foreign Language (EFL) classes has been a controversial topic in the field. There are several approaches towards using L1 in EFL classrooms; While some teachers claim that L1 should not be used, others think that it has an important role in facilitating EFL learning. The present study aimed at investigating EFL teachers’ perceptions about using L1 and the cases in which they do so in the context of state schools in northern Cyprus. In addition, possible differences in their perceptions and practices based on age, gender, first language, level of education, place of graduation, faculty of graduation, years of teaching experience and grade level taught were analyzed. In total, 170 EFL teachers participated in the study, where a researcher-made questionnaire was employed to collect data about their perceptions. Data were analyzed quantitatively through descriptive statistics and parametric inferential tests were also run to identify possible differences based on the given categories. The results showed that the majority of the teachers had a neutral approach towards using L1 in EFL classrooms; they preferred to use L1 when there was a need. The results also revealed that while there is no difference in their perceptions regarding using L1 in the classroom based on gender, several differences were identified in terms of years of teaching experience, year group taught, level of education, school of graduation and first language. Keywords: use of first language, L1, English as a foreign language, teachers’ perceptions, mother tongue use in EFL  

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