International Journal of Instruction
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Key Elements of Effective Mandatory Professional Development Programs
No full textMandatory professional development (PD) programs are prevalent in the system despite research evidence of its weakness in changing teachers’ actual classroom practices. There is no coherent understanding of what makes mandatory PD programs effective. We accessed 23 articles from three databases using the Preferred Reporting Items for Systematic Reviews and Meta-analysis to develop a knowledge base of mandatory PD. We explored how mandatory PD programs have been researched and conceptualised, emphasising what key elements support teachers’ implementation of their acquired knowledge and skills. We developed a framework for designing a mandatory PD program with integrated system-level and school-level extended programs to ensure its effectiveness. Our findings expand Desimone’s elements of effective PD to include school-extended elements such as opportunity and autonomy to implement, monitoring and evaluation mechanisms, and support and resources for teachers. The framework has implications for articulating policy, improving mandatory PD practices, and theoretical understanding of effective mandatory PD programs
The Influence of Teacher Professional Attitude, Welfare, Continuous SelfDevelopment, and Job Satisfaction on High School Teachers Performance
No full textThis study aims to determine the influence of teacher professional attitude, teacher welfare, teacher continuous self-development, and teacher job satisfaction on the performance of vocational high school teachers. This quantitative research used a correlational type. The sample of this research encompassed 155 vocational high school teachers, especially business and management teachers in Surakarta Residency, Central Java, Indonesia. The data were collected using a questionnaire which was tested for validity and reliability before being used. This research employed the Structural Equation Modelling analysis technique operated by Linear Structural Relationship. This study found that the teacher's professional attitude affected teacher welfare (t-count 5.27), but did not affect teacher continuous selfdevelopment (t-count 1.14), teacher job satisfaction (t-count -0.29), and teacher performance (t-count 0.55). Teacher welfare was confirmed to affect teacher continuous self-development (t-count of 2.94) and job satisfaction (t-count of 2.38), but not influence teacher performance (t-count -0.59). However, teacher continuous self-development was proven not to impact teacher job satisfaction (tcount value of 0.21) but impacted teacher performance (t-count value of 2.40). Meanwhile, job satisfaction had no impact on teacher performance (the t-count value of 1.53). The findings of this study can be used by policymakers to pay attention to improving teacher performance to the maximum and further researchers can examine other factors affecting teacher performance
Assessing Online Teaching Motivation, Satisfaction, and Intention among Teachers: A Structural Equation Modeling Approach
No full textThe Covid-19 pandemic prompted drastic changes in education, including the closure of institutions and transition in the mode of teaching and learning. However, the effect of disruption is not equal across the spectrum of education. The transition to online mode of teaching created challenges to teachers of vocational education including hospitality. In the current study, we aimed to identify the factors of motivation, online teaching satisfaction and intention to adopt online teaching in the future by the teachers of hospitality education using Herzberg’s Theory of Motivation. A cross-sectional survey was conducted among hospitality teachers in India, and the data was collected using Google Forms. Structural Equation Modelling (SEM) is employed to test the hypothesis proposed in the study. The IBM AMOS 25 software was used for data analysis and testing of hypothesis. The results of the study indicate that motivational factors are the significant predictors of online teaching satisfaction and teachers’ intention to adopt online teaching in the future. The finding signifies that institutional administrators and policymakers of hospitality education in the study context needs to focus on improving both motivational and hygiene element to enhance teachers’ satisfaction and behavioural intention in online teaching
Impact of Time in College on Learner Autonomy: A Comparative Study on English-Major Students with Different Academic Years
No full textLearner autonomy (LA) is proven to have a significant impact on English learning and teaching. However, almost no research has examined the impact of students’ time at university on their LA. Therefore, this study focuses on clarifying the impact of students’ time at university on their LA by comparing students’ awareness of LA in different academic years. This research stems from the hypothesis that the more students are at university, the more their LA will increase. Designed as a comparative study, the study used a questionnaire and semistructured interviews to collect data from three groups of English majors studying in different academic years, then compared the hypothesis to check whether or not the students’ awareness of LA is affected by their time in college. The results show that the hypothesis was partly correct because the juniors and seniors had higher LA than the sophomores. However, the juniors even had higher LA than the seniors. In other words, students’ time at university changes their perception of LA. The cause of the difference in LA, besides time at university, was also the difference between high school and higher education, individual differences, or subject matters. Some suggestions profoundly given to help increase LA as well as the quality of teaching are mentioned. The big difference between teaching and learning in high school and university needs to be shortened so that students’ transition from high school to university could be smoother. Also, due to the difference between the two levels of study, first-year students need much more attention to avoid being shocked when they change their learning environment
Implicit Theories on Teaching, Learning, and Evaluating Flamenco Dance in the Classroom: Demographic Comparison of Spain and Japan
No full textFlamenco dance is present not just in many regions of Spain but also throughout the world, including places as far as Japan. These diverse teaching contexts have led to disparate studies on flamenco teaching and learning processes. However, most of these studies differ from general theories of education; for example, there is no record of studies of flamenco applying implicit learning theories. Much like music and physical education, flamenco dance entails a type of procedural learning that can be based on different theories depending on whether the focus is on learning, teaching or educational evaluation. This study aims to disclose the presence of implicit theories (direct, interpretive and constructive) in these processes, and determine Spanish and Japanese dancers’ educational preferences in the classroom in connection with these theories, while exploring geographical and demographic characteristics. The results show that the situations extracted from the theories are present in the classroom, and that there is a clear connection between the country where dancers train professionally, and their age and gender. There are statistically significant differences that reveal the importance of the country with respect to the latter two characteristics. Overall, participants preferred constructivist situations. Given these results, more research should be carried out in this field
