scholarly journals Teacher’s Pedagogic Competence in Teaching English at Secondary School Level

2021 ◽  
Vol 1 (3) ◽  
pp. 362-376
Author(s):  
Nelza Gita Purnama ◽  
Risnawati Risnawati ◽  
Detti Lismayanti
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Teaching English ◽  
Teacher Understanding ◽  
Educational Plan ◽  
Learning Techniques ◽  
Secondary School Level ◽  
Pedagogical Competence ◽  
Teaching Qualifications ◽  
Learning Principles

Pedagogical Competence is one kind of competencies that completely need to be mastered by teachers. Pedagogical competence refers to educational and teaching qualifications. One of the qualifications, the teachers should have the ability to manage and run the process of teaching and learning in the classroom. The aims of study are to know how the teacher’s pedagogical competence in teaching English. This study used Descriptive approach using mix method and the data were structured observation, questionnaire, and interview. The subjects of this study are an English teacher and 36 students of SMPN 16 Bengkulu Selatan. The findings of this study showed that the pedagogical competence of student is enough in medium category in can be seen at data interview and observation, and supported with the score of students’ perception on teachers’ pedagogical competence in teaching English were 27.2. The forms include: comprehend the qualities of understudies, this is finished utilizing an individual methodology, learning procedures, learning techniques, and learning materials that suit with students need. For aspects of teacher understanding of learning theory and learning principles which emphasizes very much on manuals, for the parts of educational program advancement educators just comprehend a little about the standards of educational plan improvement. Instructors aggregate schedule and exercise plans dependent on MGP. Based on the results of this study, the researcher suggested to the teachers that they should try to improve their strategy and competence when teaching in the class. The main problem of English Teachers are focusing only on the book instruction, not using English while teaching, and just giving the learners assignments without giving explanation in advance. There are also the solutions of all the problems like joining learning seminar or teacher forum.

EFFECTIVENESS OF ELECTRONIC CLASSROOM FOR TEACHING GENERAL SCIENCE AT SECONDARY SCHOOL LEVEL

2016 ◽  
pp. 66-85
Author(s):  
Moolraj Sharma ◽  
Arun K Gupta
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
School Level ◽  
Background Information ◽  
Teaching Methodology ◽  
General Science ◽  
Electronic Classroom ◽  
Secondary School Level ◽  
Achievement Levels

This paper is based on a research to understand the effectiveness of a new teaching methodology i.e. an ‘Electronic Classroom’ adopted by the teachers in a school for teaching General Science. In this study, a Students Questionnaire on Effectiveness of Electronic Classroom (SQEEC) was developed and validated on a selected sample of students from a secondary school where this technology has been introduced and implemented for teaching and learning. The paper provides the background information related to the setup of an electronic classroom and its importance in the teaching of General Science. SQEEC was found to be a reliable and valid tool for assessing the effectiveness of the electronic classroom. Results of the study show that the electronic classroom as a methodology was found to be effective for teaching General Science in terms of improved achievement levels of the students and on the basis of their grade and age levels. However, no significant differences were found to exist between different groups of students on the basis of their gender.

scholarly journals "Computerized Multimedia Package in Teaching and Learning Process of Social Sciences at Secondary School Level- An Experimental Study "

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Girija N ◽  
Vijayalakshmi S
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Teaching And Learning ◽  
Evaluation Process ◽  
School Level ◽  
Innovative Strategies ◽  
Self Evaluation ◽  
Secondary School Level ◽  
Present Context ◽  
Teaching Learning

In the present context of world peace, there is a great need of strengthening the Teaching of Social, Economical, Cultural, Religious and Technological Values in the society. Since Social Sciences a wonderful treasure house of information and values, teaching of Social Sciences should be made more interesting to the students to learn at all the levels. In this regard Instructional Media has stimulated Social Sciences teachers to seek innovative strategies in teaching learning process. These strategies are concerned with the systematic application of various media and skills to the requirements of educating the syllabus of Social Sciences.Based on instructional design, a Multimedia Package is prepared with the combination of text, graphics, sound, animation and video elements and presentation delivered by the computer. It is an individualized learning Package with Multimeda techniques which has built in self-evaluation process also. This was validated by different groups of experts at different levels and was also field tested. Finally the achievement test was administered to the learners.Thus the effectiveness of Multimedia package (SLM) on achievement was studied and analyzed statistically with the help of scores obtained.

scholarly journals The Teachers' Pedagogic Competence in Teaching English through Online and Offline Setting

2020 ◽  
Vol 7 (1) ◽  
pp. 42
Author(s):  
Nur Fadila Faidal ◽  
Rafi'ah - Nur ◽  
Suriani Suriani
Keyword(s):  
Learning Process ◽  
Online Instruction ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
New Methods ◽  
Pedagogical Competence

Nowadays, a new trend in the teaching and learning process emerges along with the development of technology. This study aims at exploring the pedagogical competence of English teachers at SMPN 8 Satap Maiwa. It also aims at finding out the students' perceptions of their teachers' pedagogical competence. There were three kinds of instruments in this study. They were observation, interview, and a questionnaire. Based on the interviews, the results showed that the teachers enjoyed teaching in the classroom, and they were interested in conducting online instruction even sometimes found problems in doing the process. Based on the questionnaire, the researcher found students perceived their teachers as quite good instructors in the classroom. Finally, the researchers suggested to the teachers that they should always intend to improve their competence by applying some new methods to make students better understand the materials.

