scholarly journals Experiences of LNU Neophyte Teachers: Cues for a Viable Mentoring Program

2018 ◽  
Author(s):  
Evelyn Aguirre ◽  
Solomon Faller
Keyword(s):  
Teaching Practice ◽  
The Philippines ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The University ◽  
Lack Of Knowledge

The usefulness of teachers’ mentoring program cannot be underestimated. Some universities and colleges in the Philippines have been implementing this kind of program with different approaches, content, and scope. The extent of mentoring programs to improve teaching careers has been studied here and abroad. Results remain inconclusive. This case study with a phenomenological peg has explored the lived experiences of neophyte teachers through semi-structured interviews and focus group discussions. Their experiences in the first years of teaching were characterized by uncertainties, anxieties, struggles, and difficulties emanating from their lack of expertise on various aspects related to teaching practice, lack of knowledge about the culture and context of the university in which they were teaching, and lack of knowledge about the learners. With these specific inadequacies identified and the novice teachers’ implicit desire to be mentored, cues for a viable neophyte teacher’s mentoring program are drawn in the context of a teacher-training university.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

Identity Construction, Social Media, and Ifugao Rice Terraces Conservation of Indigenous People's Youth Through Appreciative Inquiry

2019 ◽  
Vol 10 (4) ◽  
pp. 47-59
Author(s):  
Consuelo De Luna Habito ◽  
Susan Janette G. Ealdama
Keyword(s):  
Identity Construction ◽  
Appreciative Inquiry ◽  
Communication Technologies ◽  
The Philippines ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
The Sustainable Development ◽  
Exchange Program ◽  
Inquiry Approach ◽  
The University

Recognizing the important contribution of the indigenous people's (IP) youth towards the sustainable development and conservation of the internationally recognized Ifugao rice terraces (IRT) of the Philippines, the University of the Philippines Open University implemented a youth capacity building and exchange program among IP youth from Hungduan, Kiangan, Banaue and Mayaoyao rice terraces in the Ifugao province. The study conducted focus group discussions that included identity construction with physical co-presence and utilization of new communication technologies (NCTs) through the strengths, opportunities, aspirations, and results of an appreciative inquiry approach (SOAR). Beliefs, ethnicity and values were three key identity construction factors. Need, talent, passion, and conscience were also included among the dimensions of identity construction. These findings were subsequently used in the design and construction of training course modules customized for IP youth from the IRT using the blended-mode of learning and practical activities such as video logs and memes in NCTs.

scholarly journals Youth Conversion from Mainstream to Pentecostal Churches: A Case of Selected Churches in Matero and Emmasdale Townships in Lusaka District

2020 ◽  
Vol 4 (2) ◽  
pp. 14-20
Author(s):  
Audrey Muyuni ◽  
Austin M. Cheyeka
Keyword(s):  
Service Provision ◽  
Real Life ◽  
Church Leaders ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Case Study Design ◽  
Pentecostal Churches ◽  
The Church

The study sought to investigate the reasons that led to youth conversion from mainstream to Pentecostal churches in Emmasdale and in the neighbourhood of Matero. The study was guided by Horton’s intellectualist theory of conversion in Africa. It used a case study design. The method of data collection included semi-structured interviews, focus group discussions and questionnaire. Findings of the study were that, there was automatic conversion taking place among the youths in mainstream churches to Pentecostalism. This was evident in all respondents in mega Pentecostal Church who had a mainstream background. Church leaders in mainstream churches were aware of youth converting to Pentecostal churches by accepting back the youths who had converted to a Pentecostal Church but had later made up their minds to go back. The study further revealed that non-Pentecostal parents supported and encouraged their children who converted to a mega Pentecostal Church owing to incentives such as; scholarships, employment and supportive programmes provided to their children. The study recommends that: sermon presentation should be revised in some mainstream churches. Explaining scriptures should not be exegetical only but linking scriptures to real life struggles of the youth. The church leaders in mainstream churches must formulate programmes that are more practical and youth oriented like charismatic prayer service, provision of scholarship, employment and positions of responsibilities through different ministries within the mainstream churches. Non-Pentecostal parents should not be too sceptical about children who associate themselves with Pentecostalism but encourage them to genuinely convert to this brand of Christianity.

scholarly journals A Case Study on the University Freshman Adaptation Program Using an Online Mentoring Program during the COVID-19 Pandemic

