European Journals of Education Studies
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THE RELEVANCE OF INQUIRY-BASED LEARNING IN TEACHING WORLD ENGLISHES AT AN GIANG UNIVERSITY, VIETNAM
Get PDFVarious teaching methods today focus primarily on learners, aiming to develop their capacities and abilities. Inquiry-Based Learning (IBL) is one of the most well-known approaches, widely adopted by schools, universities, and educators. This study explores the theoretical foundations and relevance of Inquiry-Based Learning in teaching the subject - World Englishes, as well as giving recommendations to enhance teachers' understanding and effective implementation of this approach in the classroom at An Giang University. Article visualizations
INTERCULTURALISM IN A TEFL EDUCATIONAL SETTING - A CRITICAL INCIDENT
Get PDFThis paper explores the concept of interculturalism in a TEFL educational setting by analyzing a critical incident involving a newly arrived Filipino student in a Greek classroom. The study examines the possible causes of the student’s communication barriers, including cultural norms, acculturation challenges, and differing expectations of classroom interactions. Drawing on intercultural communication theories (Hall, 1990; Brislin, 1990; Byram, 1989), it highlights the importance of cultural awareness in language education. The paper reflects on how such incidents can serve as catalysts for shifting from a traditional TEFL approach to Teaching English for Intercultural Communication (TEIC) and Teaching English for Multicultural Awareness (TEMA). A series of culturally oriented classroom activities were implemented to foster intercultural sensitivity and enhance students' understanding of cultural diversity. Ultimately, this case study underscores the need for educators to integrate intercultural competencies into language instruction, promoting empathy and effective cross-cultural communication. Article visualizations
THE IMPORTANCE OF PRACTICING THE SPEAKING SKILL FOR STUDENTS OF THE MERCHANT MARINE ACADEMY
Get PDFThe acquisition of speaking skills is not only crucial for the learning of a second language but is quite a complex one. Speaking is fundamental in language learning, particularly in English for Specific Purposes (ESP), where communication in real-life professional fields is essential. For students at the Merchant Marine Academy, developing speaking proficiency in English is highly necessary, as it serves as the international lingua franca. Effective oral communication ensures safety, coordination, and efficiency in multinational crew environments, where miscommunication can be catastrophic. As Hutchinson and Waters (1987) state, "What distinguishes ESP from General English is not the existence of a need as such, but rather an awareness of the need." In this context, Merchant Marine students must actively practice speaking skills to function effectively in their future roles. Article visualizations
THE INTERPLAY BETWEEN THE GRADE THREE TEACHERS’ ICT RELATED TRAINING INFLUENCES AND THEIR USE OF ICT IN TEACHING IN GRADE THREE IN NAIROBI COUNTY KENYA
Get PDFThis study aimed to establish the interplay between the ICT-related training influences of Grade Three teachers and their use of ICT in teaching in Grade Three in Nairobi County, Kenya. This study was guided by the Technology Acceptance Model, which believes that individuals are objective while developing tasks. However, constraints unconsciously limit the individual’s ability to perform the task. The specific objectives of the study were to find out the extent to which Grade Three teachers’ ICT related trainings influences the use of ICT in teaching Grade Three learners, to find out the extent to which Grade Three teachers ICT related training influences active involvement of Grade Three learners in ICT related experiences and to determine the challenges faced by Grade Three teachers in using ICT to teach in Public and Private schools. The study used a qualitative research design with a random sample of 34 Grade Three teachers who were selected from 110 public and private primary schools in Kasarani Sub-County, Nairobi County, Kenya. Data was collected using questionnaires administered to Grade Three teachers, interview schedules where Grade Three teachers were interviewed, and an observation checklist where Grade Three teachers and learners were observed during an ICT integrated lesson. Quantitative data were summarized into descriptive statistics such as frequencies and percentages, while a thematic approach analysed qualitative data. Results revealed that the correlation between teachers’ ICT training and teachers’ use of ICT in classroom teaching was positive but not statistically significant (r = .288, p = .123). Similarly, a positive correlation was observed between teachers’ level of ICT training and teachers’ use of ICT in classroom teaching, with a coefficient of .448* and a significance level of .013. Moreover, the positive correlation between teachers’ level of ICT training and their use of ICT in classroom teaching suggests that highly trained teachers may find it easy to implement ICT in their teaching. Mobile phones emerge as the most frequently utilized ICT tool, with 33.3% of teachers reporting its most frequent use, followed closely by desktop computers, which are favoured by 36.7% of teachers for frequent use. The study concluded that teachers' usage of ICT in classrooms remains relatively frequent, indicating a moderate level of integration of technology in teaching practices. The study recommended that educational authorities in Nairobi County should design and implement targeted professional development programs aimed at enhancing Grade Three teachers' ICT competencies. Kenya Institute of Curriculum Development (KICD) should develop and implement comprehensive ICT training programs for Grade Three teachers in Nairobi County, Kenya, focusing on technical skills and pedagogical strategies for effective ICT integration in teaching. Article visualizations
