scholarly journals Teachers' Mindful Conception about the Use of STEM Education at Secondary School Level

2021 ◽  
Vol VI (IV) ◽  
pp. 111-120
Author(s):  
Khadija Rafeeq ◽  
Muhammad Qasim Ali ◽  
Naveed Zainab
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Creative Thinking ◽  
Secondary School Teachers ◽  
Statistical Tests ◽  
Pearson Correlation ◽  
Modern Science ◽  
School Level ◽  
School Teachers ◽  
Secondary School Level

A nation's progress rests on its people, and current economic growth conditions demand high-quality education. Modern science education has been superseded by STEM education. The objectives were 1) to find out secondary school teachers' awareness about the use of STEM-based education and its challenges and the relationship between teachers' understanding and use of STEM at the secondary school level. It was descriptive research and used a self-developed questionnaire for data collection from the respondents. A sample of secondary school teachers (350) was selected through a simple random sampling technique. Statistical tests of minimum, maximum, mean score, standard deviation, and Pearson correlation were applied to the collected data. The study concluded that teachers are aware of STEM-based education, and in line with their awareness, they make the most exclusive use of STEM-based education to enhance students' critical and creative thinking abilities.

scholarly journals Secondary School Teachers’ Perception on Stem Integrated Education: A Analysis

2020 ◽  
Vol 6 (2) ◽  
pp. 585-593
Author(s):  
Abida Khan ◽  
Najam-ul- Kashif
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Integrated Education ◽  
Leading Role ◽  
Science Technology ◽  
Secondary School Level ◽  
Novel Concept

American President Barak Obama said on Third Annual White House Science Fair in April 2013 that “One of the things that I’ve been focused on as President is how we create an all-hands-on-deck approach to science, technology, engineering, and math… We need to make this a priority to train an army of new teachers in these subject areas and to make sure that all of us as a country are lifting up these subjects for the respect that they deserve”. This single part of the speech pinpoint the importance of STEM education and backbone of it “Teachers”. Cross disciplinary appeals have manifold appeals. Same is in the field of school education. Once it’s a time, science has a leading role at elementary and secondary school level. Then engineering becomes the prominent figure but when technology comes, all other fields merged in it. Mathematics remains the mother of all subjects. Now, it’s a time of STEM integrated education where STEM is the acronym of Science, Technology, Engineering and Mathematics. STEM is not only confined to an acronym but also leads to the change of education system or approach from the root level. Presented study aimed at to highlight the secondary school teachers’ perception regarding STEM education. As it’s a new and novel concept, so not a big deal of work has done on it. So, existing literature was analyzed systematically to highlight the importance, challenges and future of STEM education which surely helpful to introduce in the developing countries like Pakistan. Presented study just focused on the perception and viewpoints of teachers who are working at elementary or secondary school level. Study concluded that teachers are highly motivated and confident for the STEM integrated education but there is a dire need to give suitable policy for this new trend of education which ultimately addresses the issues of curriculum, pedagogy, learning environment, career developers and future of the learners

Marcadores del discurso en francés lengua extranjera

2015 ◽  
Vol 28 (2) ◽  
pp. 588-617 ◽  
Author(s):  
Nancy Vázquez Veiga ◽  
Belén Donís Pérez
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Recent Work ◽  
Final Section ◽  
Secondary School Teachers ◽  
Discourse Markers ◽  
School Level ◽  
School Teachers ◽  
Formal Similarity ◽  
Secondary School Level

This paper examines the challenges posed by discourse markers (DM) for learners at secondary school level of French as a foreign language (FFL), based on a corpus of samples of written work by FFL students. The first section looks at how DM are presented and described in the textbooks and dictionaries used by secondary school teachers and learners. The next section focuses on organizational discourse markers, with an analysis of student errors in the corpus. The range of semantic possibilities explored in the case of enfin and finalement offers a good illustration of the difficulties faced by teachers and learners alike in the acquisition of DM, due to the multifunctionality of the particles and their formal similarity to the Spanish DM en fin and finalmente. The final section makes some observations regarding the effectiveness of teaching DM systematically from the earliest stages of FFL learning, based on recent work by Donís Pérez (2014).

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

scholarly journals Social Change Model through Teaching of Islamiat for Secondary School Teachers: A Systematic Literature Review

2020 ◽  
Vol V (III) ◽  
pp. 297-306
Author(s):  
Huma Naz ◽  
Najam Ul Kashif ◽  
Najam Ul Kashif
Keyword(s):  
Social Change ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Level ◽  
Change Model ◽  
Social Change Model ◽  
Course Content ◽  
Secondary School Level ◽  
Values And Beliefs ◽  
And Diffusion

Man is known as a social animal, and his journey from uncivilized to civilized human is only due to education. Means teachers are the main stakeholders to change society. Subject Islmiat in the education system of Pakistan from Primary to secondary school level and even at the higher education have a unique place. Islamiat has two major domains; ethics and virtues. Teachers have the duty to fulfil the needs of the nation, being a model or a subject of social change agent. Social change model based on the four basic elements, i.e. values and beliefs; physical environment; Technology, and diffusion. Teachers, especially the teachers of Islamiat with their pedagogy and course content, infuse and practice the ethics and virtues among their students with the help of creative and critical thinking technique as this technique abled the students to think on the existing things but in a new and critical way.

