scholarly journals History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Raymond N. Fru ◽  
Makatleho Liphoto
Keyword(s):  
Secondary Education ◽  
Classroom Practice ◽  
History Education ◽  
Successful Outcome ◽  
Education History ◽  
Structured Interviews ◽  
History Teachers ◽  
Positive Feeling ◽  
Study Approach ◽  
Mixed Feelings

There have been serious efforts across countries to make history education more relevant. One such global effort is the integration of citizenship values into the history curriculum and syllabus of schools. Despite the successes of this initiative in some contexts, others have received it with mixed feelings thereby problematising its implementation and compromising the chances of a successful outcome. This article interrogates the relationship between school history and citizenship through an exploration of the perceptions of history teachers in Lesotho about the promotion of citizenship values through history education. The rationale for the investigation stems from the inclusion of citizenship values as part of the aims of the Lesotho General Certificate of Secondary Education (LGCSE) history syllabus. The study operated within the interpretive paradigm and a qualitative case study approach of four purposively selected high schools and eight teachers in Maseru, Lesotho. The data collected from semi-structured interviews revealed that the teachers possess very vague and varying understandings of citizenship. This vagueness ultimately translates into the classroom practice in the form of a lack of harmonious implementation of the LGSCE history syllabus’ prescriptions on citizenship values. The teachers however, have a mostly positive feeling about the importance of imparting citizenship values to learners, especially in the unique context of Lesotho through history education. This article recommends that the Ministry of Education and Training (MoET) initiates a robust curriculum reflection process, together with relevant stakeholders that will inform policy on the effective implementation of the citizenship clauses of the LGSCE history syllabus.

scholarly journals KOMPETENSI PROFESIONAL GURU DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI 27 JAKARTA

2020 ◽  
Vol 11 (2) ◽  
pp. 449-460
Author(s):  
Veriesa Auliya Utami ◽  
Nurzengky Ibrahim ◽  
Kurniawati Kurniawati
Keyword(s):  
Qualitative Method ◽  
Professional Competence ◽  
History Education ◽  
Study Data ◽  
Education History ◽  
Actual Situation ◽  
History Teachers ◽  
Teachers And Students ◽  
Historical Education ◽  
Better Than

The purpose of this study was to obtain information about the learning process carried out by history teachers both from graduates of history education, as well as from history teachers who were not from historical education. The study took place from January to May 2018. The teacher who was the object of the study was a history teacher of SMAN 27 Jakarta, who had four people, consisting of three people who were graduates of history education, and one teacher who was not a graduate of education history. This research was conducted in class X at SMAN 27 JAKARTA. The method used in this research is a descriptive qualitative method. Use of this method to get the actual situation in the school and describe the results of the study. Data collection techniques used through observation, interviews, and documentation. Informants in this study were Principals, Teachers, and Students at SMAN 27 Jakarta. In this study, it can be concluded from the results of the study that the professional competence of teachers who are graduates of history is better than the professional competencies of teachers who are not historical education graduates. Abstrak Tujuan penelitian ini untuk memperoleh informasi tentang proses pembelajaran yang dilakukan oleh guru sejarah baik dari yang berasal lulusan dari pendidikan sejarah, maupun dari guru sejarah yang bukan berasal dari pendidikan sejarah. Penelitian ini berlangsung dari bulan Januari sampai dengan bulan Mei 2018. Guru yang menjadi objek penelitian adalah guru sejarah SMAN 27 Jakarta yang berjumalah empat orang, yang terdiri dari tiga orang yang merupakan lulusan dari pendidikan sejarah, dan satu orang guru yang merupakan bukan lulusan dari pedidikan sejarah. Penelitian ini dilakukan pada kelas X di SMAN 27 JAKARTA.  Adapun metode yang digunanakan dalam Penelitian ini yaitu metode kualitatif deskriptif. Penggunaan metode ini untuk mendapatkan keadaan yang sebenarnya disekolah dan dideskripsikan hasil penelitian. Teknik pengumpulan data yang digunakan melalui obsevasi, wawancara dan dokumentasi. Informan dalam penelitian ini adalah Kepala Sekolah, Guru dan Siswa di SMAN 27 Jakarta. Pada penelitian ini didapat disimpulkan dari hasil penelitian bahwa kompetensi profesional guru yang merupakan lulusan sejarah lebih baik dari pada kompetensi profsional guru yang bukan lulusan pendidikan sejarah.