COMMUNICATION SKILLS AND TECHNIQUES OF SCHOOL PRINCIPALS: CHALLENGES AND NEEDS IN DIFFERENT EDUCATIONAL ENVIRONMENTS
Get PDFThis research examines the communication strategies and techniques employed by kindergarten and primary school principals in Greece, focusing on the needs and challenges in different educational settings. Its aim is to analyze how communication and coordination impact teacher collaboration, considering the size and organizational structure of the school units. The study uses a combined methodology, including qualitative interviews and quantitative analysis through questionnaires and observations, to assess communication skills and collaboration strategies. The results show that in larger schools, principals face challenges in communication and coordination due to the high number of teachers and the complexity of activities. In smaller schools, despite direct communication and flexibility, limited resources and teacher overload with multiple obligations negatively affect collaboration among educators. The use of tools such as email, Viber, and Webex enhances both direct and asynchronous communication, facilitating coordination and teacher participation. The study emphasizes the importance of continuous professional development for principals in technological and communication skills, as well as the need for tailored communication strategies that reflect the specific needs of each school environment. Article visualizations
TEACHERS’ PROFESSIONAL DEVELOPMENT PROBLEMS AND POSSIBLE STRATEGIES TO ENHANCE IT
Get PDFThis paper highlights the main professional development issues faced by teachers in Moroccan schools, and presents a synthesis of challenges encountered as well as possible leadership strategies and opportunities to enhance teacher professional development in the North African country. The current manuscript analyses the matter of teacher professional development in Morocco, considering its educational system’s unique opportunities and challenges. However, these issues and strategies could apply to any similar context around the world. The current study aims to provide practical strategies to overcome the identified issues, as well as to organize existing knowledge, through synthesizing and categorizing the central issues and recommended strategies related to teacher professional development into groupings, which helps the readers have a better understanding of teachers’ professional development. The analysis of literature work concludes that problems related to teacher professional development can belong to two main classifications: quality and pertinence of teacher professional development programs, on the one hand, and the government’s efforts and initiatives, on the other hand. As for the possible strategies, the current study suggests grouping them into four main classifications. First, enhancing the quality of teacher professional development programs, second, developing an online approach, third, considering a participative and needs analysis approach, and finally, adopting a religious and role model approach. This paper first introduces the context of education and teacher professional development in Morocco, and then presents the different problems that teachers are facing in the Moroccan context. Finally, the manuscript emphasizes the major possible strategies aiming to enhance teacher professional development in Morocco. The issues mentioned and suggested strategies can apply to other contexts as well. Article visualizations
INADEQUACIES IN TEACHER PSYCHOSOCIAL SUPPORT DURING THE COVID-19 DISRUPTION IN KENYA
Get PDFThe COVID-19 pandemic caused unprecedented disruption in the education ecosystem, whose magnitude the country was not prepared for. This was further aggravated by the paradigm shift that required teachers to transition to online teaching, which aroused anxiety and uncertainty, leading to psychological trauma, besides the pressure from other aftermaths of the COVID-19 pandemic. Psychosocial well-being was a critical aspect with regard to the support that was given to teachers during this period. This paper, therefore, documents the inadequacies in teacher psychosocial support during the COVID-19 disruption in Kenya. It is based on the Responses to Educational Disruption Survey (REDS) data from the national centre, school principals’ and teachers’ questionnaires. This paper was guided by the Psychosocial Theory (PsT) and the Theory of Change (ToC) as they articulated the policy and practice, thus informing teacher psychosocial support. The Psychosocial Theory supported the discourse on teachers’ psychological, mental and emotional support. At the same time, the ToC was instrumental in explaining the drastic change from face-to-face to online teaching that had adverse effects on teachers’ well-being. The psychosocial support exposes several inadequacies that may have compounded teachers’ inability to implement effective transition to online teaching. Globally, governments and relevant stakeholders devised various strategies to support teachers’ well-being through relevant plans and policies. The Government of Kenya (GoK) took initiatives to build resilience towards teachers’ psychosocial well-being in order to accelerate change to online teaching