scholarly journals Knowledge of Geography Required in Bachelor’s Degree Programs for Teacher Education: Analysis of Entrance Examinations for Public Junior or Senior High School Teachers

E-journal GEO ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 242-252
Author(s):  
YOSHIDA Kunimitsu ◽  
KAI Tomohiro ◽  
MUROYA Hiroki
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Teachers ◽  
Bachelor's Degree ◽  
Senior High School ◽  
Degree Programs ◽  
School Teachers ◽  
Entrance Examinations

scholarly journals 「英語の授業は英語で」に関する高校教師の認知調査と授業実践 • High School Teachers’ Cognition of the Policy of “English Classes in English,” and Their Classroom Practice

2017 ◽  
Vol 41 (1) ◽  
pp. 3 ◽  
Author(s):  
Yukie Saito
Keyword(s):  
High School ◽  
High School Teachers ◽  
Classroom Practice ◽  
Senior High School ◽  
Observation Data ◽  
School Teachers ◽  
Factors Affecting ◽  
Entrance Examinations ◽  
English Classes ◽  
Academic Year

2012年4月から実施の現行学習指導要領には高校の英語に関して、クラスを実際のコミュニケーションの場にするために、英語のクラスは英語で行われるべきであると明記されている。高校教師の「英語の授業は英語で」行う方針に対しての認知、授業実践、また教師の認知と授業実践に影響を与えている要因に関して調査をするために、2015年度に3人の高校英語教師へのインタビューとその教師が担当する授業見学を行った。Borg (2006)の言語教師の枠組みを参考に分析したインタビュー結果によると、教師のTEFLやTESOLコースへの参加経験、同僚との支援体制、また生徒の英語で行われる英語の授業への肯定的な反応などが、教師の認知と授業実践に影響を与えていることがわかった。授業見学データは教師がどれくらい英語と日本語を使っているか、またいつ英語と日本語を使っているかという視点で分析した。結果、英語と日本語使用の程度は、各教師によって異なっていることがわかった。インタビューと授業見学から、大学入試が教師の認知と授業実践に著しく影響を与えていることが浮き彫りとなった。 The MEXT Course of Study for senior high school, enacted in April 2012, states that English classes are to be conducted in English to transform classes into locations of real communication. To investigate teachers’ cognition of the policy of “English classes in English,” their classroom practice, and factors affecting their cognition and classroom practice, I interviewed and conducted classroom observations of three senior high school teachers during the 2015 academic year. Drawing on Borg’s 2006 framework of elements and processes in language teacher cognition, the analysis of interview data shows that teachers’ professional experience of taking part in TEFL or TESOL courses, support from co-teachers, and their students’ positive responses to the classes affected the teachers’ cognition and classroom practice. Classroom observation data were analyzed in terms of when and how much the teachers use English and Japanese. The findings show that the extent to which English and Japanese were used varied depending on each teacher. From both the interviews and the observations, it was found that the presence of entrance examinations affected the teachers’ cognition and classroom practices significantly.

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

The effects of demographic variables on knowledge sharing

2015 ◽  
Vol 64 (3) ◽  
pp. 216-228 ◽  
Author(s):  
Henry Boateng ◽  
Michael Dzigbordi Dzandu ◽  
Franklin Gyamfi Agyemang
Keyword(s):  
High School ◽  
Knowledge Sharing ◽  
High School Teachers ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Senior High School ◽  
School Teachers ◽  
Content Type ◽  
Collection Data ◽  
The Relationship

Purpose – This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature. Design/methodology/approach – The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression. Findings – The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders. Originality/value – This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.

Thanks From The Editorial Panel

1982 ◽  
Vol 75 (9) ◽  
pp. 790-794
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Senior High School ◽  
School Teachers ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as manuscript referees, editors, and reviewers represent junior and senior high school teachers.

Thanks from the Editorial Panel

1976 ◽  
Vol 69 (8) ◽  
pp. 710-712
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teacher Educators ◽  
Senior High School ◽  
Professional Judgment ◽  
National Council ◽  
School Teachers ◽  
College And University

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many members of the National Council of Teachers of Mathematics. The quality of the journal is significantly related to the professional judgment of our many referees, who include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. Listed below are the names of the referees who served during the year ending 1 July 1976.

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