scholarly journals Professional Knowledge and Organizational Commitment of Faculty Members Handling Science Subjects in the University of Eastern Philippines

2021 ◽  
pp. 17-25
Author(s):  
Rita D. Gordo
Keyword(s):  
Teacher Education ◽  
Organizational Commitment ◽  
Content Knowledge ◽  
Science Teacher Education ◽  
Faculty Members ◽  
Curriculum Structure ◽  
High Knowledge ◽  
General Pedagogy ◽  
The University ◽  
Very High

This study aimed to determine the professional knowledge of faculty members in terms of knowledge of science content, knowledge of general pedagogy, pedagogical content knowledge, and knowledge of the curriculum structure and materials and find out the degree of organizational commitment along with affective, continuance, and normative organizational commitment. A complete enumeration of faculty members handling science teacher education courses in the College of Education and College of Science. Descriptive-observational and survey were employed. The questionnaires were adapted from the framework for Philippine Science Teacher Education published by the Department of Science and Technology (DOST) and University of the Philippines-National Institute for Science and Mathematics Education Development (UP-NISMED) and the organizational commitment along with affective, continuance, and normative commitment constructed and tested. It was found out that faculty members have very high professional; specifically, very high knowledge content, very high knowledge of general pedagogy, and very high knowledge of the curriculum structure and materials. It was also found out that faculty members are very highly committed to the University. Specifically, faculty members are very highly committed to affective, continuance, and normative organizational commitment.

scholarly journals The Modern Trends and Applications in the Development of Academic Staff in the University of Maryland & George Mason University

2017 ◽  
Vol 10 (10) ◽  
pp. 102
Author(s):  
Alaa A. Asowayan ◽  
Sammar Y. Ashreef ◽  
Haya S. Aljasser
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Faculty Members ◽  
Teaching Staff ◽  
University Of Maryland ◽  
Information And Communication ◽  
The University

Several changes have occurred over the past century in the education system of Saudi Arabia. The changes have largely been associated with the fact that in the 21st century, information and communication technology is highly applied in the learning process, thereby leading to a major transformation of the process. The application of information and communication technology has also transformed interactions and rapidly changed the learning process, giving a new meaning to social interactions. Enterprises that operate in the information age enjoy information interchange, collaboration, and adoption and application of innovative tendencies and shared decision-making. Students’ demands have changed in that they no longer hope for middle-class success or application of routine skills, but they measure success in terms of ability to share, communicate and apply information to arrive at solutions to complex problems. The changing learning environment requires that the teaching staff learns new tendencies and skills that they can apply to cope with the ever-changing learner and general society expectations. Teachers’ competence at work is measured in terms of their ability to improve the power of technology in enhancing creation of new knowledge. Therefore, leaders of teacher education programs are responsible for developing sustainable programs that allow for teacher education. Training has become part of the ethics of the teaching profession, and members of the teaching staff must be ready for training throughout their profession. This paper will shed light on the training program of faculty members in two well-known universities in the United States: the University of Maryland & George Mason University, as an attempt to compare the above educational establishments with the conditions of training of faculty members of King Saud University in Saudi Arabia to suggest a training plan to develop training programs in KSU. It is time when leaders in educator preparation should critically reexamine their roles in the 21st century knowledge and skills whose landscape has largely changed.

scholarly journals The Extent of Application of the Principles of the Organizational Justice and Its Relationship to the Organizational Commitment of the Faculty Members at the University of Jordan

2011 ◽  
Vol 1 (2) ◽  
pp. 52
Author(s):  
Bashir Arabiyat ◽  
Al. Balqaa ◽  
Basma Tlelan Issa Al-Saleem
Keyword(s):  
Organizational Commitment ◽  
Key Words ◽  
Organizational Justice ◽  
Faculty Members ◽  
Statistical Relation ◽  
University Of Jordan ◽  
The University

Abstract This study aimed at identifying the extent of application of  principles of the organizational justice and its relation to the organizational commitment of the faculty instructors of the University  of Jordan. To achieve the objective of the study, a questionnaire was designed to collect data from the study sample. The study sample consisted of (183) faculty instructors of the University of Jordan. The study found that the extent of application of the principles of the organizational justice was medium, and the organizational commitment of the faculty instructors was high. It was found that there was a significant statistical relation to the application of the principles of the organizational justice for the faculty Instructors who had a commitment their organization. Finally, the researchers recommend the need to work on further studies on different variables related to this study. Key Words: Organizational Justice, Organizational Commitment.

