Tathbiq al-Thariqah al-Ihaiyyah fi Ta’lim al-Lughah al-Arabiyyah fi Indunisiya

This paper describes the application of the suggestopedia method in learning Arabic. This is a library research. The sources of data related to the suggestopedia method are taken from various books and scientific articles from various journals. The data collection technique is to review books and journals. The data obtained are then processed by collecting data regarding the suggestopedia method through various sources and literature, identifying and understanding the characteristics of Arabic learning, analyzing the substance of the suggestopedia method to be applied in Arabic learning, and drawing conclusions. The results of the study show that learning the language in a pleasant atmosphere can contribute a lot to the effectiveness of learning Arabic. The basic things that should not be forgotten in this method are six components, such as teacher authority, infantilization, multiple learning resources, intonation, rhythm, and relaxed attitude. Students learn not only from the materials taught but also from the environment. The double advantages obtained are that students gain language skills and at the same time enjoy life. This atmosphere is supported by intonation, rhythm, and a relaxed attitude that can relieve boredom of the lessons given. Students' minds are made as calm and relaxed as possible so as to stimulate the nerves, and then the material can be easily accepted and maintained in the long run.

Student Teachers' Uncertainty Competence and Its Measurement

Uncertainty, here defined as an experienced information deficit regarding teacher authority, student knowledge etc., is a ubiquitous phenomenon in teachers' professional lives. Teacher education in Germany does however not explicitly prepare student teachers for uncertainty, and there is little conceptual clarity regarding competencies required to successfully cope with uncertainty in the teacher profession. Therefore, the authors first propose a new conceptual framework that defines teachers' uncertainty competence (UC) and, secondly, report on a new measurement approach that was developed to assess student teachers' UC in different educational settings. In a final step, the new approach was administered to 356 Waldorf and non-Waldorf student teachers in Germany to examine two core assumptions behind UC, namely its sensitivity to differences in context and educational experiences. Results lend preliminary support for these assumptions and are discussed with regard to their match with the new response concept and methodological considerations regarding its measurement.

Understanding Teacher Authority

Despite the fact that teacher authority is an ever-present and fundamental component of everyday school life and classroom experiences, teacher authority remains poorly understood and insufficiently researched. By reviewing the sociological and educational literature on teacher authority, the study outlined the current status of teacher authority research, explicated the institutional and personal sources of legitimate teacher authority, and delineated four perspectives for understanding teacher authority: a) teacher authority is legitimate domination generated and justified by professional and personal sources of legitimacy; b) teacher authority functions through pedagogical discourse which is a both instructional and regulative process of transmitting value-laden knowledge; c) teacher authority is in dynamic teacher-student relationships where teachers cannot automatically possess but have to earn students’ respect; d) teacher authority emits educational influences and essentially serves the moral order of conscience. The study calls for more research into teacher authority especially against the backdrop of declining teacher authority yet ever growing expectations and demands on teachers and teaching outcomes.

Power Distance and Teacher Authority in an Online Learning Environment

Computer-aided instruction has assumed a prominent role in language teacher preparation programs, as educators increasingly turn to online environments to extend learning beyond the classroom, stimulate critical thinking, and motivate future language teachers to “think outside the box” and take responsibility for their own learning. In online educational settings, instructor presence plays a significant role, and its impact has been extensively explored. However, the majority of the research has been carried out in Western countries, where the cultural norms of individualism, low power distance between teachers and students, and a high level of acceptance of instructor feedback typically play a positive role in online student-teacher interactions. Few studies have looked at the issue of instructor presence in Eastern cultures, where teachers are traditionally granted a high degree of authority, and learners often have a lower tolerance for situations where independent thought and creativity are called for – as is often the case in online learning.

Using Online Writing Communities to Teach Writing MOOCs

The immense enrollment capacity of massive open online courses (MOOCs) radically decenters student and teacher authority in the writing classroom. However, online writing communities teach each other how to write effectively within that community, a type of writing instruction which could be leveraged in a MOOC. The author qualitatively coded the types of writing questions and feedback posted on a technical writing forum, Technical Writing World and discovered that writing questions focused on technical writing genres, style guides, documentation practices, lower order concerns, and revision or outsourcing of work. Responses often directed the original poster to research the rhetorical situation within a specific company. The author then outlined three pedagogical approaches for writing MOOCs: students could ask writing questions from professionals on similar writing websites, conduct qualitative studies of similar online writing communities to learn their underlying writing values, and participate in MOOCs that were organized to be communities of practice.

Adult Chinese Immigrants Learning English

This article provides an account of a group of adult Chinese immigrants learning English at a cultural center serving the local Asian community. The focus of this teacher-research descriptive case study is on learner experiences as they relate to transition theory and Confucian learner principles and as these materialized through classroom participation. Using transition theory as a lens, the article establishes connections with Confucian learning principles as they emerged in the data collected. Therefore, study findings are presented under four themes: Self, Situation, Strategies, and Support. In view of the Confucian philosophy of learning, the participants’ stories illustrate their understanding of teacher authority, collaborative learning, function of effort, and pursuit of lifelong learning. Thus, the article examines how the learners were adapting or struggling with different daily life aspects that require the use of the English language. Learning English served as catalyst for the adult learners to achieve their goals in the new community and culture.

Intellectual emancipation as minimal humanism – The relevance of Jacques Rancière in business school teaching

How might emancipatory teaching practices look like in the context of the business school, when the meaning of the subject of emancipation, the human being, has become unsettled? Our philosophical essay addresses this question by excavating Jacques Rancière’s conception of intellectual emancipation and showing its practical relevance for experiments with emancipatory teaching in a business school environment. Speaking from within a tradition where the meaning of human is irrevocably unsettled, Rancière, remarkably, still insists on an essential link between emancipation and humanism – although in a minimal version. First, we show why and how Rancière’s analyses of emancipation are united by the common concern to affirm such a minimal humanism. Thereafter, we describe how three features sets intellectual emancipation apart from social and aesthetic emancipation and makes it pertinent to take intellectual emancipation to school: The possibility and intention to emancipate others, the acknowledgement of the constructive role of reason herein, and the significance of teacher authority in doing so. Lastly, we move beyond and problematize Rancière’s clear conceptual account of intellectual emancipation by extracting three heuristic pedagogical devices from it and by recounting their confrontation with the messy details of our teaching practice at the business school.

The Authority of Teacher in Madrasah Based of Islamic Boarding School

<p class="06IsiAbstrak">Teachers are obliged to possess authority to increase pedagogical interaction effectivity. However, there has been a shift in the meaning of authority so that an in-depth study is carried out on the dimensions of teacher authority, factors that influence the teacher authority, and the dynamics of teacher authority in Madrasah based of Islamic boarding school (pesantren). This research is a qualitative research by using interview, observation and documentation methods to collect the data. The data analysis includes data reduction, data display, and conclusion drawing/verification. The results show: 1) Authority is defined as strength to be admired accompanied by respect so as to bring obedience. The dimensions of teacher authority include spiritual, cognitive, affective, skills, social and physical: 2) There are at least 3 (three) factors that can increase the teacher authority, namely assertiveness, responsibility and patience; 3) The teachers authority from inside the pesantren (ndalem) is in the form of traditional authority, while teachers from outside the pesantren must strive to gain authority in the form of charismatic authority or even legal rational authority.</p>