scholarly journals Setting the Bar High: Micro-Level Perceptions of MEXT’s Elementary School EFL Policy

2015 ◽  
Vol 39 (3) ◽  
pp. 3 ◽  
Author(s):  
Zack Robertson
Keyword(s):  
Elementary School ◽  
Education Reform ◽  
Elementary School Teachers ◽  
English Education ◽  
Relative Advantage ◽  
Elementary Level ◽  
Reform Plan ◽  
Implementation Period ◽  
Micro Level ◽  
Group Interviews

This essay examines the opinions and perceptions of 15 elementary school teachers and administrators regarding the English Education Reform Plan released by MEXT in December 2013 in order to pinpoint problems that may occur over the following six-year implementation period. The study consists of short individual and small group interviews loosely structured around six questions concerning the proposed policy and its impact on elementary level EFL. Participant responses are analyzed for their possible implications for the following language policy metrics: compatibility, complexity, relative advantage, observability, and trialability. The essay concludes by advocating a two-way approach to curriculum development at the elementary level and citing a need for both macro- and micro-level policy actors to work together to effectively deal with the challenges ahead. 本論では、平成25年度に文部科学省が発表した「グローバル化に対応した英語教育改革実施計画」の6年間にわたる実施にあたって、小学校レベルでどのような問題があるかを突き止めるため、その実施計画を基にそれぞれの小学校関係者の意見をまとめた結果を考察する。今回の研究は、15名の現役のクラス担任、学校長、また教育委員会、ALTを対象に、実施計画の中長期的な影響を話題にした、1対1および小グループに対する6つの質問からなる聞き取り調査を行った。対象者の回答を分析し、実施計画について、適合性(compatibility)、複雑性(complexity)、相対的優位性（relative advantage)、可観測性(observability)、試行可能性(trialability)などの言語政策基準に基づいて論ずる。結論として、今後、計画の実施に関連する問題を克服するには、国と各地域における小学校現場との緊密な関連が必要である。

scholarly journals Formative Assessment: Revisiting the territory from the point of view of teachers

2011 ◽  
Vol 46 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Joëlle Morrissette
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Elementary School Teachers ◽  
Point Of View ◽  
School Teachers ◽  
Know How ◽  
Group Interviews

This research documented the know-how of five elementary-school teachers regarding formative assessment, working from their point of view on the question. Group interviews gave them the opportunity to negotiate their “ways of doing things,” by revisiting and elaborating upon assessment episodes that had been previously identified on classroom videotapes. An interactionist analysis served to describe the territory of formative assessment according to the range of their formal and informal “ways of doing things.”

scholarly journals Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

2019 ◽  
Vol 20 (1) ◽  
pp. 54
Author(s):  
Irdamurni Irdamurni ◽  
Mega Iswari ◽  
Asep A Sopandi ◽  
Johandri Taufan ◽  
Yarmis Hasan
Keyword(s):  
Elementary School ◽  
Education Reform ◽  
Elementary School Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Lesson Plans ◽  
Children With Special Needs ◽  
School Teachers ◽  
Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

scholarly journals Pengembangan pembelajaran berbasis permainan monopoli Indonesia

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Rahaju Rahaju ◽  
Dwi Fita Heriyawati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Elementary Level ◽  
Game Based Learning ◽  
School Teachers ◽  
Learning Assistance ◽  
Scientific Approach ◽  
Methods Of Learning ◽  
Principles Of Learning

The methods of learning most often used by elementary school teachers are speech and giving assignments. The presence of 2013 curriculum with a scientific approach does not change the way teachers teach the students. Game-based learning is very suitable with the character of students at the elementary level who still like to play. Preparation of game-based learning includes two things, namely the preparation of rules or steps of learning as well as the appropriate game media. Thus, the implementation of game-based learning must be prepared in earnest and based on theories and principles of learning. The debriefing of game-based learning is carried out through several stages, namely: training, mentoring, modeling, and workshops. Through training, teachers gain knowledge about learning related to game-based learning. Modeling is intended to provide a concrete example of the implementation of game-based learning. Workshops and mentoring are intended to assist teachers in preparing and implementing game-based learning. Assistance is needed to guide and evaluate teacher performance.Keywords: Game-Based Learning; Elementary School Teacher; Indonesian Monopoly Game.

scholarly journals KETERAMPILAN AKTIF RESEPTIF DAN PEMAHAMAN KAIDAH BAHASA INDONESIA PARA GURU SD SEKOTA PONTIANAK

tuahtalino ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 195
Author(s):  
NFN Irmayani
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Elementary School Teachers ◽  
Language Skills ◽  
Intermediate Level ◽  
Elementary Level ◽  
Language Test ◽  
School Teachers ◽  
Descriptive Method ◽  
Bahasa Indonesia

This paper aims to describe the language skills of Indonesian language mastered by the elementary school teachers in Pontianak based on the linguistic component in the language test. The skill level was based on the result of UKBI Training Series conducted for elementary school teachers in 2018. The descriptive method is used to present the results of data analysis. Based on the results of the discussion, it was found that the Indonesian language skill of the elementary school teachers in Pontianak was at the level of Very Advanced, Advanced, Upper Intermediate, Intermediate and Elementary. The majority of these teachers were at the Upper Intermediate level, while the minority was at the Elementary level. In addition, it was also found that the elementary school teachers in Pontianak City got the highest score in the section of Understanding the Reading. In contrast, teachers who were graded Very Advanced got the highest score on the section of Responding the Grammar. However, in contrast to the highest score on the linguistic component, most elementary school teachers in Pontianak got the highest score in the section of Understanding the Reading. This can be seen from the frequency of high scores for that section at every rank.

Sign in / Sign up

Export Citation Format

Share Document