Implementing Communicative Approaches in English Language Teaching: The Case of Burkina Faso

This article explores the implementation of communicative approaches in English as a foreign language (EFL) teaching in Burkina Faso. Ten years after the revision of the syllabi, the implementation of communicative approaches in EFL teaching is still lagging. Teachers are still struggling to enact communicative approaches in the classroom. This article seeks to understand the factors that hinder the achievement of the communicative goals set by policymakers. This article investigates those hindrances under the lens of teachers who are the expected enactors of communicative approaches in the classroom. It used a mixed methodology for data collection, and the participants are teachers and teacher supervisors. Data analysis consisted of the integration of quantitative data into qualitative thematic units of analysis. The findings revealed that the implementation of communicative approaches did not go beyond the definition of the communicative goal and the design of communicative syllabi. The textbooks and the teaching methodologies remained traditional and teachers did not receive appropriate contextualized training to apply communicative approaches in their classes.

Politics of Identity and Power Distribution in Practice, Pedagogy, and Curriculum: Personal Reflections of Teacher Supervisors in Morocco

An educational system that aspires to be effective would constantly strive to bring about positive change into the society and the students it is meant to serve. Attending school would amount to a waste of time unless the experience manages to make a difference in the students’ lives regarding how they view themselves and the others around them.After all, education is not about stuffing students with knowledge; it is mostly about inspiring and empowering young learnerswith the knowledge that being different-with regards to gender, skin colour or social class - does not necessarily amount to being inferior. The aim of this reflective report is threefold. First, it tries to identify the relationship between knowledge and power.It will also elaborate on the concept of identity as a socio-cultural construct with deep implications for classroom practices,before closing with an investigation into how students and teachers' complex and diverse identities interact and shape the knowledge and power constructed in classroom practices, pedagogy, and curriculum. As implications, the paper concludes with the idea that there are yet a number of teacing and learning aspects to be explored before the classroom becomes a space where various identities are equally valued and recognized instead of a space where a sense of unequal distributon of power (and steriotypes unfairly associated with some identities) is maintained and perpetuated .

What was it like to be an ESL teacher in 2020? Reflections from the prek-12 community

Suddenly, with the advent of COVID-19, our familiar teaching tools disappeared. How, in a two-dimensional world, were teachers to connect with students? This is a question we have all been asking ourselves since last spring — and when we began to discuss this forum, it was the question we posed to our community. We asked student teachers, cooperating teachers, and student-teacher supervisors to reflect on a single moment from this past year. We hoped to document — and to share — a few moments from the actual experience being an ESL teacher during the 2020 school year.

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

This article reports on findings from a larger research project examining instructional supervision in the Sultanate of Oman. It sought to explore how teacher supervisors perceived their preparation for the current education reforms. To realize this objective, the study adopted a qualitative research design. Data were collected using semistructured interviews with a sample of teacher supervisors in the Muscat Educational Supervision Directorate. The findings indicate that the supervisors considered their preparation to be inappropriate, reasoning that most of the training programs provided were short theoretical conferences or lectures with no or a few opportunities for practice. The supervisors expressed their need for more adequate and sufficient training to enable them to undertake their new supervisory roles.

Peningkatan Teknologi Informasi Melalui Supervise Pendidikan

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia isinadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

Peningkatan teknologi informasi melalui supervisi pendidikan

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia is inadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

Peningkatan Teknologi Informasi Melalui Supervisi Pendidikan

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia is inadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

Supervisi Pendidikan

Progress in information technology that is so fast is expected to improve the quality of education in Indonesia. In the world of information technology education can help and support the learning process. Especially now all the learning process activities can be done online. Progress in information technology must also be supported by quality human resources. In this case the teacher is very instrumental in the utilization of information technology in the world of education. Because the teacher is one of the education supervisors who will encourage the advancement of the quality of education in Indonesia. But in reality the quality of teachers in Indonesia is inadequate. There are still many teachers who cannot use information technology in learning especially for teachers who are senior or old. As teacher supervisors, they must improve the quality of their performance in using technology. To improve the ability of teachers to use technology, ongoing training is needed to use technology. The role of the head of the school as a supervisor is also needed, namely the principal is obliged to supervise, control, and approach the teacher in terms of the use of technology in the learning process.

PROGRAM PENGALAMAN LAPANGAN (PPL) DI PERPUSTAKAAN SEKOLAH DALAM MENDUKUNG VISI UPI

As one of teachers colleges that has a vision as a leading and outstanding univer-sity in education field, UPI is expected to contribute to the progress of education, especially that of UPI partner schools. To strengthen the vision and give provision to UPI students, the field experi-ence program is held in school library. Library and Information Science Study Program held PPL in school library for a full semester in 2017. This study aimed to describe PPL activities in school libraries, including planning, implementation and monitoring. This study used descriptive method with quantitative approach. The respondents were PPL teacher supervisors. The implementation (planning, implementation and monitoring) of PPL in school library supported the achievement of UPI vision. It was based on the statement of teacher supervisors who stated that PPL implementa-tion in school library was in accordance with the vision of UPI as a leading and outstanding uni-versity in education field. This study also resulted in some recommendations for next PPL activi-ties, which highlighted the requirement to strengthen students’ competencies as future school li-braries, especially on managerial and educational competencies. Abstrak. UPI sebagai salah satu LPTK yang mempunyai visi sebagai universitas pelopor dan unggul pada bidang pendidikan diharapkan dapat berkontribusi pada kemajuan pendidikan, terutama sekolah mitra UPI. Program Studi Perpustakaan dan Ilmu Informasi pada tahun 2017 menyelenggarakan Program Pengalaman Lapangan (PPL) di perpustakaan sekolah selama satu semester penuh. Permasalahan pokok penelitian ini adalah: “Bagaimanakah implementasi (perencanaan, pelaksanaan dan pemantauan) PPL di perpustakaan sekolah dalam mendukung visi UPI sebagai universitas pelopor dan unggul pada bidang pendidikan?” Metode yang digunakan dalam penelitian ini yaitu metode deskriptif dengan pendekatan kantitatif. Responden penelitian ini adalah guru pamong PPL. Implementasi PPL di perpustakaan sekolah mendukung pencapaian visi UPI, hal tersebut berdasarkan pernyataan guru pamong menyatakan penyelenggaraan PPL di per-pustakaan sekolah sangat sesuai dengan visi UPI sebagai universitas pelopor dan unggul pada bi-dang pendidikan. Rekomendasi pada kegiatan PPL selanjutnya yaitu masih perlu penguatan kom-petensi mahasiswa sebagai calon pustakawan sekolah, terutama pada kompetensi manajerial dan kependidikan.