and learning. Some of these measures, inter alia, included social distancing between adults, smaller class sizes, an increased number of staff, and supplementing face-to-face teaching with online teaching, as per the REDS data. At the school level, psychosocial well-being provided was deficient, as most of the services that were required by staff during the COVID-19 disruption were unavailable. In addition, changes were also made to school policies since schools are the institutions where teaching and learning take place. Over 75% of Principals agreed that there were changes in school policies revolving around the mechanism proposed by the Ministry of Health (MOH) on curbing the spread of COVID-19. The psychosocial well-being influences teacher training, without which the government is unlikely to equip teachers adequately to deal with curriculum implementation and especially transition to online teaching. According to the REDS data on teachers’ psychosocial well-being, minimal support was also given to teachers in dealing with fatigue, interrupted sleep patterns and a sense of isolation. Teachers lacked support for social events, accommodations for teachers who are primary carers, links to information on mental health services, and access to physical activity resources. The GoK, through the Ministry of Education, needs to deliberately address the inadequacies in teacher psychosocial support as identified in the REDS data. Article visualizations
VISION GLOBALE DES RESSOURCES HUMAINES : FACTEUR DÉTERMINANT POUR ENDIGUER LA DÉPERDITION DES ENSEIGNANTS AU MINISTÈRE DE L’EDUCATION DE BASE DU CAMEROUN (MINEDUB)
Get PDFCette étude s’intéresse à l'impact de la vision globale des ressources humaines au Ministère de l’Education de Base (MINEDUB) sur la déperdition des enseignants. À partir d’une approche mixte et d’un échantillon stratifié de 911 personnels, elle met en évidence une liaison significative entre ces deux variables, confortée par les théories de l'engagement organisationnel et de la rationalité limitée. L'opacité des procédures, l'exclusion des enseignants chargés de classe des décisions et le décalage entre politiques et pratiques sont autant de facteurs déterminants pour la déperdition des enseignants. En effet, l'impact varie fortement selon les strates hiérarchiques. Il est maximal au niveau des DREB (r=0,822) et minimal chez les enseignants de terrain (r=0,105), soulignant l'influence substantielle de la gouvernance décisionnelle du MINEDUB sur cette déperdition. Ces constats plaident pour la nécessité d'une réforme de la Gestion des Ressources Humaines (GRH) axée sur une vision claire, inclusive et participative, la formation aux métiers de GRH, une décentralisation effective et des mécanismes de redevabilité rigoureux. L’étude enrichit ainsi la compréhension des dynamiques de rétention dans les systèmes éducatifs africains. Elle propose des actions concrètes pour le Cameroun.This study explores the impact of the overall vision of human resources at Cameroon’s Ministry of Basic Education (MINEDUB) on teacher attrition. Using a mixed-methods approach and a stratified sample of 911 staff members, the research highlights a significant relationship between these two variables, supported by theories of organizational commitment and bounded rationality. Key contributing factors include procedural opacity, the exclusion of frontline teachers from decision-making, and the gap between policy and practice. The impact varies significantly across hierarchical levels, being highest among Regional Delegates (DREB) (r = 0.822) and lowest among classroom teachers (r = 0.105), underscoring the substantial influence of governance on attrition. These findings call for HR reforms based on a clear, inclusive, and participatory vision, training for Human Resources Management professions, effective decentralization, and robust accountability mechanisms. The study thus contributes to a better understanding of retention dynamics in African education systems and offers concrete recommendations for Cameroon
CONCEPTIONS OF PRIMARY SCHOOL STUDENTS WITH MILD EDUCATIONAL NEEDS ABOUT THE CONCEPTUAL AREA OF HEAT
Get PDFAlthough students' conceptions of science concepts have been extensively investigated, research examining the conceptions of students with mild special education needs is limited. This study aims to investigate the conceptions of primary school students with mild special educational needs about heat, temperature, thermal equilibrium, and thermal conductivity. Semi-structured interviews were used as a data collection tool and were applied to five 12-year-old students with mild special educational needs. The analysis of the students' responses revealed that they use conceptions about heat, temperature, thermal equilibrium, and thermal conductivity that are different from school knowledge. The findings of this work may be applied in both research and educational contexts. Article visualizations
THOUGHT OF BENJAMIN FRANKLIN ON EDUCATION AND LESSONS LEARNED TOWARDS EDUCATION IN VIETNAM
Get PDFBenjamin Franklin, who is widely known as the inventor of the lightning rod and one of the founding fathers of the United States, had progressive thoughts on education. “Possibly no other practical man has given in his writings a fuller and clearer statement of what education should do for one than has Franklin” (Cloyd, 1902, p.3). However, his educational thought has not been clarified yet (see: Cook, 2010). Accordingly, this paper analyzes some of his prominent educational viewpoints and draws from them some lessons learned towards the current Vietnamese education. Article visualizations