scholarly journals SOME RESULTS OF RESEARCH IN THE FIELD OF DIGITAL COMPETENCE FORMATION OF GENERAL EDUCATIONAL INSTITUTIONS TEACHERS

2021 ◽  
pp. 149-165
Author(s):  
Nataliia Morze ◽  
Mariia Vasylenko ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Problem ◽  
School Management ◽  
Competence Development ◽  
Educational Process ◽  
School Level ◽  
Digital Competence ◽  
School Teachers ◽  
Methodological Guidelines

The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.

scholarly journals PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES

2021 ◽  
Vol 9 (3) ◽  
pp. 372-283
Author(s):  
Abdul Qayyum ◽  
Sidra Rizwan ◽  
Nasir Mahmood
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Instructional Practices ◽  
Secondary School Teachers ◽  
School Level ◽  
Thinking Styles ◽  
Thinking Style ◽  
Chi Square ◽  
Secondary School Level ◽  
Teacher Training Programs

Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan. Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data. Main Findings: The results revealed that the teachers in (TSPT-I) preferred using Concept Accomplishment, Simulations, cooperative Learning, Homework, and Reinforcement, whereas teachers in (TSPT-II)Rich Vocabulary, Lecturing, Daily Assessment, Concept Accomplishment, and teachers in(TSPT-III)Cooperative Learning, Rich Vocabulary, Reinforcement, Simulations, and Daily Assessment as a set of (IPs). Application of the study: This study may help the teacher trainers and school principals to understand the thinking styles of the teachers and their preferences for the certain set of instructional practices to focus the preferences of the teachers according to their thinking style profiles to save time and money. Novelty/Originality of this study: Teacher training programs are conducted on the assumption that all the teachers can be trained uniformly regardless of their preferences for instructional practices. But this study has shown the association between thinking style profiles and set of instructional practices and secondary school level.

scholarly journals EFFECTS OF THE ORGANIZATIONAL FACTORS ON TEACHERS' RETENTION: PERCEPTIONS OF PRIVATE SECONDARY SCHOOL TEACHERS OF LYARI TOWN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Lubna Oad, Safia Niazi
Keyword(s):  
Secondary School ◽  
Educational Administration ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Organizational Factors ◽  
Human Mind ◽  
School Teachers ◽  
Significant Relationships ◽  
Correlation Statistic

The teaching occupation and the essential tasks and duties of teachers are necessary for developing every nation's human resources. The teachers are the pillar of our country, and without them, the standard of our education will suffer since teachers are the nearest to the human mind and are prime drivers of economic development. Therefore, educational administration and organizational factors play a pivotal role in making teachers motivated and satisfied to sustain their academic institutions' jobs and should focus on switching jobs frequently. This study examined the association between organizational and teacher retention in eight private secondary schools in Lyari town Karachi, Sindh Pakistan. The study formulated three objectives and hypotheses. The research design was a correlation—the population of the study comprised of teachers from schools. A random sampling technique was used, and a questionnaire was distributed among 200 teachers to collect data. Data were gathered using an instrument that was self-made with the help of literature reviewed and experts' suggestions. The questionnaire was validated and piloted. The Cronbach Alpha coefficient was determined. Ensure the reliability at 0.85, respectively. The Pearson correlation statistic was used to test the hypotheses. The findings reveal significant relationships between teachers' salary packages, teachers' workload, professional development opportunities, and teachers' retention in schools. Further, the study's findings reveal that educational administration and management align with government compensation policies regarding teachers' salaries and promotions and focus on their teaching workload and other fringe benefits.

scholarly journals A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level

2021 ◽  
Vol 3 (2) ◽  
pp. 59-71
Author(s):  
KIFAYAT KHAN ◽  
DR. TEHSIN TAHIR ◽  
DR. UMBREEN ISHFAQ ◽  
ASAD KHAN
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Time Management ◽  
Management Strategies ◽  
School Level ◽  
School Teachers ◽  
Female Teachers ◽  
Classroom Management Strategies ◽  
Secondary School Level ◽  
Classroom Time

Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.

scholarly journals Design of STEM Activities: Experiences and Perceptions of Prospective Secondary School Teachers

2020 ◽  
Vol 15 (04) ◽  
pp. 112
Author(s):  
Wajeeh Daher ◽  
Juhaina Awawdeh Shahbari
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Prospective Teachers ◽  
Secondary School Teachers ◽  
Teacher Education Program ◽  
Real Life ◽  
School Teachers ◽  
School Practices ◽  
Open Inquiry ◽  
The Third

STEM education is attracting the attention of researchers in the education of sci-ence, mathematics, technology and engineering, for it encourages school practices that prepare students for real life professions. An important aspect of STEM edu-cation is the design of STEM activities, for this design influences how the activi-ties mediate students’ experiences in the STEM classroom. In the present chapter, we suggest to consider this design in two lenses: The lenses of the activity in-quiry and the lenses of the integration of STEM subjects. We further describe ac-tivities built by secondary school prospective mathematics teachers who were part of a teacher education program for preparing graduate students who finished their first degree in mathematics, engineering or computer science. The prospective teachers designed the STEM activities in the frame of a didactic course called “The didactics of teaching secondary school mathematics”. The research results indicated that the prospective teachers found it difficult to write STEM activities according to the ‘discovery inquiry version’ or the ‘open inquiry version’. More-over, they found it difficult to write activities according to the third or fourth inte-gration types.

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