The Development of Indonesian Accounting Teacher Professional Identity Measurement: An Exploratory Factor Analysis

<p style="text-align: justify;">Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.</p>

Can grassroots festivals serve as catalysts to connect and empower youth in urban informal settlements? A case study of art festivals in Indonesian kampungs

Purpose The purpose of this study is to examine how young residents in two Indonesian kampungs (urban informal settlements) participate in two grassroots art festivals and to what extent their participation affects their capacity and network. Design/methodology/approach This study uses a qualitative method. The data collection were done in 2017 and took the form of in-depth semi-structured interviews with 15 respondents in two kampungs, Kampung Dago Pojok, Bandung, and Kampung Bustaman, Semarang. Findings The results show that the grassroots festival can empower youth throughout its process while also influencing their networks. The festival could act as the catalyst for youth to gain event management skills and exchange cultural knowledge. This study also found that there are two sides the art festivals can bring to the youth regarding their network: while the festival was able to develop their internal and external network, it also led to social division within the community. Originality/value The originality of this paper lies in the context of the research where it contributes to understanding the implications of community-based art festivals in the developing context, particularly in the low-income informal settlements. The paper’s content also provides insights that festivals can also be understood as more than place marketing or branding but as collections of steps and efforts of the community to provide meaningful actions for their place and people.

The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects’ syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners’ perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students’ cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

Second Language Learners’ Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context

It can be a great challenge for second language (L2) learners to comprehend meanings that are implied in utterances rather than the surface meaning of what was said. Moreover, L2 learners’ attitudes toward pragmatic learning are unknown. This mixed-methods study investigates L2 learners’ ability to comprehend conversational implicatures. It also explores their beliefs about and intentions to develop this ability using Ajzen’s theory of planned behavior (TPB). A total of 498 freshmen from a public university in China participated in the study. Data were collected using a web-based test, stimulated recall tasks and semi-structured interviews. Results show that the participants differed in recognizing the intended meanings. Complicated factors account for the variations. In addition to the types of implicature, learners’ beliefs about developing pragmatic comprehension also influence their learning intention, and subsequent performance. These beliefs include learners’ multi-layered, complex attitudes toward the outcomes of pragmatic learning, perceived self-efficacy beliefs regarding language proficiency and L2 cultural knowledge, actual behavioral control over opportunities and resources for pragmatic learning, and perceptions of less social pressure on pragmatic learning. The use of TPB may help language teachers and test designers to understand learners’ beliefs about L2 pragmatic learning in the English as a foreign language (EFL) context. Understanding the factors influencing learners’ intention will help design more effective teaching curricula that may integrate pragmatic instruction and testing in the future.

Teachers’ Moral Evaluation of Students in an Inclusive Secondary School: A Study of Minority Students’ Behaviour and School Performance

This study aims to analyze the issue of morality in a teaching and learning set up. After discussion and answering the question “Is it ever the case that teachers hold students morally blameworthy or praiseworthy for factors that are known to be beyond their control?” the study concludes that teachers hold students to be morally blameworthy or praiseworthy for factors that are beyond their control, because they do not fully comprehend their lack of control over their situation, which is still bad. The study also found that most teachers do not have a clear cross-cultural knowledge of minority students’ background causing a moral judgement dilemma of students’ behaviours and actions. A critical look at other variables that may affect students’ learning is recommended by this study.Keywords: minority students, blameworthy, praiseworthy, knowledge, moral judgement

The Cultural Knowledge Perspective: Insights on Resource Creation for Marketing Theory, Practice, and Education

Marketing researchers and marketers have long focused on the importance of resources: organizations having enough raw materials, advertising budget, distribution and supply facilities, data, technology, money, connections, time, or employees. However, these only become valuable to the organization when people identify them as potential resources and then use them adeptly. In this conceptual paper, we argue that understanding the process of identifying and creating resources is essential to understanding organizational success. We introduce the Cultural Knowledge Perspective. The perspective refocuses attention on the process by which people use and extend their cultural knowledge to identify latent materials, materials that have resource potential, and the process by which cultural knowledge is used to activate latent materials to create actual resources. We bring together and build on disparate research in marketing, sociology, and management to show the importance of understanding how the cultural knowledge of marketers and consumers is deployed for resource creation. In doing so, we show how this perspective opens avenues for hiring marketing talent, product development, marketing communications, and marketing education.

