Docens Series in Education
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48 research outputs found
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A CRITICAL EXAMINATION ON IMPLEMENTING AND ESTABLISHING A PLC USING AFFECTIVE MANAGEMENT: Received: 20th October 2023; Revised: 02nd January 2024; Accepted: 08th January 2024
No full textThis research examined the outcomes of implementing professional learning community (PLC) at an international school in the UAE, focusing on affective management. Exploration examining affective impacts is suited for a school as they are social environments with emotions impacting interactions and outcomes. A literature review on affective management is used to develop criteria for PLCs. Teacher recollection and school documents were used to evidence the PLC and compare to the model. Affective management of change is important in innovation because emotion influences teacher responses and outcomes. Implementation of innovations can contribute to feelings of vulnerability, discomfort and anxiety. Distributed leadership provides an opportunity for successful innovations but can result in conflict and resistance. Success is based on the shared goals of managers and subordinates. The establishment of the PLC was unsuccessful as there was no articulation of goals and lack of consistency in practice, which ultimately undermined teachers’ identities. Consequently, the requirements for affective containment were not in place and mangers and teachers conflicted with each other. Ineffective management led to teachers using emotional capacity to withstand stresses rather than forming a functional PLC. However, failure may also have resulted from anxiety stemming from the context of the school
TEACHER EDUCATORS’ PERCEPTIONS OF UTILIZING MOBILE APPS FOR ENGLISH LEARNING IN SECONDARY EDUCATION: Received: 16th November 2023; Revised: 08th January 2024; Accepted: 08th February 2024
No full textMobile apps have gained significant popularity due to their myriad advantages, rendering them valuable educational tools. In Indonesia, English is a mandatory subject in secondary education, which refers to both junior and senior high schools. The research explores teacher educators' perspectives at the State Islamic Institute of Kediri regarding using mobile apps for English learning in Indonesian secondary education. With English being mandatory in secondary schools, teacher educators play a crucial role in preparing teacher candidates for the challenges of the modern era. Through semi-structured interviews with eight teacher educators and using thematic analysis, the research reveals varied perceptions: three teacher educators express positive views on the contribution of mobile apps, three hold negative perceptions suggesting potential disruptions to student focus, and two remain neutral. These differences are due to teaching experience, app usage, exploration experiences, app variety, school settings, and the success of teacher candidates during internships. The findings provide insights for academics, educators, and policymakers, offering a foundation for future research in different settings and exploring the impact of teacher educators' perceptions on English teachers' practices
CHALLENGES IN THE IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT OF DEVELOPING SCHOOLS: BASIS FOR A COMPLIANCE FRAMEWORK: Received: 18th July 2023; Revised: 30th November 2023, 01st December 2023; Accepted: 03rd December 2023
No full textThis study is qualitative research that employs a descriptive design. It aimed to determine the challenges encountered by the Level 1 (Developing) schools in the District Schools, Division of Bulacan, Philippines, in the implementation of School-Based Management (SBM) as a basis for the proposal of a Compliance Framework. This study describes the compliance level of participant schools in SBM implementation and how they addressed the challenges encountered that led to the development of a Compliance Framework. The researchers gathered data from the SBM validation results of each school and survey interviews with the school heads and SBM coordinators. Results showed that the actual performance of the schools studied was significantly below the required criteria for achieving an advanced level of School-Based Management and that there is a need for improvement in these schools' application of all the SBM principles. Results also revealed that participant schools encountered several challenges in the implementation of school-based management. It was recommended that schools undertake comprehensive training on the administration of the School-Based Management system. The adoption of the proposed Compliance Framework developed in this study is highly recommended to intensify SBM implementation in schools, which can contribute to improving their overall level and general status
PERCEIVED COGNITIVE LOAD OF EXTENDED REALITY SERIOUS EDUCATIONAL GAMES ABOUT CLIMATE CHANGE: Received: 27th August 2023 Revised: 9th November 2023, 28th November 2023, 1st December 2023 Accepted: 14th September 2023
No full textIntegrating extended reality (XR) into undergraduate classrooms is not a new concept. However, comparing identical content in subdomains of XR is unique. This study compared two undergraduate courses with objectives about climate change on the Outer Banks of North Carolina coast at a large university in the Mid-Atlantic region of the United States. The purpose of these courses was to examine human and environmental impacts of global climate change in a local context. Investigating the challenges facing North Carolina barrier islands, the class took a 5-day field trip to the Outer Banks of North Carolina and visited four sites where they used augmented reality (MR) to learn about the impact on climate change at those respected locations. The comparison class immersed in virtual reality (iVR) of the four sites using the same information provided in the MR. 24 (6 MR and 18 iVR) participants completed the National Aeronautics and Space Agency Task Load Index (TLX) immediately after completion of either the respective MR or iVR based game. Independent samples Mann-Whitney U testing rejected the null hypotheses for temporal, effort, and performance only. An explanation for possible reasons for these results are discussed
EFL SCHOOLTEACHERS’ LANGUAGE PROFICIENCY AS A KEY FACTOR IN THE LANGUAGE EDUCATIONAL ENVIRONMENT: Received: 29th September 2023; Revised: 30th November 2023, 01st December 2023; Accepted: 04th December 2023
