scholarly journals The Starter Activity of the Lesson; Considerable Categories and Dynamics

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 350-357
Author(s):  
Dr. Anjum Naz ◽  
Dr. Abida Nasreen ◽  
Dr. Sumaira Rashid
Keyword(s):  
Secondary School ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Research Study ◽  
Secondary School Teachers ◽  
Lesson Plan ◽  
School Teachers ◽  
The Subject ◽  
And Training ◽  
Exhaustive List

Lesson planning is an established skill and teacher trainers are giving it considerable attention during teacher training. The most challenging part of a lesson plan is a starter activity. This activity is not entirely neglected but still not well explored and researched. The purpose of this research study was to discover the categories of starter activities planned by the teachers teaching the matching subjects at the same level while having a contrasting background and training i.e. developed and developing countries’ teachers. Secondary school teachers from UK and Pakistan were selected conveniently. An inventory was used to collect data from the research participants. A focus group was also conducted using ‘Teams’. A phenomenological investigation leads to considerable findings. The aim of starter activities is the same though the categories and extent of use are different. Further, it was established that teachers used starter activities as a tool and bait to engage students, create a friendly classroom environment, and arouse the curiosity of the students however some might be using the same as an opportunity to smile and achievement for everyone to ensure inclusion. It was suggested that considerable importance should be given to the subject and prospective teachers should be provided with an exhaustive list of starter activities categories to enable them to plan and deliver effectively.

scholarly journals Using Cartographies to Map Time and Space in Teacher Learning in and Outside School

2021 ◽  
Vol 20 ◽  
pp. 160940692199290
Author(s):  
Paulo Padilla-Petry ◽  
Fernando Hernández-Hernández ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Secondary School ◽  
Teacher Learning ◽  
Secondary School Teachers ◽  
Leisure Activities ◽  
Visual Methods ◽  
School Teachers ◽  
Video Recordings ◽  
The Subject ◽  
Pedagogical Relations ◽  
Over Time

This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Vol 12 (2) ◽  
pp. 268-278
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

scholarly journals Epistemological beliefs of secondary school teachers in light of their teaching practices based on the grounded theory

2021 ◽  
Vol 16 (6) ◽  
pp. 2930-2945
Author(s):  
Ali Tared Aldossari ◽  
Jamal Khalil Al Khalidi
Keyword(s):  
Grounded Theory ◽  
Secondary School ◽  
Knowledge Acquisition ◽  
Classroom Environment ◽  
Data Model ◽  
Teaching Practices ◽  
Epistemological Beliefs ◽  
Secondary School Teachers ◽  
Classroom Observations ◽  
School Teachers

The current study aimed to identify the epistemological beliefs of secondary school teachers in light of their teaching practices. The researchers applied the qualitative approach based on the method of grounded theory. Data were collected through classroom observations, interview sheets and focus groups. Having determined the credibility and reliability of the instruments, the data were thoroughly read, and analysed using the topology data model. Results indicated the participants' responses converged in the dimension of the nature and certainty of knowledge, the dimension of knowledge acquisition and in the speed of knowledge acquisition, while responses varied in the dimension of the concept of epistemological beliefs, the dimension of the sources of epistemological beliefs and the factors in their formation, and in the dimension of knowledge authority. The study highlighted the importance of integrating epistemological beliefs in teachers' qualification programmes to practise such beliefs in the classroom environment.   Keywords: Epistemological Beliefs, Teaching Practices, Secondary School Teachers

scholarly journals Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Safia Saeed
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Classroom Management ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Management Skills ◽  
School Teachers ◽  
Teachers And Students ◽  
Training Institutions ◽  
Short Courses

