Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

Training as a means of successful professionalization of applicants for higher education in quarantine

The article presents a model of training as an innovative pedagogical technology for successful professionalization of future professionals in quarantine and distance learning. The pedagogical conditions and features of educational and professional training to ensure the formation of professional competencies in students are determined. The principles and methods of application of training pedagogical technology in the context of integration approaches to the organization and content of distance learning in higher education institutions are analyzed. The role of development of pedagogical skill of the teacher-trainer as a factor of qualitative preparation of future experts in unpredictable situations of their professional formation is noted.

MODEL PEMURIDAN AKSELERASI YESUS KRISTUS DALAM MULTIPLIKASI JEMAAT DI GEREJA SIDANG JEMAAT ALLAH SURAKARTA

The objective of this research is to explain the accelerated discipleship model of JesusChrist according to the Synoptic gospels and modern discipleship experts to multiplicate the churchmembers of GSJA (Church of General Assembly) Surakarta.The research method here is a qualitative research with literature study consists of: books,papers, magazines, website, reports, and other writings data related to the research questions.From the result of the research, then the researcher propose a Model of AcceleratedDiscipleship to Multiplicate Church Member in GSJA Surakarta consists some aspects as follow:first, biblical and contextual discipleship history; second, discipleship principles (selection orscreening), training center (training, development, anointing, exampling), multiplication (sending,controlling, multiplication); third, discipleship components, such as: teacher (Jesus Christ-TheGreat Teacher, Hoy Spirit The Councelor, teacher/trainer), relationship (friendship,interdependent), subject matter and curriculum (The Bible, KTBK series), method (inductivecontextual), discipleship acceleration, and output of discipleship; fourth, discipleship acceleration;and fifth, result of discipleship.Keywords: Discipleship, Acceleration, Jesus Christ, Multiplication of Church Member

Psychological and pedagogical features of the physical education of children with disabilities

The article outlines the psychological and pedagogical features of the physical education of children with disabilities. It is noted that over the past 5 years in Kazakhstan the number of disabled people has increased by 7.5% and currently amounts to 674200. 86956 are people under the age of 18 years, of which 90% are children under the age of 16. The authors describe the features of the motor-mental development of children with visual, hearing, speech, musculoskeletal and nervous system disorders. Information is presented on the methods of adaptive physical education of children with various developmental and health disorders. The requirements to the professional competence of the teacher-trainer of educational organizations in the field of adaptive physical education for working with children with special educational needs are proposed.

Method as a Creative Instrument for Researching on the Formation of the Teacher Trainer of Teachers (Mathematics)

This text derives from a doctoral research that investigates the aspects of education of the teacher trainer who instructs mathematics teachers. It has as main theoretical reference Gaston Pineau and Edgar Morin. The general goal of this work is to present moments of an investigative process that has as its area of study the formation of the teacher trainer who instructs mathematics teachers. The methodological assumptions include building blocks of eco-systemic and complex thoughts. The method adopted is relational between Oral History and Grounded Theory. The method unveils possible dimensions in the formation of the teacher trainer in a qualitative research. The results of this study can help to understand the nature of dimensions of the teacher trainers´ formation, which are based on their experiences with themselves, with others and with the environment. Thus, it includes a new approach to temporalities in the formation of the teacher trainer, from the insertion of the principles of complex thoughts.

Realism, Pansophy and Mentality in the Work of the Czech and World Pedagogue J.A. Comenius: An Analysis of Three Fundamental German Works and Their Significance for International Comeniology

Three fundamental scientific works on the pedagogy of Comenius will be considered from newperspectives. These are the works of the East German comeniologist Franz Hofmann and the two WestGerman comeniologists, Klaus Schaller and Andreas Lischewski. Germany has produced numerous scientific analyses of Comenius since 1945, but these three habilitation theses were selected for comparative analysis because their authors gained an international reputation as comeniologists through these works. By illuminating the different views of Comenius, new aspects of his world view and pedagogy can be carved out. Differences arise not only due to certain peculiarities of Comeniology between East Germany and West Germany, but also between Protestant and Roman Catholic interpretations. Each of the three works describes the pedagogy of Comenius from its own perspective. Hofmann wrote as a historian of pedagogy and at the same time as a teacher-trainer who passes on the intellectual heritage to a younger generation of pedagogues; Schaller wrote as a pedagogue and philosopher who provided a philosophical deepening of Comenius' pedagogy; Lischewski, as a younger scientist, undertook a scientific-critical effort to delve into the hidden theoretical structure of Comenius' work. A look at the three works shows that there are still unresolved questions despite the renewed upswing in Comenius research since the 20th century.