The Momentum of the Technology of the Classroom

2011 ◽  
pp. 316-331
Author(s):  
Scott Reid
Keyword(s):  
Secondary Education ◽  
Systems Theory ◽  
Classroom Practice ◽  
Online Courses ◽  
Qualitative Interviews ◽  
Technological Systems ◽  
Post Secondary ◽  
Study Approach ◽  
Technological Momentum

This paper examines the viability of the concept of “technological momentum” from Thomas Hughes’ Technological Systems Theory in the context of the adoption and use of online courses in post-secondary education. A case study approach using qualitative interviews is used to explore the “technological momentum” of the classroom as professors adopt the use of online courses. The findings provide specific examples of how previous classroom practice influences professors’ attitudes and practice in relation to the adoption and use of online courses.

scholarly journals Differences in the quality of school-based assessment: Evidence in Grade 9 mathematics achievement

Pythagoras ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Surette Van Staden ◽  
Puleng Motsamai
Keyword(s):  
Classroom Practice ◽  
Structured Interviews ◽  
Face To Face ◽  
Study Approach ◽  
School Based ◽  
Northern Cape ◽  
Sources Of Variation ◽  
Periodic Evaluation ◽  
Policy Variation

This non-experimental, exploratory and descriptive study, using a qualitative case study approach, aims to investigate whether there is evidence of variance in the quality of school-based assessment (SBA) in Grade 9 mathematics. Participants were purposefully selected from five schools in a district in the Northern Cape in South Africa. After questionnaires were completed, individual face-to-face semi-structured interviews were conducted with participants from the participating schools. Documents were collected and analysed to corroborate or contradict data from the questionnaires and interviews. Lack of adherence to policy, variation in classroom practice and inconsistent monitoring and moderation practices were identified as themes of possible sources of variation in SBA. An analysis of the interviews and document analysis revealed that most of the Heads of Department and principals lacked in-depth knowledge and understanding of their roles and functions in making SBA reliable, credible and valid. This was not only due to a lack of capacity to perform such functions, but was also due to a lack of effective induction and training by the district and provincial offices. Findings from the current study point to the necessary role that a periodic evaluation of SBA may play to ensure its effectiveness, credibility and reliability as part of successful assessment practices in a mostly developing context.

scholarly journals Social Constructivist Approach: Opinions of History Teachers at Intermediate Secondary Schools

2021 ◽  
Vol 10 (3) ◽  
pp. 1423-1436
Author(s):  
Ali Emad
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Social Science ◽  
Social Constructivist ◽  
Structured Interviews ◽  
History Teachers ◽  
Study Approach ◽  
Social Science Education ◽  
Science Classes ◽  
Constructivist Approaches

<p style="text-align: justify;">This study investigated the influences of social constructivist approaches on history teachers' opinions of social science education. The purpose of the study was to examine the effectiveness of social constructivist approaches and explore the views and practices of teachers in their current use of teaching approaches in social science education. For this study, a qualitative study approach was employed. The study was conducted at intermediate secondary schools in the city of Erbil. For open semi-structured interviews, eight teachers of social science education were purposely selected from eight intermediate secondary schools of grade ninth, and eight social science classes were observed. The results revealed that despite significant changes of the system of education, many challenges were identified in implementing social constructivist approaches in social science education such as the environment of fear, the shortage of proper public infrastructure, lack of care, and resources. Also, the study revealed several barriers like absence of sufficient well-designed teaching guidelines, lack of adequate clear instructions, inadequacy classroom teachers' autonomy, and no freedom. Lastly, the study ends up by specifying several conclusions.</p>

scholarly journals Students’ perceptions of visibility in physical education

2021 ◽  
pp. 1356336X2110258
Author(s):  
Eli-Karin S Åsebø ◽  
Helga S Løvoll ◽  
Rune J Krumsvik
Keyword(s):  
Physical Education ◽  
Structured Interviews ◽  
Study Approach ◽  
Transaction Model ◽  
Lesson Content ◽  
Field Notes ◽  
Group Interviews ◽  
Ninth Grade Students ◽  
Past Experiences ◽  
And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

scholarly journals Toward A Business Resilience Framework for Startups

2021 ◽  
Vol 13 (6) ◽  
pp. 3132
Author(s):  
Leo Aldianto ◽  
Grisna Anggadwita ◽  
Anggraeni Permatasari ◽  
Isti Raafaldini Mirzanti ◽  
Ian O. Williamson
Keyword(s):  
Innovation Process ◽  
Dynamic Capability ◽  
Case Study Approach ◽  
Structured Interviews ◽  
Study Approach ◽  
Continuous Innovation ◽  
Technology Capability ◽  
Resilience Framework ◽  
Business Resilience