There are so many characteristics and traits of personality and all the characteristics, qualities and competencies need training, grooming, improvement and development. The best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self-directive and therefore to create an atmosphere conducive to learning. Teachers are decision-makers as they manage the daily routines of their classrooms. Some teachers squeeze out every minute of learning possible. They are highly organized and well prepared, and they constantly think and plan ahead. This doesn’t mean that they create a cold classroom atmosphere where students feel unwelcome. Rather, they are warm and enthusiastic teachers who are simply well organized and equally well versed in teaching. The major objective of this study was as to investigate the problems of classroom management of the secondary school teachers in Punjab. The population of the study consisted of the heads of the teacher training institutions, teacher educators, heads of secondary schools, secondary school teachers, and students. The sample included randomly selected ten heads of teacher training institutions, 50 teacher trainers, 800 hundred heads of secondary schools, 4,000 secondary school teachers and 4,000 students. Four questionnaires (one each for heads, teacher trainers, teachers and students) were developed for collection of data. Data were collected, analyzed and interpreted in the light of objective by using the Chi- Square. It was concluded from the study that the majority of respondents agreed that secondary school teachers were aware of time management skills, kept the classroom environment conducive for learning, and improved the learning skills of the students by using different behavior modification techniques. The majority of respondents agreed that secondary school teachers were dealing with the students in a non-psychological way; it was the common areas in which secondary school teachers had weak competencies. For improving the classroom management skills, in-service short courses should be planned and attendance of secondary school teachers in such courses should be made obligatory. For maintaining the discipline in the class, teacher should be trained in such a way that they properly understand each and every method with its proper use in particular situations. Short courses, seminars and symposia should be organized on a regular basis to refresh the knowledge of working secondary teachers. Teachers should understand human, as well as educational, psychology and apply it in their teaching process in the classroom.

scholarly journals Design of STEM Activities: Experiences and Perceptions of Prospective Secondary School Teachers

2020 ◽  
Vol 15 (04) ◽  
pp. 112
Author(s):  
Wajeeh Daher ◽  
Juhaina Awawdeh Shahbari
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Prospective Teachers ◽  
Secondary School Teachers ◽  
Teacher Education Program ◽  
Real Life ◽  
School Teachers ◽  
School Practices ◽  
Open Inquiry ◽  
The Third

STEM education is attracting the attention of researchers in the education of sci-ence, mathematics, technology and engineering, for it encourages school practices that prepare students for real life professions. An important aspect of STEM edu-cation is the design of STEM activities, for this design influences how the activi-ties mediate students’ experiences in the STEM classroom. In the present chapter, we suggest to consider this design in two lenses: The lenses of the activity in-quiry and the lenses of the integration of STEM subjects. We further describe ac-tivities built by secondary school prospective mathematics teachers who were part of a teacher education program for preparing graduate students who finished their first degree in mathematics, engineering or computer science. The prospective teachers designed the STEM activities in the frame of a didactic course called “The didactics of teaching secondary school mathematics”. The research results indicated that the prospective teachers found it difficult to write STEM activities according to the ‘discovery inquiry version’ or the ‘open inquiry version’. More-over, they found it difficult to write activities according to the third or fourth inte-gration types.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

scholarly journals A Design of Environmental Education for Secondary School Teachers

2020 ◽  
Vol 6 (01) ◽  
pp. 81
Author(s):  
Hidayatullah Hidayatullah ◽  
Kheryadi Kheryadi
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
School Teachers ◽  
Environmental Learning ◽  
Service Support ◽  
Qualitative Approaches ◽  
Standardized Interview

The focus of this research was to develop a system of environmental education (EE) skills development for secondary school teachers, which was carried out using qualitative approaches. The data were obtained by the Eco-School Operational Teachers Questionnaire and a standardized interview with the experts of the Eco-School Teachers and the Eco-School Teachers. Results of this study showed that the majority of informants had an intermediate level of EE competence in 6 parts: environmental awareness, basic understanding of EE, responsibility for EE instructor updating, EE preparation and service, support for EE learning, and EE assessment. The EE development was produced to cultivate educators out of a variety of subjects to carry out interoperable learning in order to improve the environment of students before preserving or resolving society environmental issues. This systematically consisted of 5 steps including: analyzing the environmental policy covering national, educational area, and school policies; studying the community environmental problem; designing the environmental learning project; identifying the learning standard; and performing the integrated lesson plan. Authentic assessment has confirmed the efficiency of innovation, both internal and external skills

scholarly journals Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes

2017 ◽  
Vol 13 (7) ◽  
pp. 159
Author(s):  
Ihsane Kouchou ◽  
Fatiha Kaddari ◽  
Nezha Bennis ◽  
Rida Hajji Hour ◽  
Asmae Bouayad
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Exploratory Study ◽  
Secondary School Teachers ◽  
Earth Science ◽  
School Teachers ◽  
The Subject ◽  
Investigative Approach ◽  
Investigation Process ◽  
Research Studies

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom.

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