International Journal of Instruction
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Physical Education Teacher in Middle Schools: Requirements and Academic Profile
No full textThis study aimed to discuss the academic profiles and requirements of physical education teachers at middle schools. Therefore 102 physical education teachers (Mage= 44) from Uzbekistan participated in this study. The literature review method was used to find potential research papers. A special self-report interview was used to determine the professional needs of physical education teachers working at middle schools. The results of the interviews were used to determine the indicators of the professional profiles of the physical education teachers. The results showed that physical education teachers should meet several professional requirements. Also, revealed five main requirements, namely, psychological and pedagogical requirements, personal and professional requirements, teaching (or methodological) requirements, communicative and organizational requirements, and scientific-educational requirements. The research results can be applied to the future training of physical education teachers, the development of teacher education programs, and the organization of an effective educational process in schools. Future physical education teachers can use the results of this study to envision professional requirements, skills, and experiences
Learning-Oriented Reading Assessment: A Design for EFL Students
No full textLearning-oriented reading assessment (LORA) has expanded multiple views of assessment for learning reading. Most EFL reading assessment contexts tended not to utilise feedback and self-assessment for the redesign of authentic tasks and tests. This mixed-methods study investigated how LORA enhanced EFL students’ reading after the implementation of LORA. Participants consist of sixty-seven tenth Grade Thai students from the urban public school. They were divided into two groups, including 32 students for the LORA group and 35 students for the control group. The reading test was designed to compare post-test scores of both groups and was analyzed using Mann-Whitney U-test. In addition to perceptions on assessment, only those in the LORA group responded to the LORA questionnaire to give their perceptions of the assessment, and the three highestranking and the three lowest-ranking students were selected for the semi-structured interviews to explore five aspects of the design, including task, test, teacher’s observation, feedback, and redesign. Findings from the questionnaire were analyzed using descriptive statistics whereas the semi-structured interview was categorized through thematic analysis. Although there was no statistically significant difference between groups, students in the LORA group tended to gain higher scores on reading after participating in the study. They perceived positively on the implementation. Implications indicated connecting reading assessment and feedback for learning with authentic tasks and tests
The Bilingual Education Cycle: From learning to teaching Physical Education in a Foreign Language
No full textThis research examines the influence of studying Non-Language Areas (NLA) subjects in a Foreign Language (FL) during pre-university education on three key factors: students' Foreign Language Competence (FLC), their perception of the FL training received during their Primary Education Degree (PED), and their intention to teach Physical Education (PE) in a FL in the future. A targeted sample of 160 students pursuing a PED was surveyed using a purposeful non-random questionnaire. The findings reveal a positive correlation between studying these subjects and enhanced FLC, both perceived and certified. Additionally, students exhibit a more favorable attitude towards the FL training in their PED and the prospect of teaching PE in a FL. Despite existing challenges in Bilingual Education (BE) program implementation at national and regional levels, exposure to NLA subjects in a FL in pre-university education yields positive outcomes in these areas
Shaping the Bilingualism of Game-Addicted Players
No full textIn today's world, many people who spend more and more time in front of their computer and treat it as something more than a popular pass-time activity are often referred to being game addicted. At the same time, however, many of them, because of being exposed to different forms of dialogic English may be observed to excel the language and react to quite many situations they are exposed to both during the play and out of it. This study is meant to show how gaming addicts shape their bilingualism. Due to our research, it was found that such people who are truly addicted to games often reach a higher level of English much faster when contrasted to average L2 users. The research was based on the surveys filled by 54 carefully selected Internet respondents that fit the definition of a game addicted person (APA, 2022) and a standardized CEFR test they were requested to complete; the same test was also requested to be completed by the people who attend standardized blended L2 classes and who play similar games sporadically for pleasure. Consequently, a correlation between addicted and non-addicted people, and their CEFR test results was carried out. What followed was an analysis of the research results and the their detailed description
Automation Model Development for School Reaccreditation of Early Childhood Education
No full textAs stated in the Research and Development Objectives 2020-2024 by BSKAP, it was agreed on the need to implement a correct and credible quality monitoring and evaluation system. For Primary and Secondary Education, it is determined that 100% of education units will carry out Competency Assessment (AK) and Character Surveys (SK) starting in 2021 by first developing and preparing relevant measuring tools along with indicators of AK-SK readiness in the future, its implementation in 2021 while trying implement the overall accreditation process automation policy. Therefore, performance assessment in these units requires other proxies of learning indicators which are considered to have functions equivalent to competency assessments and character surveys. Instead of direct field visits, if correct, mathematical modeling can be performed to derive measurement proxies derived from the PPA or IPV variables or a combination of both. Automation modeling has been applied to approximately 5,000 school samples by applying three alternative methods, namely Principal Component Analysis (PCA), Partial Least Square (PLS) and Confirmatory Factor Analysis (CFA). PCA modeling was successfully used on 49 predictors without a response variable (Y); ii) PLS modeling was successfully applied to 49 predictors involving response variables; iii) CFA modeling has been successfully carried out on PPA and IPV one by one, because the combined modeling has not succeeded in producing an adequate model in the form of goodness of fit