2021 ◽  
Vol 15 (4) ◽  
pp. 217-231
Author(s):  
Yeonjoo Lee ◽  
Kyoungsoo Lim
Keyword(s):  
Real Life ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
College Life ◽  
Social Growth ◽  
The Social ◽  
The University ◽  
And Training

This study is a case study that presents the results of developing and operating online mentoring programs to more effectively help freshmen adapt to college life amid the spread of COVID-19. Mentoring has traditionally been recognized as a program that contributes to individual academic ability and psycho-social growth. Against this background, the results of developing and operating online mentoring programs for 1,654 freshmen were presented as examples. As a result of the operation of this mentoring program, the latter helped freshmen solve some of the challenges they faced, not only from having to change their academic environment, but from having to form new relationships as well. Senior mentoring also confirmed that such a program is able to reduce the social gap felt by freshmen regarding their campus life during the COVID-19 situation by motivating them to study more, and by encouraging them to form senior-junior IRL (in real life) relationships. This study is significant in that it presents specific examples and techniques to improve the performance of online mentoring programs. Also, in order to effectively operate online mentoring programs, we proposed to systematically implement the selection and training of mentors, to structure mentoring activities, to monitor the program through a communication system, and to engage in performance sharing.

scholarly journals Non-thesis master´s level pre-service mathematics teachers' conceptions of proof

2012 ◽  
Vol 26 (42b) ◽  
pp. 715-742
Author(s):  
Işikhan Uğurel
Keyword(s):  
Large Scale ◽  
Case Study Research ◽  
Structured Interviews ◽  
Group Discussions ◽  
Essay Writing ◽  
Making Sense ◽  
The University ◽  
General Opinion ◽  
Proof And Proving

This case study research was carried out with eight pre-service teachers enrolled in a non-thesis Masters degree program at the university where the author works after having earned undergraduate degrees in mathematics from different universities in Turkey. The study is part of a large-scale study. The main part of the study aimed to identify the conceptions of participants about proof and proving in a period of ten weeks. The present study contains the preliminary findings regarding the participants' opinions about the meaning of proof and proving and the purposes of proof. Three groups of data were used in this article. The first group involves the essay writing of pre-service teachers; the second group involves whole group discussions; and the last group contains individual semi-structured interviews. The results demonstrate that the pre-service teachers often prefer using formal discourse to define proof but have certain difficulties in making sense of these definitions. The general opinion of the participants about the purposes of proof concentrates on verification and explanation. Another problem examined in the study was concerned with whether the pre-service teachers' opinions about the meaning and purposes of proof can change. The results showed that their opinions may change regarding both. However, the changes involved expansion of their previous opinions by adding new dimensions, without moving in another direction.

scholarly journals Supplementing Coursebooks--How, Why, and to What Effect: A Case Study

2019 ◽  
Vol 4 (2) ◽  
pp. 207
Author(s):  
John Harper
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Needs ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Course Content ◽  
Form Part

This article reports on a case study of one instructor’s use of supplementary materials in an English as a Foreign Language course in China. Starting with the notion that no coursebook can be perfect and that supplementary materials therefore should form part of an English course, the study employed qualitative research methods to analyze the types of supplements used, the instructor’s rationale behind his use of the supplements, and the students’ interpretations of the supplements. Class observations, semi-structured interviews with the teacher, and focus-group discussions with students allowed for the triangulation of data. Findings indicated that the instructor provided a variety of types of supplementary materials in order to cater to different learner needs (specifically, affective needs, language-learning needs, course-content needs). While findings also indicated that learners generally appreciated the instructor’s use of supplementary materials, significant mismatches between instructor goals and learner interpretations suggested that the purpose of the supplements was not always clearly defined. The article addresses these mismatches and provides suggestions for their future avoidance.

scholarly journals Mentor-Mentee Experiences Amidst COVID-19: A Teaching Practice Case Study

2021 ◽  
Vol 6 (2) ◽  
pp. 76-95
Author(s):  
Cias T Tsotetsi ◽  
Selloane A Mile
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Research Question ◽  
Collaborative Approach ◽  
Structured Interviews ◽  
Extra Curricular Activities ◽  
The World ◽  
The University ◽  
University Officials