Indigenous Knowledge as Resource to Poverty

This chapter examines the ways in which African rural youths and women seek opportunities to innovate and adapt indigenous knowledge as a locally developed resource of community resilience in the attempt to reduce household poverty. Two case groups are discussed in this chapter, and both engaged in self-employment enterprises. The groups drew upon their ecological and cultural knowledge, enabling themselves through shoestring budgets to sustain their livelihood and community wellbeing. The chapter shows that unemployment affects young people and rural women from all occupations and ethnic groups, a situation that puts them in a vulnerable and precarious living condition and possibly in poverty trap. The analysis showed that for most of youth found on the Tanzania's streets and urban municipalities, a secondary education has not proven useful in practical knowledge, skills, values, or attitudes necessary to enter the world of work or to become self-employed.

Game-Based Pedagogy

Interpretations of the cultural meanings made by each of the boys in the study, based on their individual unique experiences engaging with video games, can provide readers with insights into how to approach adolescent aged boys' literacy development through game-based pedagogy. In this chapter the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games. The methodological approach documented what boys are saying, as much as possible, which is currently understudied in the literature surrounding boys and their video gaming practices. This chapter addresses some boys' out-of-school video gaming practices for meaning-making and gaining cultural knowledge. Studying the ways in which boys make meanings through multimodal ways of learning can offer insights into strategies for cyber culture that can potentially reinvent traditional literacy pedagogical boundaries and establish new ways and practices for building knowledge.

The Use of Scaffolding Theory in the Teaching of Writing

"English Curriculum Standards for Senior High School (2017)" puts forward higher requirements for the writing ability of students: students can use the language knowledge and cultural knowledge they have learned to create new texts according to different purposes and audiences. Writing is a difficult point. However, the current domestic English writing teaching effect is not satisfactory. English writing teaching has not been paid enough attention, and students lack the initiative to learn English writing. Scaffolding theory encourages teachers to follow the "student-centered" classroom teaching model and build scaffolds based on the students' recent development areas, so as to promote students' knowledge construction and meaningful learning, stimulate students' interest in English learning, and improve their English writing level. This article analyzes the teaching of English writing from the perspective of scaffolding theory. First, it introduces the research background, expounds "Zone of Proximal Development" and scaffolding theory, and discusses in detail the five steps of scaffolding theory applied in high school English writing classrooms. Finally, three teaching inspirations and suggestions are provided in order to improve the teaching effect of high school English writing.

Features of the art communicative function in the educational and cultural environment organization

Актуальность статьи обусловлена проблемой организации воспитывающей культурно-просветительской среды, что имеет дело с реализацией коммуникативной функции искусства, а также содержанием учебного процесса, технологическими особенностями, формированием, трансформацией и взаимодействием художественных и культурных ценностей в современной образовательной среде. В статье выделены основные направления, в которых раскрываются аспекты коммуникативной функции искусства, включая подготовку музыкально-познавательных программ, активизацию эмоционально-эстетических процессов, а также интерес к освоению и расширению культурологических познаний, в целом. Авторы выделяют эффективные методы создания ситуаций эмоциональных переживаний, учебных дискуссий, мотивации познавательного интереса. Содержание статьи выстроено в опоре на научно-педагогические исследования влияния среды на развитие человека при освоении новой художественной информации, в частности, арабской музыкальной культуры. В статье показано, что организация воспитывающей культурно-просветительской среды и подготовка музыкально-познавательных программ способствуют общекультурному развитию детей и положительно влияют на развитие их художественной коммуникации, что на современном этапе обретает особую значимость в воспитании современных школьников. The relevance of the article is due to the problem of organizing an educational and cultural environment, which deals with the implementation of the art communicative function, as well as the content of the educational process, technological features, the formation, transformation and interaction of artistic and cultural values in the modern educational environment. The article highlights the main directions in which aspects of the art communicative function are revealed, including the preparation of musical and educational programs, the activation of emotional and aesthetic processes, as well as interest in the development and expansion of cultural knowledge, in general. The authors highlight effective methods for creating situations of emotional experiences, educational discussions, motivation of cognitive interest. The content of the article is built on the basis of scientific and pedagogical studies of the influence of the environment on human development in the development of new artistic information, in particular, Arab musical culture. The article shows that the organization of the educational and cultural environment and the preparation of musical and educational programs contribute to the general cultural development of children and have a positive effect on the development of their artistic communication, which at the present stage is of particular importance in the upbringing of modern students.