Evaluasi Program Pembinaan Senam Artistik Sekolah Dasar Di Kabupaten Pemalang

The determination of this research is to support the artistic gymnastics coaching program in Pemalang district of Central java. The approach used in the assessment of this program is the CIPP Model of Daniel Stufflebeam in terms of context, input, process, and product. There are three elementary schools that thrived in representing the name of Pemalang Regency to become champions in the artistic gymnastics competition in Central Java, the schools are from SDN Padek 01, SDN Pamutih 02 and MI Muhammadiyah. The collecting data used observation technique, interviews and documentation in the form of archives as supporting data. While the informant sources were the Principal, sport teacher/trainer, students as the gymnasts and parents of students. The analysis technique used is descriptive analysis. The results of the study show that: At the input stage, the athlete recruitment as a trainee was done voluntarily in accordance with the interests and talents sought since he/she entered first grade, for the determined criteria are applied well, inadequate facilities, insufficient and simple infrastructure. Keywords: Evaluation, Artistic Gymnastics Development Program, Elementary School AbstrakTujuan Penelitian ini untuk mengevaluasi program pembinaan senam artistik di kabupaten pemalang. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Pendekatan yang digunakan dalam penelitian evaluasi program ini adalah CIPP Model (Daniel Stufflebeam’s) ditinjau dari tahap context, input, proces, dan product. Ada tiga sekolah dasar yang berhasil membawa nama kabupaten pemalang untuk menjadi juara dalam kompetisi senam artistik tingkat Jawa Tengah, yaitu dari SDN Padek 01, SDN Pamutih 02 dan MI Muhammadiyah. Pengumpulan data menggunakan teknik Pengamatan(observasi), wawancara (interview) dan dokumentasi berupa arsip sebagai data pendukung. Sedangkan informan yang digunakan adalah Kepala Sekolah, Guru Penjasorkes/pelatih, siswa sebagai pesenam serta orang tua siswa. penelitian menunjukan bahwa: Pada tahap input perekrutan atlet sebagai peserta pelatihan secara suka rela sesuai dengan minat dan bakat dicari sejak dia masuk kelas satu,untuk kriteria yang ditetapkan dilaksanakan dengan baik,fasilitas yang kurang memadai,sarana prasarana kurang memadai dan sederhana. Kata kunci: Evaluasi, Program Pembinaan Senam Artistik, sekolah Dasar

PROBLEMATIZACIÓN Y CONOCIMIENTO ESPECIALIZADO DEL FORMADOR DE PROFESORES DE MATEMÁTICAS

Se presenta una reflexión sobre el lugar que ocupa la problematización en el conocimiento del formador de profesores de matemáticas. Tanto la problematización de saberes como los estudios sobre el formador de profesores son temas que se han trabajado escasamente y mucho menos se ha visto cómo ellos se pueden articular para mejorar los procesos de formación de profesores de matemáticas. La problematización es un término bastante utilizado en la formación de docentes; sin embargo, poco se ha profundizado sobre su naturaleza y desarrollo en los procesos formativos; de igual manera, los avances en el tema del conocimiento del formador de profesores no han sido tampoco muy trabajados, a pesar de la importancia que se le reconoce a este actor en los procesos de transformación educativa. Para abordar la relación entre la problematización y el conocimiento especializado del profesor en los procesos de formación, desarrollamos algunas ideas sobre los tipos de conocimientos que un formador de profesores de matemáticas debería tener; luego se aclara lo que se entiende por problematización, su caracterización y las condiciones para que ésta se desarrolle en los procesos formativos. Finalmente se reconoce que son los espacios formativos donde la problematización y el conocimiento del formador de profesores se complementan para lograr procesos formativos caracterizados por la reflexión sobre la práctica. Concluimos con una serie de ideas de lo que podría ser una agenda de investigación sobre estos dos aspectos: el de la problematización y el conocimiento del formador de profesoresPalabras claves: Formador de Profesores, Problematización, Conocimiento del profesorProblematização e conhecimento especializado do professor de MatemáticaResumoÉ apresentada uma reflexão sobre o lugar que a problematização ocupa no conhecimento do formador de professores de matemática. Tanto a problematização do conhecimento quanto os estudos sobre o professor formador são assuntos pouco trabalhados, muito menos visto como eles podem ser articulados para melhorar os processos de formação de professores de matemática. Problematização é um termo amplamente utilizado na formação de professores; no entanto, pouco foi feito sobre sua natureza e desenvolvimento nos processos de treinamento; Da mesma forma, os avanços no tema do conhecimento do professor formador também não foram muito trabalhados, apesar da importância que esse ator é reconhecido nos processos de transformação educacional. Para abordar a relação entre problematização e conhecimento especializado de professores em processos de treinamento, algumas idéias são desenvolvidas sobre os tipos de conhecimento que um professor de matemática deve ter; Em seguida, esclarece-se o que se entende por problematização, sua caracterização e as condições para que ele se desenvolva nos processos de treinamento. Por fim, reconhece-se que são os espaços de formação em que a problematização e o conhecimento do professor formador se complementam para alcançar processos de formação caracterizados pela reflexão sobre a prática. Conclui com uma série de idéias do que poderia ser uma agenda de pesquisa sobre esses dois aspectos: o da problematização e o conhecimento do professor formadorPalavras chaves: Formador de Professores, Problematização, Conhecimento do professorProblematization and specialized knowledge of the Mathematics Teacher´s EducatorAbstractA reflection is presented on the place that problematization occupies in the knowledge of the mathematics teacher trainer. Both the problematization of knowledge and studies on the teacher educator are subjects that have been scarcely worked on, much less seen how they can be articulated to improve the training processes of mathematics teachers. Problematization is a term widely used in teacher training; however, little has been done about its nature and development in the training processes; in the same way, the advances in the subject of the knowledge of the teacher educator have not been much worked either, in spite of the importance that this actor is recognized in the processes of educational transformation. To address the relationship between problematization and specialized teacher knowledge in training processes, some ideas are developed about the types of knowledge that a mathematics teacher educator should have; Then it is clarified what is meant by problematization, its characterization and the conditions for it to develop in training processes. Finally, it is recognized that they are the training spaces where the problematization and the knowledge of the teacher educator complement each other to achieve training processes characterized by reflection on practice. It concludes with a series of ideas of what could be a research agenda on these two aspects: that of problematization and the knowledge of the teacher educatorKeywords: Teacher Educator, Problematization, Teacher knowledge