IOJET - International Online Journal of Education and Teaching
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CONTINUING PROFESSIONAL DEVELOPMENT OPTIONS OF FOREIGN LANGUAGE SCHOOL DIRECTORS
No full textThe professional development activities designed solely by respecting the instructors and the trainers are mostly presented to fail to reflect the operations at schools of foreign languages. Hence, continuing professional development programs need to include the directors of the schools, and their preferences about the practices. To this end, the current study is of significance in terms of highlighting the opinions of the directors about CPD process in Turkey. The study was conducted at two state and two foundation universities through questionnaires and semi-structured interviews. Purposive sampling method was utilized while determining the participants of this research. Having filled in the questionnaires which include some statements about their educational background, personal preferences of CPD, and the operationalization of professional development process, four directors gave answers to some of these questions in an interview to explain critical points thoroughly. According to interpretations of the data gathered from the directors, it was concluded that the directors at state universities could not have equal chance to adopt and serve opportunities for the instructors compared with the foundation universities. Nevertheless, the directors whose educational background has been grounded to ELT were noted to be more successful in implementation of CPD events
FEN BİLİMLERİ ÖĞRETMENLERİNİN SOSYO-BİLİMSEL KONULAR VE ÖĞRETİMİNE İLİŞKİN ANLAYIŞLARI
No full textThe present research aimed to analyse the perception of science teachers on socio-scientific issues and teaching them. The study group of the research consists of 22 science teachers (14 females, 8 males) working in 7 secondary schools in Sinop, who were determined according to the convenience sampling method. The case study as one of the qualitative research designs was adopted. The data source of the research consists of a questionnaire on teaching socio-scientific issues. The data of the research were obtained through focus group discussions and observation notes. The data obtained from the research were analysed according to the content analysis technique. As a result of the research, it was found out that most of the science teachers had not heard of the concept of SSI (socio-scientific issues) before. It was seen that teachers who did not have knowledge about SSI generally defined it as scientific issues that concern society and had difficulty in giving examples. It was determined that most of the teachers did not know to which learning area in the science curriculum SSI belonged. Teachers who stated that they mostly use the direct instruction, case study and discussion methods in the teaching of SSI in science course emphasised that the SSI teaching process makes positive contributions to the development of student skills like critical thinking, decision making and communication.
Key words: Socio-scientific issues, teaching socio-scientific subjects, science teacher, science curriculumBu araştırmada fen bilimleri öğretmenlerinin sosyo-bilimsel konular ve öğretimine ilişkin anlayışlarını incelemek amaçlanmıştır. Araştırmanın çalışma grubunu uygun örnekleme yöntemine göre belirlenmiş Sinop İlinde bulunan 7 ortaokulda görevli 22 fen bilimleri öğretmeni (14 kadın, 8 erkek) oluşturmaktadır. Araştırmada nitel araştırma desenlerinden durum çalışması deseni benimsenmiştir. Araştırmanın veri kaynağını sosyo-bilimsel konuların öğretimine ilişkin soru formu oluşturmaktadır. Araştırmanın verileri ordak grup görüşmeler ve gözlem notları ile elde edilmiştir. Araştırmadan elde edilen veriler içerik analizi tekniğine göre analiz edilmiştir. Araştırma sonunda fen bilimleri öğretmenlerinin çoğunun daha önce SBK (Sosyo-bilimsel konular) kavramını duymadıkları tespit edilmiştir. SBK hakkında bilgi sahibi olmayan öğretmenlerin kelime anlamından yola çıkarak SBK’ yi genellikle toplumu ilgilendiren bilimsel konular olarak tanımladıkları ve bu konulara örnek vermekte zorlandıkları görülmüştür. Öğretmenlerin birçoğunun SBK’nin fen programında hangi öğrenme alanında yer aldığını bilmedikleri belirlenmiştir. Fen bilimleri dersinde SBK öğretiminde çoğunlukla düz anlatım, örnek olay ve tartışma yöntemlerini kullandıklarını ifade eden öğretmenler SBK öğretim sürecinin öğrencilerin eleştirel düşünme, karar verme, iletişim gibi becerilerinin gelişimine olumlu katkıları olduğunu vurgulamışlardır.
