scholarly journals Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge

2020 ◽  
Vol 12 (22) ◽  
pp. 9473
Author(s):  
David Jiménez-Hernández ◽  
Víctor González-Calatayud ◽  
Ana Torres-Soto ◽  
Asunción Martínez Mayoral ◽  
Javier Morales
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Digital Content ◽  
Digital Competence ◽  
School Teachers ◽  
Knowledge Age ◽  
The One ◽  
Digital Training

The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.

The Study and Application of Middle School Teacher Evaluation System Based on Support Vector Machine

2014 ◽  
Vol 905 ◽  
pp. 721-724
Author(s):  
Bo Yang ◽  
Li Na Zhang
Keyword(s):  
Support Vector Machine ◽  
Teacher Evaluation ◽  
Secondary School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Evaluation Process ◽  
Support Vector ◽  
School Teachers ◽  
Teaching Management

In this paper, the Support Vector Machine (SVM) theory is applied to secondary school teachers evaluation systems. And the evaluation attributes of secondary school teachers are set in accordance with certain requirements. Through the use of sample data on the teacher evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the teachers data to be measured. This approach can make secondary school teachers assessment more accurate and reasonable, greatly reduce the workload of teaching management, and reduce the number of artificially errors in the evaluation process.

scholarly journals SOME RESULTS OF RESEARCH IN THE FIELD OF DIGITAL COMPETENCE FORMATION OF GENERAL EDUCATIONAL INSTITUTIONS TEACHERS

2021 ◽  
pp. 149-165
Author(s):  
Nataliia Morze ◽  
Mariia Vasylenko ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Problem ◽  
School Management ◽  
Competence Development ◽  
Educational Process ◽  
School Level ◽  
Digital Competence ◽  
School Teachers ◽  
Methodological Guidelines

The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.

CHALLENGES FACED BY SECONDARY SCHOOL TEACHERS IN CARRYING OUT CONTINUOUS COMPREHENSIVE EVALUATION (CCE)

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Rajwinder Kaur ◽  
Arshdeep Kaur
Keyword(s):  
Secondary School ◽  
Private School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Comprehensive Evaluation ◽  
Sampling Technique ◽  
Indian Education ◽  
School Teachers ◽  
Implementation Time ◽  
The Mind

School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and introduce such measures and schemes which will impact the mind, character and physical ability of the learner. Indian education is moving from summative to a continuous evaluation system. This study is an attempt to find out the challenges faced by secondary school teachers in carrying out CCE. The sample consisted of 100 government and private school teachers and random sampling technique was used for the collection of data. The results of the study revealed regarding the challenges. The teachers are not adequately prepared for the effective execution of CCE in schools. Further the study revealed that the major challenges faced by the school teachers in the execution of CCE were increased volume of work, disturbance in classes, difficult in implementation, time consuming, financial difficulties, lack of adequate infrastructure and teaching materials.

scholarly journals Information literacy grade of Secondary School teachers in Spain. Beliefs and self-perceptions

Comunicar ◽  
2015 ◽  
Vol 23 (45) ◽  
pp. 187-194 ◽  
Author(s):  
Juan-Francisco Álvarez ◽  
Mercè Gisbert-Cervera
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Student Development ◽  
Secondary School Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Self Perceptions ◽  
Training Plan ◽  
Alfabetización Informacional ◽  
Competencia Digital

Information Literacy is one of the dimensions of digital competence and, in today’s information and media-based society, it should be a skill that everyone develops, especially secondary school teachers due to their influence on this crucial stage of student development. In this investigation we aim to determine the current level of information literacy of secondary school teachers in Spain. For this purpose we have designed a questionnaire (n=2,656) which is divided into two parts: the first asks questions related to belief and self-perception of information literacy indicators, and the second presents practical cases in which the teachers have to demonstrate their skills in information literacy. The results confirm that the beliefs of secondary school teachers show rather high values but that, even if the level of information literacy that the teachers have is acceptable, there are certain aspects of the indicators related to assessment, management and transformation of information in which the teachers display serious shortcomings. This highlights the need to establish a training plan for information literacy for the secondary school teachers in Spain. La alfabetización informacional es una de las dimensiones de la competencia digital y, como tal, debe ser tenida muy en cuenta dentro de las competencias asumibles por cualquier persona en nuestros días, inmersa en la sociedad de la información y la comunicación, pero más concretamente por el profesorado de Educación Secundaria dada la gran importancia que tiene esta etapa en la formación de los alumnos. En este estudio hemos querido conocer cuál es el grado de alfabetización informacional del profesorado de Secundaria del estado español. Para ello hemos construido y aplicado un cuestionario (n=2.656). En dicho instrumento hemos sometido al profesorado a dos partes bien diferenciadas, una con cuestiones de creencia y autopercepción sobre los indicadores de la alfabetización informacional, y por otra, con cuestiones de situación, casos prácticos en los que el profesorado ha tenido que poner en práctica las habilidades y destrezas que tiene sobre la alfabetización informacional. Los resultados obtenidos confirman que las creencias del profesorado de Educación Secundaria dan valores bastante elevados pero también nos muestran que si bien el grado de alfabetización informacional del profesorado consigue el aprobado, hay ciertos aspectos de los indicadores relativos a la evaluación, gestión y transformación de la información donde los docentes tienen graves carencias. Todo ello pone de manifiesto la necesidad de plantear un plan formativo en alfabetización informacional del profesorado de Educación Secundaria de España.