German as Foreign Language Insight into the Teaching Units in Switzerland
No full textLanguage is the mode of identity and recognition. Summer learning programs are essential in helping children and young people interact and develop solid ethical bonds in different communities. The study aims to determine the effectiveness and applicability of the teaching model or approach adopted by the schools in Switzerland in teaching and learning German as a foreign language. The study adopts a case study approach to choose a summer language course program under the Swiss boarding School Montana. A qualitative approach has been employed to gauge the effectiveness of teaching German as a foreign language in the Swiss boarding school in Montana. Results: The study reviews Communicative Language Theory (CLT) and explores the designed curriculum for teaching German as a foreign language (GFL). It is revealed that the teachers developed their activities through the communicative activities described by CLT. The study concludes that adopting pre-communicative activities as a part of the teaching method is more effective in learning German as a foreign language
Components and Subcomponents of the Slope used by High School Mathematics Teachers
No full textThe present study aims to identify and describe the components and subcomponents of the slope used by a group of seven high school mathematics teachers to solve tasks involving it. Its importance is due to the unquestionable role of the teacher as promoter of the learning of his students, since he considers and transforms his knowledge about a content to put it into play in his teaching practice. Data were collected through a Task-Based Interview, whose protocol consisted of six tasks (two situations with real-life context and four questions associated with teaching and learning the concept). Data analysis was code-bycode using the statements and procedures used by the teachers and the framework of the components and subcomponents of the slope. The findings of this exploratory study showed that teachers have conceptualized the concept in the Trigonometric Conception and Constant Ratio components, mainly in the visualprocedural and non-visual-procedural approaches. On the other hand, their interpretation of the concept makes it difficult to establish its relationship with real-world situations that allude to variational ideas. These results suggest the implementation of professional development courses to broaden their understanding and interpretation of the slope in authentic and realistic scenarios involving geometric and variational notions
Slovak University Students´ Assessment of Corpus-Driven Grammar Teaching Materials
No full textCorpus linguistics with its tools has become influential in the area of foreign languages teaching in recent decades; still, the direct use of corpus-driven materials in the classroom seems to be restricted. The present paper deals with the usability of corpus-driven teaching materials oriented on the specific field of articles in the university surroundings. The research will strive to investigate the effectiveness of corpus-driven teaching materials from several points of view. In order to collect data for the research, the researcher utilized a questionnaire consisting of 48 questions that was distributed to 94 university undergraduates. After carrying out the statistical evaluation, the research results show that university students are inclined to assess corpus-driven grammar teaching materials positively mainly because of these aspects: the access to authentic language, the access to information and topic that are relevant to the students, the compatibility with the syllabus. On the other hand, factors like the development of linguistic awareness, the development of critical thinking, the cooperation with other students do not play a substantial role since their statistical significance reaches only a negligible percentage. The study results indicate that it is advisable to include a corpus linguistic course into the training of prospective teachers
Assessment of Students’ Learning Outcome and Competency through a Blend of Knowledge and Practical Ability
No full textThis study used Schneider's innovative design methodology and practices related to education to examine the impact of creative pedagogy toward students’ learning process improvement and outcomes through a blend of knowledge and practical skills. The research question is centered on whether a blend of knowledge and practical- ability serve as a fundamental resource for improving students’ learning outcomes, and a strong catalyst for educational innovation? The study was grounded on the theoretical framework of learning-oriented assessment (LOA), a type of students’ learning outcomes (SLO) model. It used assessment data collected from undergraduates registered at Tecnologico de Monterrey Global Business School for the investigation. To this end, we applied the Independentsamples Mann-Whitney U test to determine the mean differences between the students’ average grade and evidence 1 (Knowledge) and 2 (Practical- ability) by considering two groups of students (virtual vs in-person). Also, Multiple linear regression (OLS) and Multiple analysis of covariance (MANCOVA) were used to test whether Knowledge- and Practical- ability factors have an impact or are associated with final grades of the students, and whether the impact differs by the two groups. The results show that students require a blend of both knowledge and practicality to obtain quality learning/outcome
Adoption of Virtual Reality Technology in Learning Elementary of Music Theory to Enhance the Learning Outcomes of Students with Disabilities
No full textAdvancements in technology have led to the widespread use of modern technologies in education, including the integration of augmented reality (AR) and virtual reality (VR) technologies. During the COVID-19 era, Music learning like other applied educational disciplines, has faced many technical and application problems, especially in finding alternative educational tools that fulfill the learning purpose and preserve the expected learning outcomes. This study came to explore the effectiveness of using Virtual Reality technology in music education and to figure out the students' acceptance and their intention to use the technology. For this purpose, an interactive virtual learning environment was developed to aid students in learning the “principle of music theory”, a sample group of 20 students including students with Motor Disabilities from Luminus Technical University College (LTUC) participated in the study experiment. The results of the study show that the use of virtual reality technology is effective in learning music, and also there is an acceptable degree of intention to use the technology but at a high rate among students with motor disabilities. In addition, the analysis of the results highlights the essential factors that should be considered to improve the VR learning environment and the expected learning outcomes