„Studium wolne” a zagadnienie kształcenia nauczycieli szkół średnich na Uniwersytecie Warszawskim w okresie II Rzeczypospolitej

2017 ◽  
Vol 62 (0) ◽  
pp. 86-111
Author(s):  
Kalina Bartnicka
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Content Knowledge ◽  
Master's Degree ◽  
School Teacher ◽  
Teaching Profession ◽  
Master’S Degree ◽  
One Year ◽  
Pedagogical Research ◽  
The University

In 1918, Poland’s education authorities began to build a uniform school system. Improving secondary education and organising teacher education were important tasks. In the 1870s education in Galicia was Polonised (including universities in Cracow and Lviv), and a system of secondary school teacher education was established. Candidates were educated at university philosophical faculties. Qualifications were obtained after passing state examinations in content knowledge and pedagogical knowledge. University studies in the Second Polish Republic were organised according to the principles of “free study”, which educated researchers. A vast majority of students undertook studies to prepare for the teaching profession. The article deals with the adjustment of ministerial regulations and studies at the Faculty of Philosophy (later Faculty of Humanities and Faculty of Mathematics and Natural Sciences) at the University of Warsaw to the needs of vocational education of teachers. Since 1926, future researchers and future teachers were subject to the Master’s degree regulations. The choice of career in teaching or in academia began only after obtaining a Master’s degree. Additionally, teachers needed to acquire theoretical and practical pedagogical qualifications: during a one-year or two-year pedagogical program organised by Bogdan Nawroczyński at the Faculty of Humanities. This period saw the development of pedagogical research and an increased interest in pedagogy.

scholarly journals On the value of general pedagogy practice in teacher education: A proposal of teaching practice tasks

2019 ◽  
pp. 103-133
Author(s):  
Olga Aleksandrowska ◽  
Joanna Gilis-Siek
Keyword(s):  
Teacher Education ◽  
American Studies ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Educational Standards ◽  
Key Concepts ◽  
General Pedagogy ◽  
Training Institutions ◽  
The University

The aim of the present paper is to explore the value of general pedagogy practice in educating pre-service teachers of English. In the first part of the paper, the discussion begins with a brief overview of some key concepts related to the teaching profession, teacher education and teaching practice. The major functions of teaching practice, with specific focus on general pedagogy practice, are examined in the light of the Regulation by the Minister of Science and Higher Education of 17 January 2012 on Educational Standards in Preparation for the Teaching Profession (2012). Furthermore, selected models and concepts of organising teaching practice at different Polish teacher training institutions are outlined. The second part of the paper is devoted to presenting an organisational framework of the general pedagogy practice at the Institute of English and American Studies, Gdańsk University. A proposal of a series of teaching practice tasks is put forward along with suggested content of the portfolio documenting trainees’ field experience. The paper closes with some recommendations for improving the quality of the university practicum programmes.

scholarly journals Estimating the Reliability of Students' Scores in University Courses on Tests during the Semester and the Extent of Influence of these Scores Based on Determining their Relative Weights

2018 ◽  
Vol 12 (2) ◽  
pp. 246
Author(s):  
Ahmad Audeh ◽  
Majed Al Joudeh
Keyword(s):  
Faculty Members ◽  
Original Sample ◽  
University Courses ◽  
Estimate Reliability ◽  
Males And Females ◽  
Standard Deviations ◽  
Preparatory Year ◽  
The University ◽  
Very High ◽  
Reliability Coefficients

The aim of this study was to estimate the reliability coefficients of the tests prepared by faculty members in the preparatory year courses for both males and females at the University of Tabuk, using the Raju formula based on the predetermined fixed weights in the university regulations, regardless of their differentiating capability or the students' actual differences. Reliability coefficients were estimated again using the standard deviations of scores on these tests that were compared with the coefficients estimated by the Feldt-Gilmer formula that uses the variance covariance matrix of these tests. To address the questions of the study, the scores for all the students in 663 sections and 15 courses were analyzed, and the reliability coefficients were estimated. In light of the study’s hypothesis, another sample of 30 sections was selected randomly from the original sample to estimate reliability coefficients through the Feldt-Gilmer formula. The results indicated that the estimated mean of coefficients 0.68 in the average were lower than expected. Based on the university strategy which focuses on quality and excellence, higher reliability is required; mediocrity in this situation is not accepted. This means  that 0.68 was compared to 0.67 and 0.69 estimated by the adjusted Raju formula using standard deviations as weights, and by the  Feldt Gilmer respectively. The correlation between the reliability estimations using the last two formulas was very high (r = 0.98). The results revealed enough evidence statistically and practically for recommending the use of the modified Raju formula in practical situations to estimate the tests' reliability.

scholarly journals Promoting Student Teachers’ Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

2016 ◽  
Vol 6 (4) ◽  
pp. 156 ◽  
Author(s):  
Frank Rosenkränzer ◽  
Tim Kramer ◽  
Christian Hörsch ◽  
Stephan Schuler ◽  
Werner Rieß
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Systems Thinking ◽  
Science Teacher Education ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Effective Development ◽  
6Th Graders

<p>The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers’ Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed Pedagogical Content Knowledge (PCK). But the effective development of this knowledge is empirically uncertain. This article reports the effects of three different interventions (technical course, didactic course, mixed course) in promoting student teachers’ reflective Content Related Knowledge for teaching systems thinking. Participants analyzed a videotaped lesson of 6th graders learning about the ecosystem lake and identified weak aspects in the teacher’s CK and PCK. The results revealed that student teachers’ reflective Content Related Knowledge for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a mixed course with equal technical and didactical input seems to be most effective in fostering student teachers’ reflective Content Related Knowledge for teaching systems thinking.</p>

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