Abstract: The research presented in this article attempts to capture the views of teachers of elementary education about the advantages, disadvantages, difficulties and obstacles in the application of the portal as a rating and self-evaluation tool by the students. The survey, which constitutes the second part of a major research within the context of master thesis, was conducted in the second semester of 2016-2017 school year using anonymous written and electronic questionnaires, filled in by 215 elementary education teachers of all specialties from the first educational area of Athens. Most respondents are cautious about the benefits of using eportfolio, drawing attention to caution, lack of culture as barriers to its implementation, as well as basic problems such as lack of appropriate classroom infrastructure and the absense of eportfolio-related training.
Yearly Archives: 2018
Abstract: As educators interested in supporting linguistically and culturally diverse learners, we have had to view our roles in different ways since the presidential campaign and the election of Trump. In this article, two teacher educators and two in-service ESL teachers in the U.S. reflect on our various experiences working with Muslim students and preparing teachers to support Muslim students in the current socio-political context. We discuss these experiences with the goal of suggesting some priorities in teacher education. Ultimately, to prepare teachers to be effective teachers for Muslim students requires them to go beyond being culturally responsive to becoming advocates and activists. This advocacy and activism necessitates a push against the cultural norms of Whiteness that dominate U.S. teacher education.
Abstract: This text traces the development of an aspiring biracial teacher’s growing understandings of African American youth he tutors. It deploys a Bakhtinian conceptual framework for how we might develop new understandings of ourselves through relationships and dialogues with others. It offers examples from one aspiring teacher’s experiences to illustrate how when individuals look inward, that they can come to different interpretations of who people are and why they behave as they do. Further, it offers teacher educators examples of ways to engage aspiring teachers’ compassion and empathy for those they see as “others.”
Causes of Problems Students Face While Learning Turkish as a Foreign Language: The Case of Kazakhstan
Abstract: This study is designed to determine the causes of the problems that Kazakh students face when learning Turkish as a foreign language. The study group consists of 40 students at A2 level who studied Turkish at a private university in Kazakhstan during the 2016-2017 academic year. A Likert-type questionnaire consisting of 27 items was used to collect the data. The survey, which was organized in four parts; reading, speaking, listening and writing, included expressions regarding the causes of problems students are experiencing. The obtained data was analyzed by MS Excel and SPSS programs. Students’ opinions about the causes of the problems in learning Turkish language were presented as graphs and t-test analysis was conducted to reveal gender differences. As a result, it has been seen that the students definitely participated in some of the expressions which were determined as the cause of problems they encounter and they did not participate in some of the identified causes. However, it has emerged that students are often neutral against the identified problems. On the other hand, while boys and girls have similar opinions about the causes of problems in reading and speaking, it has been determined that girls statistically agreed more than boys about the identified causes of problems in listening and writing.
Abstract: The education system of Pakistan is not unified. Students mainly attend three types of schools with different languages as medium of instruction; private schools, public schools and religious schools (called locally madrassas). Even though mother tongue education is emphasized in education and literacy circles, Pakistan has not been able to implement policies that would allow all students to be taught in their mother tongue. Since mother tongue education (MLE) is not a reality, students have been facing many issues, especially in those regions of the country where Urdu is not spoken at home, rather a different regional language, dialect or language variety. A conference was held in Karachi, where data about the language situation of the country was collected at level one of the data collection and at level two, eighteen experts were interviewed, who provided a list of recommendations to address the matters found at level one, for the improvement of the writing skills of the students all over the country. The most important of these recommendations were to ensure that the students engage on enough writing practice and proper programs of instruction are set into place with properly trained instructors.
Abstract: The article addresses an exploratory study that took place in May and June of 2017 in the fourteen public secondary schools in Nampula city, north of Mozambique. The study aimed to understand how digital technologies as a whole are used in the teaching and learning process of Nampula city secondary schools. In order to collect data in schools, it was used on-site observation and interviewed fifteen ICT teachers from the respective schools. In order to understand and validate the data, it was used the confrontation of the curricular objectives of the ICT discipline with the data collected in the schools, regarding not only the modality of teaching of the ICT discipline but also about the good practices of the teachers in what is refers to the use of educational software / learning objects in the teaching and learning process of other disciplines. The results indicate that despite the efforts of the Ministry of Education and Human Development to equip secondary schools with computers, interactive whiteboards and the Internet; 12 of 14 schools theoretically teach ICT for lack of computers, and there are even schools that do not teach the discipline. Therefore, the scenario is two groups of students who complete high public school with different amounts of subjects and without any practical knowledge of ICT that compromises the curricular objectives and consequently the quality of the graduated student.
Abstract: Librarians are continuously expected to update their job knowledge and renew their job related skills to enable them compete effectively in our changing society. These professionals are also expected to acquire extensive education and training to enable them function properly and be productive in their organisations. Agreeably, for librarians to integrate and develop a nation like Nigeria, sustained efforts must be made by pulling acquired knowledge and skills into practice for quality service delivery, which is now the hall-mark of international best practices. This paper assesses the educating and training of librarians for national integration and development. It discussed the concept education and training. It further highlighted programmes as well as course contents for the educating and training of librarians. It concluded that the performance index of librarians through education and training will enable them to acquire the competencies needed to render appropriate and quality services in libraries in Nigeria. The paper recommended that education and training of librarians should be more of practicum and that librarians must acquire computer and internet literacy.
Abstract: Evidence and use of standards have become buzz words in teacher education. In order to satisfy the policy requirements, meet accreditation standards, and respond to the critics of traditional routes of teacher preparation, teacher educators are attempting to balance their program philosophy with state and national standards in designing their assessment systems. Using a mixed methods design, this study examined the use of an assessment instrument by three role groups in the student teaching semester and the purposes these assessment data fulfilled for the student teaching triad, the teacher education program, and the policy makers. The findings of this study highlight the difficulties involved in creating standards for assessment in teacher education such that they inform the practice of teacher education, are valid indicators of student teachers’ knowledge, performance, and dispositions, and reflect the effectiveness of teacher education programs.
Abstract: In the paper, the results of a study into a problem of cognitive barriers (difficulties) related to the third component of a pedagogical triad “how to teach what to teach to how to be learned study” are reported. At the first stage, methodical approaches to academic performance rating for students learning mathematical and natural-science disciplines were proposed. At the following stage, the cognitive barriers of students arising in the course of studying the specified disciplines were established. The results, obtained during realization of the above two stages were used as a basis for the development of methodology for teaching the discipline “Concept of modern natural sciences”, which is intended for the students of humanitarian and economic profiles. The core of the methodology for teaching the mentioned discipline is a theoretical course, guided by the fundamental ideas of physics, which have been formulated conceptually. Also, the content of a special course entitled “Physical foundations of new composite materials” is disclosed. The special course is intended for senior students of the technical universities studying in the directions training technical officers of industrial productions. The purpose of this course is to give to students the basic knowledge on the physical phenomena of material world of nano – and microscales, which are used for design of the advanced materials.