scholarly journals Profile of South African secondary-school teachers’ teaching quality: evaluation of teaching practices using an observation instrument

2017 ◽  
Vol 43 (4) ◽  
pp. 410-429 ◽  
Author(s):  
Thelma de Jager ◽  
Mattheus Jacobus Coetzee ◽  
Ridwan Maulana ◽  
Michelle Helms-Lorenz ◽  
Wim van de Grift
Keyword(s):  
Secondary School ◽  
South African ◽  
Teaching Practices ◽  
Quality Evaluation ◽  
Secondary School Teachers ◽  
Teaching Quality ◽  
School Teachers ◽  
Observation Instrument ◽  
Evaluation Of Teaching

scholarly journals The reality of using Islamic Sciences secondary school teachers Collaborative websites in the secondary schools in their teaching practices، and a proposal to activate it: واقع توظيف معلمات العلوم الشرعية بالمرحلة الثانوية لمواقع الويب التشاركية في ممارساتهن التدريسية، وتصور مقترح لتفعيلها

2019 ◽  
Vol 3 (32) ◽  
Author(s):  
Mona Shabab Elmetarey
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Survey Method ◽  
Average Score ◽  
School Teachers ◽  
Secondary Stage ◽  
Third Dimension ◽  
Descriptive Survey

  The present study aimed to investigate the reality of employing the teachers Islamic Sciences at the secondary stage of the Collaborative websites in their teaching practices, and to visualize a proposal to activate it. The study followed the descriptive Survey method. A questionnaire was applied to a sample of (206) teachers of Islamic Sciences in the secondary stage in Riyadh. The results of the study found that the degree of employment of Islamic Sciences teachers in the secondary stage of the participatory websites as a whole came in a medium degree with an average of (2.71),the study reached the first dimension was: YouTube ranked first with an average of (3.09) with a (medium) approval, while the fourth dimension was: Tweet The third dimension was: blogs ranked third with an average score of (2.60) with a (weak) approval level. The second dimension: wikis came in last place with an average of (2.53) With a low approval level. The study also presented a suggested proposal for activating Collaborative websites in the educational process.    

scholarly journals Epistemological beliefs of secondary school teachers in light of their teaching practices based on the grounded theory

2021 ◽  
Vol 16 (6) ◽  
pp. 2930-2945
Author(s):  
Ali Tared Aldossari ◽  
Jamal Khalil Al Khalidi
Keyword(s):  
Grounded Theory ◽  
Secondary School ◽  
Knowledge Acquisition ◽  
Classroom Environment ◽  
Data Model ◽  
Teaching Practices ◽  
Epistemological Beliefs ◽  
Secondary School Teachers ◽  
Classroom Observations ◽  
School Teachers

The current study aimed to identify the epistemological beliefs of secondary school teachers in light of their teaching practices. The researchers applied the qualitative approach based on the method of grounded theory. Data were collected through classroom observations, interview sheets and focus groups. Having determined the credibility and reliability of the instruments, the data were thoroughly read, and analysed using the topology data model. Results indicated the participants' responses converged in the dimension of the nature and certainty of knowledge, the dimension of knowledge acquisition and in the speed of knowledge acquisition, while responses varied in the dimension of the concept of epistemological beliefs, the dimension of the sources of epistemological beliefs and the factors in their formation, and in the dimension of knowledge authority. The study highlighted the importance of integrating epistemological beliefs in teachers' qualification programmes to practise such beliefs in the classroom environment.   Keywords: Epistemological Beliefs, Teaching Practices, Secondary School Teachers

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

scholarly journals Aprendizajes clave y su impacto en el ámbito socioemocional del estudiante de nivel secundaria

2019 ◽  
pp. 1-8
Author(s):  
Blanca Margarita Villarreal-Soto ◽  
Roció Isabel Ramos-Jaubert ◽  
María Cristina Cepeda-Gonzalez ◽  
Marta Nieves Espericueta-Medina
Keyword(s):  
Secondary School ◽  
Continuous Improvement ◽  
Secondary School Teachers ◽  
Educational Quality ◽  
Teaching Performance ◽  
Educational Model ◽  
School Teachers ◽  
Social Agents ◽  
Evaluation Of Teaching ◽  
The Individual

