The Teaching Practice Path of Ideological and Political Course in Secondary Vocational Schools under the Background of New Curriculum Standard

2021 ◽  
Keyword(s):  
Teaching Practice ◽  
Vocational Schools ◽  
New Curriculum

scholarly journals The developing teaching practice model as an effort to improve the quality of mechanical engineering vocational school teachers

2018 ◽  
Vol 7 (3) ◽  
pp. 349
Author(s):  
Theodorus Wiyanto ◽  
Muchlas Samani ◽  
S. Sugiyono
Keyword(s):  
Product Development ◽  
Model Test ◽  
Mechanical Engineering ◽  
Teaching Practice ◽  
Vocational Schools ◽  
Test Model ◽  
Stage Model ◽  
State University ◽  
Practice Model ◽  
Engineering Department

This research aims to develop teaching practice program model for mechanical engineering education teacher trainees of State University of Surabaya. This research applied research and development (R & D) design by Borg & Gall in ten steps which are classified into two stages: research and data collection and product development. The research and data collection were conducted by applying qualitative approach through observation, interview, documentation on seven State ‘LPTK’, education office, teacher profession association, teaching practice student, teaching practice supervising lecturer, headmaster, and teacher tutor. The data analysis in this stage was conducted based on the technique developed by Miles and Huberman. Data validity was tested with data triangulation using double sources as comparison. The product development stage included model pre-design making, introductory test, model revision, model test, model revision, field test, and final model revision. First stage model test was conducted in mechanical engineering department with three vocational schools. The second stage model test was conducted in mechanical engineering department with six vocational schools. The last  is dissemination stage in the form of spreading the model yielded from the product development to professionals, authorities, and policy makers. The result at this research is a teaching practice model called “KPrIP2” which consists of four main product components. “K” means partnership between Mechanical Engineering Department of State University of Surabaya and the education office of province/ regency/city in continuous planning, action, and evaluation. “Pr” means pre-teaching practice in which the students do introductory activities in vocational schools to observe and coordinate with the school’s department to determine who will be the teacher tutor and what material/subject to be used in the teaching practice II. “I” means that all pre-teaching practice activities, starting from classroom peer-teaching, laboratory peer-teaching, microteaching, and real teaching in vocational school, are conducted individually and independently. “P2” means that teaching service activities must be supervised by competent/professional advisors, i.e. who have the same pedagogical and major background with the students who do the teaching practice and play role as the supervising lecturer of teaching practice I which is continued to be the advisor in teaching practice II. Teaching practice model “KPrIP2” is claimed to be effective to reach the teaching practice objectives but inefficient in budgeting.

scholarly journals Reading habits of secondary school students in Serbia

2020 ◽  
Vol 52 (1) ◽  
pp. 136-180
Author(s):  
Jelena Stevanovic ◽  
Branislav Randjelovic ◽  
Emilija Lazarevic
Keyword(s):  
High School ◽  
High School Students ◽  
Science Fiction ◽  
Teaching Practice ◽  
Vocational Schools ◽  
Reading Habits ◽  
School Students ◽  
Motivation To Read ◽  
Reading Materials ◽  
The Family

Reading habits are an essential aspect for creating a functionally literate society and for its positioning at the global level. In this regard, the aim of this paper is to examine quantities and contents that high school students read, including compulsory reading and other books that do not belong to this corpus. We also tried to examine students? opinions about ways that could contribute to their motivation to read books, to consider their reading habits keeping in mind the family context and the use of library services, as well as to determine whether reading books is related to gender, academic achievement, the type of school that the students attend, the class and the education of their parents. Students (N=1378) from high schools and secondary vocational schools from several cities in Serbia participated in the research. A questionnaire was used, constructed for the purposes of this study. The results show that adolescents are reluctant to read reading materials contained in the curriculum. The majority of students read books outside of this corpus, and they most often read comics, science fiction, crime and romance novels. More than one fifth of students do not recognise any way that would motivate them to read books. Since there has been no visible improvement in this area in teaching practice over the last decade, it would be desirable to introduce and affirm optional subjects that would contribute to improving the reading habits of high school students (especially in secondary vocational schools).

scholarly journals The Early Childhood Curriculum (2009) In Vietnam: Tensions In The First Three Years Of Implementation

2021 ◽  
Author(s):  
◽  
Doan-Huong Thi Dinh
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Academic Education ◽  
Early Childhood Curriculum ◽  
Traditional Concept ◽  
Teachers Perceptions ◽  
Cultural Concepts ◽  
New Curriculum ◽  
Educational Ideology ◽  
Teachers And Parents

<p>In 2009 the Vietnamese Government introduced the new Early Childhood Curriculum (ECC) to replace the Reformed Early Childhood Curriculum (RECC) that was in place between 1994 and 2009. The ECC presents a new image of the child as an agentic, competent, and self-directed learner for a globalised society. Recent research on the implementation of the ECC has focused on the teachers‘ reconceptualising of traditional ways of teaching to meet new official aspirations without acknowledging teachers‘ perceptions of intrinsic valued concepts within both the RECC and the ECC. In addition, there has been limited investigation of how this implementation has been carried out in practice. This study fills these gaps by investigating how teachers are experiencing the transition from the RECC to the ECC. A mixed-method approach was used, which involved a questionnaire sent to 472 respondent teachers followed by an in-depth exploration of six case-study teachers‘ experiences in three early childhood education centres. Data was interpreted using a socio-cultural approach and informed by the principles from Social Reconstruction ideology, which views education as a cultural, political and social tool to foster changes in society (Schiro, 2008).  The study revealed that the teachers held dichotomous beliefs about the valued concepts in the ECC and used conflicting approaches within their theories of practice as they implemented the new curriculum. Teachers‘ age, qualification, and working position appeared to be significantly related to their implementation of the ECC in their early childhood centre. In addition, the study found the partnership between teachers and parents was not a strong one in jointly realising the Government‘s aspirations of preparing young children for life-long learning and holistic development. Hybrid forms of teaching practice emerged, illustrating the tensions for teachers created by the incompatibilities between the ideal and the reality as the implementation of the Western educational ideology in the ECC encountered deeply embedded Vietnamese cultural concepts. This study argues that despite teachers‘ acceptance of the aspirations of the ECC, traditional cultural concepts — including an emphasis on academic education, a traditional concept of collectivism and an ingrained social hierarchy — acted to create tensions, as well as challenges, for teachers who found themselves caught between the ideals of the new curriculum and the constraints placed upon them by their traditional working culture. Additionally, professional development for teachers and administrators were found to be a significant factor that either facilitated or reduced the tensions. Implications of how to improve the implementation of the ECC are presented.</p>

