scholarly journals From pragmatic competence to intercultural competence: Pakistani ESL teachers perspectives of teaching interculturality in ESL classroom

2020 ◽  
Vol 9 (33) ◽  
pp. 37-45
Author(s):  
Farhan Aziz ◽  
Tahir Saleem ◽  
Aisha Saleem ◽  
Rabia Batool
Keyword(s):  
Intercultural Competence ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Esl Teachers ◽  
Public And Private ◽  
Working Together ◽  
Teacher Professional ◽  
Public And Private Sector ◽  
Teachers Perspectives

In recent years, the areas of intercultural pragmatics and transcultural pragmatics under the phenomenon of “interculturality” have been investigated by linguists and language scholars because interculturality has a deep-rooted connection with the language and second language teaching and learning. This data-oriented study follows a quantitative research design. The data is collected through a survey questionnaire from 75 English teachers who are teaching at the university level in five different public and private sector universities in Pakistan. The overall results encourage embedding the knowledge of interculturality in ESL/EFL classes. There is a need to organize training sessions for teachers because many teachers reported that they do not utilize such skills in their ESL/EFL classrooms. In addition, the majority of teachers also believed in employing new approaches for teaching transcultural pragmatics to their students. This study further highlights that teacher/educators could also benefit from working together to develop the teaching of interculturality and transcultural competence, and to make this development happen in relation to teacher professional development.

The Mediating Role of Self-Efficacy and Leadership in Pygmalion Perception of the Workers

2020 ◽  
pp. 384-410
Author(s):  
Eray Ekin Sezgin ◽  
Muhammet Düşükcan
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Health Workers ◽  
Validity And Reliability ◽  
Public And Private ◽  
Face To Face ◽  
Mediating Role ◽  
Mediator Role ◽  
Public And Private Sector

The main objective of the chapter was to examine the effect on the motivations of Pygmalion perception of health workers working in public-private hospitals operating in TRB1 region (Elazığ, Malatya, Tunceli, and Bingöl) and to analyze the mediator role of self-efficacy and leadership in this effect. For this purpose, employees of all public and private sector hospitals in the region were accepted as main mass and data was collected. A total of 12,939 health workers are employed in these hospitals. The sample of the study consisted of 414 health workers. In this study, the quantitative research method has been used and data was obtained through a face-to-face survey technique. The main analyses used in this study were descriptive statistics, validity and reliability, regression and mediating role analyzes. Pygmalion perception can be effective at a rate of 11% on motivation (r = 0.329; r2 = 0.108; p<0.001). In addition, it was found that leadership and self-efficacy had a partial mediating role in the effect of Pygmalion perception on motivation.

scholarly journals Variations in Parental Participation in Curricular and Co-Curricular Activities of University Students

2019 ◽  
Vol IV (IV) ◽  
pp. 239-249
Author(s):  
Tahira Batool ◽  
Jannat Riaz
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
Economic Status ◽  
Sampling Procedure ◽  
Point Of View ◽  
Parental Participation ◽  
Public And Private ◽  
Participation Level ◽  
Gender Education ◽  
Public And Private Sector

This research was aims to examine the point of view of university students about parental participation in their curricular and co-curricular activities. It explores the comparisons in parental participation level regarding students gender, socio-economic status in public and private universities. This exploration followed the quantitative research method. The sample for this research consisted of the graduation students (boys and girls) of public and private sector universities which were located in Lahore district. A random sampling procedure was used to collect data from boys and girls studying in different universities. The sample size of this survey was 300 students. The researcher has constructed a questionnaire for finding out the opinions of students about their parental participation in their academics. After the collection of data, the data were analyzed. Findings of the research revealed that parental involvement was different due to gender, education and social status of university students.

scholarly journals EMPLOYEE RETENTION AND TURNOVER USINGMOTIVATIONAL VARIABLES AT INDIA

2016 ◽  
Vol 4 (8(SE)) ◽  
pp. 1-9
Author(s):  
A. Thirupathy ◽  
C. Dhayalan
Keyword(s):  
Private Sector ◽  
Research Design ◽  
Quantitative Research ◽  
Employee Retention ◽  
Cross Sectional Survey ◽  
Chi Square ◽  
Cross Sectional ◽  
Public And Private ◽  
Private Sector Organizations ◽  
Public And Private Sector

This research looked at the extent to which identified intrinsic and extrinsic motivational variables influenced the retention and reduction of employee turnover in both public and private sector organizations. The research was aimed at achieving the following objectives: identify and establish the key intrinsic and extrinsic motivational variables being used by selected public and private sector organizations in retaining their employees; determine the extent to which the identified intrinsic and extrinsic motivational variables are influencing employees’ retention and turnover in the selected organizations; and make recommendations to management of the selected organizations on how to effectively retain employees and reduce turnover. The study adopted the cross-sectional survey research design, investigating the extent to which selected motivational variables influence employees’ decision to either remain or quit an organization. Quantitative research design was used and this design was chosen because its findings are generalizable and the data objective. The study examined two public and two private sector organizations in India. The total population of the research comprised 1800 employees of the surveyed organizations with a sample size of 145 respondents. A self-developed questionnaire, measured on a Likert Scale was used to collect data from respondents. The questionnaire had a Cornbrash alpha coefficient of α = 0.85 suggesting that the instrument was reliable. The Chi-square test of association was used in testing the hypothesis of the study. The result showed that employees in both public and private sector organizations were, to a very large extent, influenced to stay in their respective organizations by a combination of intrinsic and extrinsic motivational factors. The following motivational variables were found to have significantly influenced employee retention in both the public and private sector organizations: training and development, challenging/interesting work, freedom for innovative thinking, and job security.

scholarly journals PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE

2021 ◽  
Author(s):  
Lydia Mavuru ◽  
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Life Sciences ◽  
Abstract Concepts ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Bachelor Of Education ◽  
Teacher Professional

The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.