The progressive advancement of societies as a result of globalization establishes a competitive scenario in which the individual must seek continuous improvement and compliance with professionalization standards. Therefore, the objective of this research is to know the repercussions of the application of the new educational model in secondary education institutions on educational quality. The sample consisted of 50 secondary school teachers, aged between 23 and 45 years. An instrument was applied with 4 signalitic variables and 36 variables of the study phenomenon, considered with a scale of decimal ratio; which were processed in the statistical programs SPSS and Statistica. The main results show that the evaluation of teaching performance is significant to highlight the application of didactic procedures that ensure student learning. In addition, as long as human development and socio-emotional education are promoted, satisfactory results will be obtained in the application of the new educational model. Therefore, it is proposed to carry out continuous improvement forums where students, teachers, executives, parents and social agents that derive in the creation of public policies participate.

scholarly journals THE ROLE OF TEACHERS' VIEWS ON SCHOOL PERFORMANCE IN THEIR TEACHING APPROACH AND THEIR RELATIONSHIPS WITH STUDENTS: THE CASE OF MOUNTAINOUS AREAS AND PERIPHERY SECONDARY SCHOOL TEACHERS IN THE PREFECTURE OF ILIA, GREECE

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Eygenia Davou ◽  
Natassa Raikou
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
Teaching Staff ◽  
Mountainous Areas ◽  
School Teachers ◽  
Learning Abilities ◽  
Factors Affecting ◽  
Teachers Beliefs

<p>The present study investigates to what extent teachers serving in mountainous areas and periphery schools consider that their perceptions on factors affecting school performance influence the way they choose their teaching practices and shape their attitudes towards students. In the survey, 133 secondary school teachers of the Prefecture of Ilia answered a questionnaire with closed-ended questions. According to teachers’ beliefs, school performance is influenced by socio-economic, educational and geographical factors. It is not associated with intelligence/brilliance and it can be improved with the help of the teaching staff. Teachers' expectations have an effect on their school performance, while the Curricula do not take into account the learning abilities of the students and the school evaluation does not assess the school performance in a meritocratic way. Nevertheless, positive expectations for the performance of weak students are maintained by choosing teaching practices that they believe will enhance their performance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0800/a.php" alt="Hit counter" /></p>

scholarly journals Examination of secondary school teachers' opinions regarding interdisciplinary teaching

2018 ◽  
Vol 9 (1) ◽  
pp. 91-124
Author(s):  
Burcu Gürkan
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teaching Process ◽  
Effective Learning ◽  
Adequate Knowledge ◽  
Interdisciplinary Teaching ◽  
Content Analysis Method

This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.

scholarly journals Analysis of Existing Teaching Practices at Higher Secondary Level in Punjab, Pakistan

2019 ◽  
pp. 1365-1374
Author(s):  
Uzma Sarwar ◽  
Samina Zamir ◽  
Tariq Mehmood Bhuttah ◽  
Zhan Yong Qi
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Survey Research ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
Lesson Plan ◽  
Secondary Level ◽  
Previous Knowledge ◽  
School Teachers ◽  
Sources Of Knowledge

The main objective of the present study has investigated the effects of teaching practices on performance of teachers at higher secondary level in Sargodha District. The population of the study consisted of all secondary school teachers, who teach in the higher secondary class in Sargodha District. The study sample is consisted of 400 higher secondary school teachers selected from Sargodha District. It is a survey research and descriptive by nature. Questionnaire is used in the present study for data collection. These results showed that male teachers are more agreed with full command on subject matter, relate the content with previous knowledge, develop lesson plan based on student’s needs, development and progress and prior knowledge, consult other sources of knowledge before lesson preparation while females teachers are disagree with the statements.

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