scholarly journals Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education

2020 ◽  
Vol 12 (5) ◽  
pp. 1233-1250
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Paul Agu Igwe ◽  
Chinyere Augusta Nwajiuba ◽  
Sunday Mlanga ◽  
Michael Olayinka Binuomote ◽  
...  
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
African Countries ◽  
Content Type ◽  
Pedagogical Content ◽  
Significant Difference ◽  
Pedagogical Competence ◽  
Teaching Qualifications

PurposeThere has been much debate in recent times about the factors that improve the quality of teaching in higher education (HE) institutions. This has been especially fueled by the increasing importance attached to Doctor of Philosophy (PhD) qualification. To fill the existing gap in the current literature in this regard, this study aims to investigate whether HE teachers (lecturers) who undergo pedagogical training (PT) in addition to obtaining PhD qualification possess higher knowledge and pedagogical competencies (PCs) than those that relied only on having PhD qualification without further teaching qualifications.Design/methodology/approachDrawing upon data collected through a structured questionnaire administered to 1,174 Nigerian HE teachers in various disciplines from 39 HE institutions, in addition to two focus groups, the study adopts a mixed-methods research. The quantitative data were analyzed descriptively while qualitatively data were coded, transcribed verbatim, and analyzed thematically.FindingsThis article proposes that teachers who undergo PT in addition to obtaining PhD tend to have more PCs and perform better than those that have not undergone any form of PT. Also, it found a statistically significant difference between PCs of HE teachers who have undergone PT in addition to PhD qualification from those without PT. The implication is that teachers who have undergone PT are more effective in facilitating teaching and learning than those who have not completed PT.Research limitations/implicationsDespite the merits of the mixed-methods research, a major limitation of this study is the failure to compare students' achievements or successes based on the two distinct samples. However, the limitations create opportunities for further studies into the subject matter.Originality/valueThis study is timely, given that Nigeria (like many African countries) has a low quality HE system and low graduate outcomes (related to knowledge, employability, and skills). More so, research into pedagogical content knowledge (PCK) and practices are rare or nonexistent in the literature related to Nigeria and other African countries' HE system.

Standard compliance and suitability of classroom capacity in secondary school buildings

2019 ◽  
Vol 17 (3) ◽  
pp. 238-248 ◽  
Author(s):  
Norsafiah Norazman ◽  
Adi Irfan Che-Ani ◽  
Nor Haslina Ja’afar ◽  
Muhamad Azry Khoiry
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Learning Processes ◽  
School Level ◽  
Learning Approach ◽  
School Buildings ◽  
Content Type ◽  
Secondary School Level ◽  
Current Area

Purpose Teaching and learning processes are conducted formally in a classroom as the main learning space for schooling system, where it should be implemented effectively to achieve a desired level of satisfaction and comfort for the students. To encourage and sustain students’ motivation for continuous learning, specifically at secondary school level, classroom capacity is increasing significantly. The purpose of this paper is to analyse the guidelines and regulations of building design standard compliance, specifically for classrooms, and suggest the suitability of classroom capacity based on two main courses offered at the secondary school level. Design/methodology/approach Two sets of perimeters were used in this study to gauge the intended results, namely, mixed method was used to carry out the study. The first indicator was a quantitative method whereby the current area of 20 selected classrooms (length × width) was physically measured and recorded. The second indicator used was a qualitative method, through a semi-structured interview. Findings The findings showed that 55 per cent of classroom capacity in secondary school buildings complied with the existing guidelines, the stipulated design regulations and the classroom area requirement. The current area of classroom standing is at 2.25 m2 per student with an observable increase in students’ satisfaction during the teaching and learning processes. However, the findings from the semi-structured interview highlighted interesting points in relation to the suitability of classroom capacity. The teachers felt that classroom capacity affected performance of students based on two categories, namely, classroom-centred learning and classroom-less learning. The respondents agreed that the classroom-centred learning approach and classroom-less learning approach worked best with a maximum of 22 and 30 students per classroom, respectively. Originality/value This paper provides the current information, knowledge and findings related with real classroom capacity at a secondary school building that may affect students’ performance, while focus had always been on types of classroom, gadgets and qualified teaching staff. Hardly any valuable attention is given to the space these students spend almost a good part of their day for the rest of the week, over their formative learning period. Perhaps like the model of cars and sitting capacity, model classroom area and maximum capacity explored to ensure objectives irrespective of the driver, the teacher of the class. Therefore, these indicators may assist the school building management, building facilities and other professionals to identify and implement suitable of classroom capacity especially for all classroom-based learning in the schools generally.

scholarly journals Multimedia Approach in Teaching and the Attainment of Secondary Education Goals

2019 ◽  
pp. 13-16
Author(s):  
Dr. Ezemoyih Chuks Marcel ◽  
Dr. Tina Nwaeze ◽  
Dr. Angela Eze
Keyword(s):  
Educational Technology ◽  
Quality Assurance ◽  
Secondary Education ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Level ◽  
Educational Goals ◽  
Educational Media ◽  
Secondary School Level ◽  
Education Goals

Educational media contribute immensely in the attainment of educational goals at all levels, Media approach is an aspect of educational technology that discusses the utilization of materials and equipment in solving educational problems for positive attainment of educational goals at all school levels. This paper, therefore, discusses educational, media, multimedia approach to instruction, the Nigerian experience, and remedy to problems of multimedia approach in teaching and learning at, the secondary school level for quality assurance.

Sign in / Sign up

Export Citation Format

Share Document