Overcoming the Tensions and Challenges of Technology Integration

2012 ◽  
pp. 136-156 ◽  
Author(s):  
Erica C. Boling ◽  
Jeanine Beatty
Keyword(s):  
Technology Integration ◽  
Teacher Professional Development ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Four Dimensions ◽  
Teacher Professional ◽  
Apprenticeship Model ◽  
Integrate Technology ◽  
K 12

This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when K-12 teachers integrate technology into their classrooms. Suggestions for how individuals can help teachers confront and overcome these challenges are presented. In order to describe the various tensions that exist, findings are organized around concerns that are related to the innovator (e.g., the teacher), the technological innovation, and the contextual factors that arise from the environment in which teaching and learning occur. To describe ways to assist teachers as they confront the challenges of technology integration, recommendations are framed around the Cognitive Apprenticeship Model (CAM) and the four dimensions that constitute a successful learning environment: content, method, sequencing, and sociology.

Overcoming the Tensions and Challenges of Technology Integration

2013 ◽  
pp. 1504-1524
Author(s):  
Erica C. Boling ◽  
Jeanine Beatty
Keyword(s):  
Technology Integration ◽  
Teacher Professional Development ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Four Dimensions ◽  
Teacher Professional ◽  
Apprenticeship Model ◽  
Integrate Technology ◽  
K 12

This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when K-12 teachers integrate technology into their classrooms. Suggestions for how individuals can help teachers confront and overcome these challenges are presented. In order to describe the various tensions that exist, findings are organized around concerns that are related to the innovator (e.g., the teacher), the technological innovation, and the contextual factors that arise from the environment in which teaching and learning occur. To describe ways to assist teachers as they confront the challenges of technology integration, recommendations are framed around the Cognitive Apprenticeship Model (CAM) and the four dimensions that constitute a successful learning environment: content, method, sequencing, and sociology.

scholarly journals Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Damaris Kariuki ◽  
Florence Itegi ◽  
Norbert Ogeta
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Teacher Participation ◽  
School Level ◽  
Public And Private ◽  
Service Training ◽  
Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

scholarly journals Improving political science degree programmes in the twenty-first century

2019 ◽  
Vol 5 (3) ◽  
pp. 231-247
Author(s):  
Tashfeen Ahmad
Keyword(s):  
Political Science ◽  
Teaching And Learning ◽  
First Century ◽  
Public And Private ◽  
Skill Levels ◽  
Innovative Teaching ◽  
Content Type ◽  
Use Of Technology ◽  
Twenty First Century ◽  
Public And Private Sector

Purpose This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in the twenty-first century. This paper will reflect on specific measures undertaken by institutions globally to equip students with unique skills to enhance the value and relevance of their programmes in the context of an increased technologically driven environment. Design/methodology/approach This paper uses a qualitative approach to the review of the literature with implications for practice in examining how universities globally are applying strategies in raising students’ skill levels to enhance future workplace value. A review of select institutions obtained from the Times Higher Ranked (2019) universities was used in identifying best practices to prepare a political science student for better employability. Findings Contrary to prevailing opinions, a huge skills gap exists for filling the demand for twenty-first century political science-related careers in the public and private sector. The attainment of twenty-first century skill sets and the deployment of technology-driven teaching and learning methods are vital elements in unlocking the value of political science education and providing students with opportunities to advance their professional and career objectives. Originality/value Higher education institutions need to reconsider their strategies in the delivery of political science degrees, bearing in mind the increased use of technology and innovative teaching practices. This paper offers insight into how to tailor an exciting and relevant political science programme for the future of work.

scholarly journals Significance of media landscape in raising various social issues in urban areas of Lahore, Pakistan

2020 ◽  
Vol 2 (2) ◽  
pp. 189-199
Author(s):  
Muhammad Umair Chaudhary ◽  
Nauman Ahmad Abdullah
Keyword(s):  
Urban Areas ◽  
Quantitative Research ◽  
Metropolitan Areas ◽  
Social Issues ◽  
Primary Source ◽  
Sampling Technique ◽  
Public And Private ◽  
Survey Results ◽  
The Media ◽  
Public And Private Sector

The present study aims to analyse the significance of the media landscape in raising various social issues in urban areas of Lahore, Pakistan. The present study will discuss how the media landscape helps in disseminating social awareness messages to urbanized communities, and that leads to evolving information and relationships between a social setup. For said purpose, the quantitative research method was used by the researchers to get the results. A questionnaire was devised to undertake the survey. Through stratified random sampling technique, a sample size of 250 respondents was selected from public and private sector universities of Lahore. According to the results, media have a vital part in each community's social development. People who live in urban regions are thought to be more technologically advanced than those who live in rural ones. The media landscape in metropolitan areas is the primary source of their information and awareness. The survey results also indicate that media is playing an important role to highlight various social issues being faced by the urban population of Lahore city; these issues include health, education, terrorism, and poverty.

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