Preparing student teachers for the world of work is seen globally as a challenge. This research aims to explore mentors and mentees experiences in teaching practice during the COVID-19 period. In order to explore the challenge in this study, the following research question guided the paper: What are the teaching practice experiences of mentors and mentees at a school during COVID-19? The research question is a result of limited research done on the experiences of two groups during COVID-19. Informed by the realist social theory, we generated data via telephonic interviews with mentors and mentees in one school. The data was generated through semi-structured Interviews and thematic analysis was a method employed in the analysis of the data. The results present challenges experienced by mentees which, amongst others, include a feeling of inadequacy or a lack of confidence in their abilities to bring about order to the classroom and a feeling of being excluded in meetings and extra-curricular activities. On the other hand, mentors receive mentees without any prior warning or without arrangements made to accommodate them and the absence of the university officials except for assessment. Based on the results, a collaborative approach should be employed to deal with some of the challenges experienced by mentors and mentees.

scholarly journals Effect of a Seasonal Fishery Closure on Sardine and Mackerel Catch in the Visayan Sea, Philippines

2021 ◽  
Vol 8 ◽  
Author(s):  
Farisal U. Bagsit ◽  
Eugene Frimpong ◽  
Rebecca G. Asch ◽  
Harold M. Monteclaro
Keyword(s):  
The Philippines ◽  
Structured Interviews ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Difference In Differences ◽  
Alternative Livelihoods ◽  
Management Measures ◽  
Fishery Policy ◽  
Key Informant ◽  
The Government

The implementation of seasonal fishery closures (SFC) can be controversial due to the frequent lack of clear objectives, monitoring and empirical evidence of management success. In the Philippines, an SFC implemented for the conservation of important fishery commodities in the Visayan Sea has been ruled a success after stricter implementation of this fishery policy in 2012. However, a comprehensive, detailed, and robust analysis of this fishery policy is lacking. Using a difference-in-differences (DID) framework, we estimated the effect of SFC on the interannual and seasonal catch for sardine and mackerel. We expanded our analysis to other species not regulated under the SFC policy. We also conducted semi-structured interviews (N = 235), focus group discussions (N = 9) and key informant interviews (N = 37) involving municipal fisheries stakeholders in the surrounding municipalities around the Visayan Sea, and representatives from the government and non-government agencies, to complement our analyses. Seasonal analyses of catch data show a significant increase in sardine catch at the end of the seasonal closure among SFC-participating provinces. However, overall, the SFC had no significant effect on sardine interannual catch among the provinces participating in the SFC. We also found no significant effect of the SFC on interannual and seasonal catch for mackerel. Furthermore, our findings show no significant changes in fishing pressure to other aquatic species. Interview results corroborate our DID findings for mackerel, but not for sardine. The varying perceptions on the outcomes of the SFC policy can be attributed to several challenges such as lack of implementing guidelines, lack of alternative livelihoods for the affected stakeholders, persistence of illegal fishing, and uneven implementation of the SFC. Since the management objective of this SFC was to conserve the regulated species, alternative management measures may be needed to achieve this goal. This could entail more consistent enforcement, improved cooperation and communication between fisheries managers and stakeholders, fish size or gear restrictions, and identification and conservation of key habitats needed to restore overexploited species.

scholarly journals The University of Zambia School Teaching Experience: Is It Effective?

2014 ◽  
Vol 4 (2) ◽  
pp. 61-77
Author(s):  
Peter Chomba Manchishi ◽  
David Sani Mwanza
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Education Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Head Teachers ◽  
School Teaching ◽  
The University

Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA) go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.

When Culturally Significant Songs are Decontextualised: The Initiation Song Somagwaza, A Case Study

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
T Dowling ◽  
Somikazi Deyi ◽  
Anele Gobodwana
Keyword(s):  
Qualitative Research ◽  
Comparative Method ◽  
Popular Song ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Ritual Music ◽  
Constant Comparative Method ◽  
Small Focus ◽  
Over Time

While there have been a number of studies on the decontextualisation and secularisation of traditional ritual music in America, Taiwan and other parts of the globe, very little has been written on the processes and transformations that South Africa’s indigenous ceremonial songs go through over time. This study was prompted by the authors’ interest in, and engagement with the Xhosa initiation song Somagwaza, which has been re-imagined as a popular song, but has also purportedly found its way into other religious spaces. In this article, we attempted to investigate the extent to which the song Somagwaza is still associated with the Xhosa initiation ritual and to analyse evidence of it being decontextualised and secularised in contemporary South Africa. Our methodology included an examination of the various academic treatments of the song, an analysis of the lyrics of a popular song, bearing the same name, holding small focus group discussions, and distributing questionnaires to speakers of isiXhosa on the topic of the song. The data gathered were analysed using the constant comparative method of analysing qualitative research.

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