Covid-19 has had a significant impact on the disruption of the global economic sector, including for startup businesses. This encourages entrepreneurs to carry out a continuous innovation process to become more ambidextrous and continue to innovate in an effort to futureproof their business. The paper aims to provide a business resilience framework by exploring capability (innovation ambidexterity, dynamic capability, and technology capability), behavior (agile leadership), and knowledge (knowledge stock) in startup businesses. This study uses a literature review synthesis to gain a greater understanding of startup resilience and its implementation. This study also uses a case study approach in building a framework by obtaining data from semi-structured interviews with three startups owners in Indonesia. This preliminary research has identified four propositions that will be used to develop questionnaires and data collection instruments. Thus, this study provides new insights on how startups can overcome contradictory pressures for business resilience in anticipating, dealing with, and emerging from business turbulence due to the Covid-19 pandemic by considering the factors proposed in this study. The implications and recommendations of this study are also discussed in detail.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

Social urbanism: public policy and place brand

2019 ◽  
Vol 12 (3) ◽  
pp. 326-337 ◽  
Author(s):  
Caroline Doyle
Keyword(s):  
Public Policy ◽  
Social Problem ◽  
Local Governments ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
Local Stakeholders ◽  
Place Brand ◽  
The City

PurposeThis paper aims to focus on how a public policy designed to address a social problem ultimately became the place brand.Design/methodology/approachThis paper uses a qualitative case study approach focusing on the city of Medellín, Colombia. It draws from fieldwork conducted in Medellín over 2014 and 2015, including semi-structured interviews with an array of local stakeholders.FindingsThe paper concludes that local governments should be aware that the policymaking process can become part of their branding. It also shows the importance of the continual involvement of stakeholders in the place brand process to ensure it is a sustainable brand.Originality/valueThere are limited studies which focus on how a public policy designed to address a social problem ultimately becomes the place brand. This paper shows how a public policy, social urbanism, became the branding of Medellín.

Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships

2020 ◽  
Vol 122 (11) ◽  
pp. 1-42
Author(s):  
Daniella Molle
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Classroom Practice ◽  
Data Use ◽  
Well Being ◽  
Multilingual Students ◽  
Study Approach ◽  
Mediational Role ◽  
Teacher Data ◽  
Over Time

Context The pervasiveness of deficit-based discourses about multilingual students has long been documented in the scholarly literature. Such discourses severely erode the learning and well-being of multilingual youth. One of the spaces in which deficit-based discourses about students may be transformed is professional development. Focus of the Study The study connects a key practice of high-quality professional development, the analysis of classroom evidence of student learning, to student-focused discourses about multilingual youth. The research questions the study addresses are: As they make sense of data together, (a) how do teachers discursively position multilingual youth? and (b) what factors reinforce and undermine assets-based discourses about multilingual youth? Research Design Leveraging a case study approach, I explore how a team of three middle-school teachers positions students while analyzing classroom evidence during a one-year professional development designed for educators of multilingual youth. I rely primarily on transcripts of professional development sessions to trace student positioning by the team over time as teachers analyze dissimilar types of classroom evidence. Findings The findings reveal complex mediational relationships among teachers’ data use, student positioning, and shared theories of student engagement. These co-constructed theories reinforce deficit views of students when student reasoning and participation in learning are obscured by the data teachers are exploring. When the data make the process of student engagement available for reflection, however, teachers shift toward assets-based discourses. In addition, the findings shed light on relationships between type of evidence and implications for classroom practice. The teachers in the study shift their focus from teacher-centered instruction to the scaffolding of student interaction when the data make visible student participation in learning. Conclusions The study contributes to a nascent knowledge base about the complex relationships between teacher analysis of classroom evidence and assets-based discourses about all students and multilingual students in particular. The findings expand current conceptualizations of teacher data use by foregrounding student positioning over time as a key element of teacher sensemaking, and revealing the significant mediational role that shared theories of student engagement play in teachers’ data use. In terms of practical implications, the study offers insights into the mechanisms through which assets-based discourses about multilingual youth can be fostered across learning contexts.

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