Preschool Teacher Competence from the Perspective of Early Childhood Education and Care Student Teacher
No full textThe goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers’ competence and to explore dimensions of preschool teachers’ competence from the students’ perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191 participants, student teachers that were at the moment of the research at the end of their master’s ECEC program. Answers were collected via online questionnaire. The collected results suggest a conclusion that preschool teachers at the end of their ECEC study program are centred towards their performance, or the aspect of “what we do” in everyday work. They focus on the child and the child’s environment (both physical and social). On the other hand, they are less involved and prepared for acting at the level of the education system and contribution to the improvement of educational theory and policy. They perceive four dimensions of preschool teachers’ competence: theory, practices, beliefs and learning environment and relationships
The Effects of Inquiry-based Learning Activities to Understand the Nature of Science of Science Student Teachers
No full textUnderstanding the nature of science (NOS) is one of the main components for science students to be science literate people. It is also important for science teacher students to develop their NOS understanding to be relevant to an informed view. Therefore, this study investigated the effects of Inquiry process learning activities through a reflective explicit approach and the history of scientists on science student teachers, understanding NOS through mixed-method research. The samples were 35 science student teachers in the general science program at Yala Rajabhat University, Thailand. The research instruments included (1) inquiry-based learning through the reflective explicit approach and the history of scientists lesson plans, (2) the NOS understanding questionnaire, and (3) a semi-structured interview about the NOS understanding. The data were statistically analyzed in terms of percentage, mean, standard deviation, t-test dependent samples, and content analysis. The results revealed that the mean scores of the NOS understanding of the science teacher students taking part in the inquiry-based learning activities through the reflective explicit approach and the history of scientists after learning were higher than those before learning, with the statistical significance at .05. After the learning, most of the students had informed view (IV) of all NOS aspect. The research suggests that Inquiry-based learning activities through the reflective explicit approach and the history of scientists can promote an understanding of the nature of science. It should be used in science learning management to develop students' understanding of the nature of science
An Exploratory Corpus-Based Linguistic Analysis of ‘Bitcoin’ in Online Articles
No full textThis study explores the unique linguistic characteristics of bitcoin, which has significantly changed the financial world over the past few years. As the concept of bitcoin, cryptocurrency and the digital network behind them are not dealt with in LSP (Language for Specific Purposes) coursebooks yet, this small-scale research is intended to fill this niche. In order to see what terminology has to be acquired to be able to understand the basic issues about bitcoin, online sources dealing with this innovative technology and its regulatory systems have been used. The selected online texts are analysed by TextStat software, which is capable of making word counts and collocation frequency. The results show us the most common collocations with bitcoin, and blockchain processing within context, as well as the most frequently used words (e.g., cryptocurrency or exchange), which definitely need to be learned by students majoring in Business English. My aim with this research is that LSP teachers get a comprehensive picture of what terminology to teach to their student when dealing with the topic of cryptocurrencies. In addition, bitcoin-related vocabulary can be integrated into other subjects, such as economics, finance or technology, allowing students to explore the connections between different fields of knowledge
Analysis of the Implementation of Research-Based Learning Material with STEM Approach in Improving Students’ Metacognitive Skill
No full textThe purpose of this study (a) to determine the effect of RBL STEM learning material in improving the student metacognitive skill (b) to analyse the student phase portrait of their metacognitive skill in solving the problem of cascara herbal tea making. This type of research is a quasi-experimental group with one group pretest posttest design. The research subjects were 160 students in the 5th semester of the 2021/2022 academic year at the Jember State Polytechnic, Indonesia. The instrument used was a description test which was assessed using the rubric of metacognitive skill and metacognitive awareness inventory. Data were analyzed based on parametric statistical calculations. The indicators of metacognitive skill in problem solving used are planning, monitoring and evaluation. The results showed that RBL with the STEM approach affected metacognitive skill in overcoming the problem of using cascara as an herbal tea. The results of the correlation analysis showed an R of 0.286, so that the acquisition of linear regression Y = 52.135 + 0.286 X. From this equation it can be seen that for every 1-point increase in the item -improvement skills score, there is an increase in metacognitive skill of 52.135
Mental Health among Adolescents Attending Different School Types - First Result from a Longitudinal Study
No full textThe main objective of our longitudinal study is to analyze the health and risk behaviour and mental health of Hungarian students in different school types (high school, technical school, vocational training and vocational school) before and after a mental health promotion programme. In this study, we aim to provide a picture of the pre-programme situation, focusing on mental indicators. The study was designed using non-random, purposive, group sampling. In the quantitative research, in addition to sociodemographic data, standard questionnaires were used to measure students' subjective well-being (WBI-5), life satisfaction (SWLS-H) and self-esteem (RSES-H). High school students also underperformed compared to the other two types of schools in terms of general well-being and self-evaluation as they had significantly lower well-being (p=0.005), life satisfaction (p=0.022) and self-esteem (p=0.012) compared to technical school students. The mental health of high school students trying to cope with higher expectations shows a less favourable picture than their peers with less or no pressure of good performance at school. It would be crucial to take into account the impact on mental health of the different pressures arising from health education at school and to identify priority areas on this basis, with a focus on self-awareness, coping and stress management