Anahtar Kelimeler: Sosyo-bilimsel konular, sosyo-bilimsel konuların öğretimi, fen bilimleri öğretmeni, fen programı
 
STUDENT TEACHERS’ PERCEPTIONS OF REFLECTIVE PRACTICE
No full textThe present study aims at engaging ELT student teachers in reflective teaching practice through the use of reflective diary during their school internship and finding out their perceptions about this reflective teaching practice that they were engaged in. The data were collected through the qualitative research instrument. After the student teachers were involved in reflective practice through the reflective tool, they were asked to keep reflective diaries during the twelve weeks school internship to learn their perceptions of reflective practice. The data obtained from the qualitative data were analyzed through thematic analysis. The results of the study put forward that the student teachers benefited much from the current study and were pleased with having participated in this reflective teaching practice by means of reflective diary. Engaging in reflective practice was found as an important opportunity for gaining awareness about teaching skills and practices, increasing self-evaluation and professional growth. The student teachers also stated that reflective diary use fostered the growth of reflective practice by encouraging them to engage in examining what was being done in the classroom. This process persuaded the individual to look for strengths and weaknesses and thus actively seek improvement in recognized areas. Though the growth of reflection and reflective practice, the student teachers used personal experiences and connection with classroom theory to grow and develop as professionals
Keywords: Reflective teaching, reflective diary, self-evaluation, professional development
A preliminary study of EFL reading android application development
No full textThe present study reports the results of an exploration stage of research and development (RND) whose project is to develop an EFL reading android application. At this exploration stage, this study aims at finding out the possible weaknesses of the existing EFL reading media (textbook) and the needs for an ideal EFL reading android application. 33 tenth grade senior high school students at one of the schools in central Java, Indonesia, were engaged as the participants. Both quantitative questionnaire and qualitative interview to 6 students were assigned to garner the data. This exploration revealed that some weaknesses of the textbook were comprised of monotonous colors, minimum portability, less automatic concept, limited materials, less readable instructions, limited exercises, less direct feedback of the exercises, and insufficient explanations related to EFL reading skill indicators. In turn, the needs analysis data indicated that an EFL reading android application was required to be developed. The developed product was expected to be simple and easily used, motivating and facilitating, up-to-date, providing various EFL reading activities, portable to be used inside and outside of the classroom, and controlling. The ongoing product in the form of the prototype is also presented at the end of this study report
ENGAGING DIVERSE YOUTH IN EXPERIENTIAL STEM LEARNING: A UNIVERSITY AND HIGH SCHOOL DISTRICT PARTNERSHIP
No full textThis paper presents the results of a partnership between a New Jersey school district and four-year university seeking to enhance STEM programming for the district’s diverse student population. The project utilized a STEM-focused experiential unit integrated into existing ninth grade school non-science classes (social studies and career readiness courses). A quasi-experimental double pre- and post-test design was used to gauge feeling towards and interest in STEM study among the diverse sample population over a two- year period. Data from Year One was used to refine and adjust the Year Two structure. Results offer credence to the use of focused STEM units with general population students to influence interest in science and STEM-related careers. The experiential component of the unit was most well-received with students supporting its integration into a non-science classroom.