scholarly journals The Early Childhood Curriculum (2009) In Vietnam: Tensions In The First Three Years Of Implementation

2021 ◽  
Author(s):  
◽  
Doan-Huong Thi Dinh
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Academic Education ◽  
Early Childhood Curriculum ◽  
Traditional Concept ◽  
Teachers Perceptions ◽  
Cultural Concepts ◽  
New Curriculum ◽  
Educational Ideology ◽  
Teachers And Parents

<p>In 2009 the Vietnamese Government introduced the new Early Childhood Curriculum (ECC) to replace the Reformed Early Childhood Curriculum (RECC) that was in place between 1994 and 2009. The ECC presents a new image of the child as an agentic, competent, and self-directed learner for a globalised society. Recent research on the implementation of the ECC has focused on the teachers‘ reconceptualising of traditional ways of teaching to meet new official aspirations without acknowledging teachers‘ perceptions of intrinsic valued concepts within both the RECC and the ECC. In addition, there has been limited investigation of how this implementation has been carried out in practice. This study fills these gaps by investigating how teachers are experiencing the transition from the RECC to the ECC. A mixed-method approach was used, which involved a questionnaire sent to 472 respondent teachers followed by an in-depth exploration of six case-study teachers‘ experiences in three early childhood education centres. Data was interpreted using a socio-cultural approach and informed by the principles from Social Reconstruction ideology, which views education as a cultural, political and social tool to foster changes in society (Schiro, 2008).  The study revealed that the teachers held dichotomous beliefs about the valued concepts in the ECC and used conflicting approaches within their theories of practice as they implemented the new curriculum. Teachers‘ age, qualification, and working position appeared to be significantly related to their implementation of the ECC in their early childhood centre. In addition, the study found the partnership between teachers and parents was not a strong one in jointly realising the Government‘s aspirations of preparing young children for life-long learning and holistic development. Hybrid forms of teaching practice emerged, illustrating the tensions for teachers created by the incompatibilities between the ideal and the reality as the implementation of the Western educational ideology in the ECC encountered deeply embedded Vietnamese cultural concepts. This study argues that despite teachers‘ acceptance of the aspirations of the ECC, traditional cultural concepts — including an emphasis on academic education, a traditional concept of collectivism and an ingrained social hierarchy — acted to create tensions, as well as challenges, for teachers who found themselves caught between the ideals of the new curriculum and the constraints placed upon them by their traditional working culture. Additionally, professional development for teachers and administrators were found to be a significant factor that either facilitated or reduced the tensions. Implications of how to improve the implementation of the ECC are presented.</p>

Investigation into and Analysis on Middle School English Teachers’ Competencies

2016 ◽  
Vol 7 (3) ◽  
pp. 613
Author(s):  
Wanli Zhao ◽  
Hongrui Zhang
Keyword(s):  
Middle School ◽  
Teaching Practice ◽  
Language Skills ◽  
Core Competency ◽  
English Teachers ◽  
Shaanxi Province ◽  
Curriculum Standards ◽  
New Curriculum ◽  
Definition Of ◽  
Middle School English

For teachers’ competence, there is no uniform standard in domestic and foreign academic circles. Foreign scholars think that the personality of the teacher can do the performance of competence while domestic scholars believe that the professional values of the teachers, that is, personal qualities, professional ethics can be competent. The domestic and foreign scholars all agree that: the definition of teachers' competence should include the professional knowledge and professional skills related to the implementation of the successful teaching. Through questionnaire survey and interview, this paper makes a research on English teachers’ conception and language skills---the core competency of middle school English teachers in Shaanxi Province. It is found that there are some disparities of English teachers’ conception and language skills from the requirements of the new curriculum standards. Based on the reason analysis of disparities, the following suggestions are put forward: study the new curriculum standards seriously, strengthen the studies on education and teaching theories, strengthen the guidance on teaching practice and encourage the teachers to reflect on their teaching methods.

scholarly journals MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM

2012 ◽  
Vol 41 (1) ◽  
pp. 140-153
Author(s):  
Natalia Zamkovaja ◽  
Irina Moissejenko
Keyword(s):  
High School ◽  
High Schools ◽  
Teaching Practice ◽  
Mother Tongue ◽  
School Curriculum ◽  
School Level ◽  
High School Level ◽  
High School Curriculum ◽  
Written Text ◽  
New Curriculum

This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students’ interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses “The Perception and Creation of an Oral Text” and “The Perception and Creation of a Written Text” as an implementation for the basic concept is instantiated. Key words: curriculum, teaching at high school level, mother tongue, text-centered approach, students’ needs.

Sign in / Sign up

Export Citation Format

Share Document