Problems of English Composition in Jordanian Secondary Schools

1993 ◽  
Vol 101-102 ◽  
pp. 1-22
Author(s):  
Khalaf Al-Makhzoumy ◽  
Mohammed O. Al-Shorafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Secondary School Teachers ◽  
Main Concern ◽  
Ministry Of Education ◽  
School Teachers ◽  
Writing Ability ◽  
General Consensus

There is a general consensus among researchers that most students of English as a foreign language (EFL) are weak in writing composition. One of the main reasons for their weakness is due to the fact that there is no general agreement among teachers on how to teach and/ or evaluate compositions. Secondary school teachers in Jordan often complain that most students face problems and make errors when they write English compositions. These errors are usually reflected in school exams as well as in the General Secondary School Examination (Tawjihi), held annually by the Ministry of Education. The main concern of this research is to study students' problems in writing English compositions in Jordanian Secondary Schools. A questionnaire has been set for this purpose. The research is expected to identify the most serious problems that secondary students face and recommend certain procedures to avoid these problems and improve students' writing ability in English compo-sitions.

Talk the Poem: Re-positioning Poetry Recitation as Transformative Pedagogy

2021 ◽  
Vol 43 (1) ◽  
pp. 85-108
Author(s):  
Yewande Lewis-Fokum ◽  
Schontal Moore ◽  
Aisha T. Spencer
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Teachers ◽  
Document Analysis ◽  
Transformative Pedagogy ◽  
School Teachers ◽  
British Poetry ◽  
Teachers And Students ◽  
Written Word ◽  
National Poetry

Poetry is often perceived by many as the genre of Literature, which is only accessible to specific kinds of individuals, with special artistic sensibilities. As much as we have moved away from formalistic notions of engaging with poetry, the text or written word itself, continues to be treated as an isolated substance, awaiting profound interpretation from those who are gifted with the skills of response. This article explores the importance of offering encounters with poetry which will enable sustainable transformation and growth for both teachers and students. The Talk the Poem (TTP) National Poetry Project was established to provide secondary students from across the island with the space and opportunity to engage with and recite Caribbean and British poetry, through interactive workshops and a national recitation competition. Through a series of critical self-reflective moments, core members of the TTP project attempted to determine the role and scope of the project in the lives of the secondary school teachers and students. This article reports findings on the positive and insightful outcomes of the TTP experience for teacher and student participants, deciphered through document analysis, team discussions, interviews, and surveys.

scholarly journals Project Kinang: A Gem In Advancing The Individual Innovativeness Of Pre-Service Secondary School Teachers

2021 ◽  
Vol 12 (3) ◽  
pp. 5265-5278
Author(s):  
Romiro G. Bautista Et. al.
Keyword(s):  
Secondary School ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
Statistical Treatment ◽  
Task Management ◽  
School Teachers ◽  
New Ideas ◽  
Individual Innovativeness ◽  
The One ◽  
The Individual

: Innovativeness is the idea that describes an individual’s tendency to adopt and adapt innovation earlier than other members of their niche and the society where they live in. This study aimed to determine the individual innovativeness of pre-service secondary school teachers as affected by Project KINANG. Employing the Mixed Method with the One Group Pretest Posttest Research design and Phenomenology as points of inquiry to a group of 89 Pre-service Secondary School Teachers, the following were found: the respondents were made early adopters, early and late majority from their initial states as early and late majority and laggards; the statistical treatment showed significant results on the respondents’ innovation index in their pretest and posttest; the effect size of Project KINANG was of medial effect; and the Project KINANG interacted better among males, Biology majors, and age group 21-22 although no significant results were posted through ANOVA. Moreover, the pre-service secondary school teachers vouched that the Project KINANG provided them learning experiences and encounters that were morale boosting and motivating; hastening task management, teaching effectiveness, curiosity, and innovation; inspiring the pre-service secondary school teachers to become researchers; improving the pre-service secondary school teachers’ communication skills; and heightening collaboration that provided them avenues to learn new ideas. Owing to the aforementioned results, it is concluded that the provisions of Project KINANG improved the innovativeness of the pre-service secondary school teachers.

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