Keywords: STEM, robotics, diverse, experiential learnin
Developing instruments for student performance assessment in physics practicum: A case study of state senior high school of Magelang
No full textAssessment of practicum activities has not been performed maximally in which it is limited to unstructured observations without applying assessment instruments and it only covers some skills oriented aspects. For that reason, this research aimed to develop instruments for student performance assessment in physics practicum in State Senior High School of Magelang. This research development study was based on the Borg & Gall model. There were three basic steps followed; Phase 1 (problematization), Phase 2 (product creation), and Phase 3 (product testing) that consists of a limited experiment and a large group experiment. In the study, Aiken formula was used for the validation purposes and the results showed that the instrument had a high degree of content validity with the Alpha coefficient value of 0.948. Based on the Total Variance Explained table, the component column showed that there were six factors representing the variables. Accordingly, the instrument of this research was found feasible to be used for high school student performance assessment in physics practicum
THE EFFECT OF THE SKYPE TM CONFERENCE CALL ON ENGLISH SPEAKING ANXIETY
No full textAs a result of the globalized world, technology has become the center of our lives and changes a lot of things such as our education and communication. Educational institutions have started to use some online communication platforms such as Skype TM while teaching a second language. This research examines the effect of Skype TM on foreign language learners’ speaking anxiety levels and tries to find out the differences in foreign language speaking anxiety levels between the traditional speaking lesson and the Skype TM Conference Call lesson. Twenty-one B1-B2 level adult English language learners participated in this study and a true experimental research design was used. The data were analyzed by paired samples t-test analysis of pre- and post-tests of participants. The results indicated that Skype TM had an impact on foreign language learners’ speaking anxiety because it reduced the anxiety levels of learners in the experimental group
RECAST SEEN THROUGH MULTIPLE INTELLIGENCES’ LENS
No full textThere has been a host of research on recast so far, despite which it is still controversial if it is any effective. The main argument against recasts is that they often go unnoticed by students due to their implicit nature. It is hypothesized in the light of the theory of Multiple Intelligences (MI) that certain intelligences might affect the noticeability of recasts. Therefore, this paper aimed to find if certain intelligence help learners notice recasts. To fulfill this, 121 pre-intermediate EFL learners in 9 different classes were selected using convenience sampling. A questionnaire was used to measure their MI. Moreover, they were observed for 104 hours for the occurrence of recast and uptake using a checklist. For data analysis, multiple regression was used to find out if any components of MI were significant predictors of recasts’ success in leading to uptake. The results indicated that musical, visual, and verbal intelligence significantly predicted whether recasts will be perceived by students as corrective feedback. Therefore, it was concluded that it is essential to build MI into the picture when evaluating the efficacy of recasts on the grounds that students with certain dominant intelligence benefit from subtle clues which in turn help them notice recasts
IMPROVING PROFESSIONAL PRACTICES OF IN-SERVICE TEACHERS IN DELHI: Teacher Development Coordinators (TDCs) an Innovative Project
No full textInnovations are changing everything from school culture to student assessment. Changing educational needs of the student and advancement in technology has widen the area of responsibilities of teachers. Pre-service and in-service teachers training became crucial in this aspect. However, studies in field of teacher education point towards various lacunas in pre-service as well as in-service teacher education. In a bid to robust education system in national Capital, the Government of Delhi, began reforming school education in Delhi in 2015 by designing and successfully implementing large scale programs. Placement of Teacher Development Coordinator (TDC) in each school is one of such initiative introduced by Delhi Government through SCERT in July,2017 as part of the flagship programme of Mentor Teachers. The vision of this programme is to create a collaborative network of teacher-educators for professional development of all teachers teaching in DoE (Directorate of Education) schools for creating ‘An education system where everyone learns together’. This programme was started with a view to strengthen the culture of sharing teachers’ best teaching practice in the school system, and to identify and work on the specific needs of teachers in particular school to further strengthen the learning of all students. This paper presents a comprehensive understanding of Teacher Development Programme- an innovative project stated by Delhi Government
A COMPREHENSIVE EVALUATION OF PRACTICUM EXPERIENCE: FROM THE VIEWPOINT OF PRESERVICE EFL TEACHERS
No full textPracticum is regarded to be a pivotal component of initial teacher education program and such a considerable significance taken on by practicum necessitates more research regardless of the abundance of research on it. This case study explores a) how eight preservice EFL teachers (PEFLTs) evaluated the overall effectiveness of the practicum they took in the last term of the English language teacher education program they were enrolled in, b) the impact of keeping diaries and filling out self-evaluation forms on their professional learning, c) to what extent the courses offered at the program supported them in real teaching, and d) what they would change in the structure of practicum if they had the chance to do so. The results yielded by the inductive analysis of the data drawn from focus group interviews, the data from diaries and self-evaluation forms showed that PEFLTs deemed practicum experience crucial for both their professional learning and putting subject knowledge into practice while stating a set of negative experiences they had in practicum. The findings also reported that reflecting on practicum experiences helped them enhance their professional learning. Besides, the courses taken at university were not recognized as adequate to prepare PEFLTs for real teaching