No full textThis research investigates the significance of schoolteachers’ English Language (EFL) proficiency as a crucial factor for developing the language educational environment in Kazakhstan. The study explores the theoretical aspects of the language educational environment. It focuses on the strategies EFL schoolteachers employ to enhance their English language proficiency and their perceived additional support needs. 525 EFL teachers, including 301 from urban schools and 224 from rural schools, participated in the study. The findings from the questionnaire revealed that urban teachers display a more substantial commitment to consistent language skill enhancement, actively participating in language courses, and engaging in communication with native speakers. In contrast, rural teachers experience language barriers in communicating with native speakers due to limited interaction opportunities. Addressing the diverse needs of EFL schoolteachers holds paramount importance for the effective development of the language educational environment, particularly across rural contexts. The identified support needs emphasize technical assistance, interaction with native speakers, availability of language courses, and access to educational materials. This study contributes valuable insights into language proficiency enhancement strategies and support requirements across urban and rural educational landscapes
CONTENT SLICING: LOW-CODE MANAGEMENT OF VIDEO, GRAPHICS AND MORE FOR ENGAGING CLASSROOMS: Received: 28th December 2023 Revised: 22nd February 2024, 17th March 2024 & 28th March 2024 Accepted: 4th January 2024
No full textModern educators have access to ever-growing options for the creation of learning resources to foster engagement and comprehension. This paper describes an implemented low-code platform tailored to the needs of visualising resource deployment and development. The metaphor of horizontal and vertical “slicing” is adopted from the field of software development to motivate the use of interfaces for managing diverse content, including video, banner graphics for delivering “Q&A” responses to student feedback, and a database of classroom activities. The effective marshalling of resources can help with enhancing interactivity and responsiveness in classrooms, and efficacy of the system is discussed through evaluation results showing that classes delivered via the system are at the very top of university-wide evaluation criteri
METHODS OF TEACHING THE WORKS OF M. AUEZOV IN HIGHER EDUCATIONAL INSTITUTIONS: Received: 05th July 2023; Revised: 04th December 2023; Accepted: 05th December 2023
No full textThe article discusses the creative skills and writing talent of M. Auezov, who has become an honorary name in the world. The works of the writer M. Auezov, who rose to the world level with his first stories in the twenties, raise a problem common to all mankind. The first stories, which raised the issues not only of one nation but of all mankind, were distinguished by the artistic and ideological basis of the issues raised. From this point of view, the ways of teaching the artistic and ideological features of the first stories and short stories of the writer in higher education are considered. It collects literary analysis and methods based on best practices and offers effective methods. Demonstrates the effectiveness of the widespread use of the "anthropocentric" paradigm in the study of M. Auezov's fiction. Analyzes the importance of using the writer's method of realistic description when teaching the story "An Orphan’s Lot" based on paradigms in different ways used in modern education. Analyzes the experience of M. Auezov's large-scale and artistically ideologically large-scale story "The story of Karash-Karash" in the use of expressive reading, role-playing, problem situations, question-answer, dialogue platform, research conversation, etc. The author emphasizes the importance of M. Auezov's works in the upbringing of children in modern education system
METHODOLOGY FOR RESEARCH-INFORMED TEACHING AND LEARNING IN ELECTRONICS ENGINEERING: Received: 5th September 2022 Revised: 30th November 2023, 12th December 2023, 25th December 2023 Accepted: 23rd October 2023
No full textIn the fast-growing era of Engineering and Technology, in particular, the Electronics Engineering modules/subjects have become a challenging area nowadays to educate the students in this COVID- 19 scenario. This present research proposes a methodology to help the students improve their learning by including practical laboratory and research. This proposed methodology will assist students in developing creative concepts and electronic devices for advanced device applications related to Electronics Engineering. The main emphasis is Research Informed Teaching (RIT) and learning with design projects centered on the Bachelors, Masters, and Doctorate students. In addition, this work discusses the research projects, teaching methodology, etc., which can be helpful for academicians and students
DESIGN OF A WEBSITE TO SUPPORT THE TEACHING-LEARNING PROCESS OF GENETICS: Received: 18th February 2024 Revised: 30th April 2024 & 13th May 2024 Accepted: 1st April 2024
No full textGenetics is a science whose teaching-learning process is complex, mainly because it involves abstract concepts about objects invisible to human eyes, such as cells, genes, molecules. The aim of this work was the design of a website for the teaching-learning of genetics by undergraduate \
two aspects: content and user interface. The contents were defined based on an analysis of the skills and knowledge necessary for life sciences professionals. The user interface was designed based on the concept of usability, taking “simplicity” as a guiding criterion. The Genetics website (genetica.abaco2.org) contains resources and tools: infographics, short tests on specific topics, and a simple simulator of the Hardy-Weinberg Law, among others. In addition, short educational texts were designed whereby the student can be introduced to specific topics. The efficiency in learning to read two texts was evaluated in ten groups of undergraduate students (5 of them experimental) by applying a ten-question questionnaire. The experimental groups, which previously read the two educational texts, had 19.8% and 32.2 % more correct answers than the control groups (P<0.01). The Genética website designed is a resource that supports the teaching-learning of specific topics in Genetics that has proven to be useful to undergraduate students and their professors
PERCEIVED SELF-EFFICACY AND ACADEMIC PERFORMANCE OF STEM SENIOR HIGH SCHOOL STUDENTS: Received: 15th December 2023; Revised: 05th January 2024; Accepted: 21st February 2024
No full textThe manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students