scholarly journals CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD

2021 ◽  
Vol 37 (01) ◽  
pp. 55-70
Author(s):  
Muqaddas Butt ◽  
Shumaila Mahmood ◽  
Tanzeela Urooj
Keyword(s):  
Secondary School ◽  
Curriculum Change ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Implementation Process ◽  
English Teachers ◽  
Recent Change ◽  
Lessons Learned ◽  
English Curriculum ◽  
Method Approach

For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Vol 12 (2) ◽  
pp. 268-278
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices

2002 ◽  
Vol 5 (2) ◽  
pp. 67-78
Author(s):  
Mark Evans
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Pedagogical Practices ◽  
Critical Examination ◽  
Small Scale ◽  
School Teachers ◽  
School Based ◽  
Education And Employment ◽  
Curriculum Practices

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.

Accompaniment in Creating Web-Based Learning Material Resources for English Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sumarsih
Keyword(s):  
Secondary School ◽  
Community Service ◽  
Secondary School Teachers ◽  
Positive Impact ◽  
English Teachers ◽  
Learning Material ◽  
School Teachers ◽  
Web Based ◽  
Web Based Learning ◽  
Service Project

The objective of this paper is to describe on how to assist the English Teachers in creating web-based learning material. There are three main steps in this community service project; preparation, implementation and evaluation. The recipients of this community service project were English teachers in Siabu District, from Primary School teachers, First Level Secondary School teachers, to Upper Secondary School teachers who were officially invited through the Head of Education of Siabu District. From this community service activities, activist found that this community service activity has a positive impact on the progress of education in the district of Siabu and also to the State of Indonesia globally. Therefore, this kind of project is suggested to be implemented in many areas in Indonesia.

scholarly journals Åtte naturfaglæreres forståelse av og erfaringer med utforskende arbeidsmåter og Forskerspiren ni år etter innføring av den norske nasjonale læreplanen Kunnskapsløftet (LK-06).

2017 ◽  
Vol 13 (1) ◽  
pp. 66-80
Author(s):  
Kåre Haugan ◽  
Sigrid Gutvik Korssjøen ◽  
Kjerstin Skarpnes
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
School Science ◽  
Limiting Factors ◽  
Teacher Training Programs ◽  
Good Learning ◽  
Class Room ◽  
Improved Learning ◽  
School Science Teaching

Improved learning by implementation of inquiry-based science education (IBSE) has been well documented. Eight Norwegian secondary school teachers associated the term IBSE with problem solving, good student dialogues, experiments and practical work. They rarely implemented “full” IBSE in their teaching practices even though this is well anchored in the Norwegian national curriculum. The teachers had experienced that IBSE led to an increased interest, motivation and curiosity for science learning, and explicit scaffolding and guidance were regarded as important to obtain good learning processes. Limiting factors for implementation of IBSE were time available, organization of teaching hours, class room facilities and the number of students in the class. IBSE activities were in particular valued as important to stimulate science-based discussions in the classroom. In order to promote and increase the implementation of IBSE in secondary school science teaching, two strategies might be good to pursue: increased time resources to teach science in the Norwegian school and introduction of IBSE-focused teacher training programs.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

scholarly journals Literacy Text Selections in Secondary School Classrooms: Exploring the Practices of English Teachers as Agents of Change

2011 ◽  
Vol 20 (2) ◽  
Author(s):  
Susan M. Holloway ◽  
Christopher J. Greig
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Social Issues ◽  
Secondary School Teachers ◽  
Theoretical Perspective ◽  
English Teachers ◽  
Personal Agency ◽  
Structural Barriers ◽  
School Students ◽  
Agents Of Change

The purpose of this paper is to examine how Ontario secondary school English teachers make choices about which literature to teach in their courses. This will be done in order to more deeply understand why many secondary school teachers may or may not encourage students to read contemporary, social issue texts. This paper uses a critical sociology of schooling theoretical perspective to critique the study's findings. We examine the relation between policies and practice, the issue of resources and structural barriers, and how decisions are made around literary text choices. Some themes that emerged out of the interviews focus on a range of views expressed about personal agency, literary canons, gender, sexual orientation, and racism as central issues that shape text selection. We conclude by arguing for the need for policy to support individual teachers to take risks in their professional ability to select and teach contemporary social issues texts to high school students in all disciplines.

Assessing Listening Comprehension at the Secondary Level in Bangladesh: Challenges and Possible Measures

2021 ◽  
Vol 7 (2) ◽  
pp. 189-193
Author(s):  
S M Akramul Kabir ◽  
Janinka Greenwood
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Language Education ◽  
Secondary Level ◽  
Assessment Procedure ◽  
School Teachers ◽  
English Language Education ◽  
Assessment Procedures

The current National Curriculum 2012 of Bangladesh recommends all four skills of English language education to be assessed in school and public exams. In the curriculum, there is a suggestion to evaluate the listening abilities of students through a formative assessment throughout the year at schools. The marks of the listening assessment need to be counted with the other three skills while grading students’ English language papers for the secondary level in the Secondary School Certificate (SSC) examination. However, the existing exam evaluates only reading and writing tasks. Although various attempts are underway to reform the current language assessment procedure by including listening and speaking skills, nothing has come out in concreate so far. With this article, I provide expert insights into the challenges of listening assessment with the goal of helping policymakers and the secondary school teachers. In-depth interviews with policymakers and secondary school teachers and (n=16) are qualitatively analysed to gain reflection into the existing challenges to assess listening and how to make the assessment procedures. The findings and discussion of the article propose a conceptual framework that can be helpful for the teachers and policymakers to deal with the challenges. 

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