Pub Date : 2022-12-30DOI: 10.31703/gesr.2022(vii-iv).06
Z. Iqbal, Muhammad Hammad Haider, Ahmad Waseem Qamar
The study's aim was to observe teachers' skills about the assessment of students on the basis of National Professional Standards for Teachers approved by the Government of Pakistan federal education Ministry (2009). These standards provide a mechanism for the evaluation of teachers. The sample of the study comprised of 256 teachers. An observational checklist was employed for observing the skills of teachers regarding different dimensions of the assessment of students. The study explored that the teachers were conducting all the phases of assessment e.g. developing test, marking of a test, documenting and reporting tests results, and to use tests results competently but deficiencies were observed regarding the process of administrating test. Based on the results, relevant pre-service and in- service training as well as certain remedial measures for teachers' education programs were suggested according to the mechanism of aforesaid standards so that the dream of quality teaching in the region may be fulfilled.
{"title":"Observing Teachers Skills about the Assessment of Students: A Standard-based Teacher Evaluation","authors":"Z. Iqbal, Muhammad Hammad Haider, Ahmad Waseem Qamar","doi":"10.31703/gesr.2022(vii-iv).06","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iv).06","url":null,"abstract":"The study's aim was to observe teachers' skills about the assessment of students on the basis of National Professional Standards for Teachers approved by the Government of Pakistan federal education Ministry (2009). These standards provide a mechanism for the evaluation of teachers. The sample of the study comprised of 256 teachers. An observational checklist was employed for observing the skills of teachers regarding different dimensions of the assessment of students. The study explored that the teachers were conducting all the phases of assessment e.g. developing test, marking of a test, documenting and reporting tests results, and to use tests results competently but deficiencies were observed regarding the process of administrating test. Based on the results, relevant pre-service and in- service training as well as certain remedial measures for teachers' education programs were suggested according to the mechanism of aforesaid standards so that the dream of quality teaching in the region may be fulfilled.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132849024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).03
Saima Akram, Sana Butt, Yaar Muhammad
Within the school context, the goal of developing scientific literacy in students can be achieved if certain provisions such as quality textbooks are made accessible to students. The purpose of this study was to evaluate the objectives and content of existing science textbooks through the perceptions of elementary science teachers. The assumption was that the teacher could better judge the objectives and content of the textbook. The study followed the quantitative approach to the research design. More specifically, survey research was used. Data were collected using convenient sampling techniques. The sample comprised science teachers (Seventy-one teachers from private schools and thirty teachers from public schools) of elementary level. A self-constructed five-point Likert scale questionnaire was used to collect data from elementary science teachers. The findings of the study show that the book, in its present form, does not fulfil the objectives of science. The weaknesses of the book are that it focuses only on covering the curriculum martial and ignores that content, which helps the students develop scientific literacy.
{"title":"Elementary School Teachers' Perspectives on the Science Textbook","authors":"Saima Akram, Sana Butt, Yaar Muhammad","doi":"10.31703/gesr.2022(vii-iii).03","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).03","url":null,"abstract":"Within the school context, the goal of developing scientific literacy in students can be achieved if certain provisions such as quality textbooks are made accessible to students. The purpose of this study was to evaluate the objectives and content of existing science textbooks through the perceptions of elementary science teachers. The assumption was that the teacher could better judge the objectives and content of the textbook. The study followed the quantitative approach to the research design. More specifically, survey research was used. Data were collected using convenient sampling techniques. The sample comprised science teachers (Seventy-one teachers from private schools and thirty teachers from public schools) of elementary level. A self-constructed five-point Likert scale questionnaire was used to collect data from elementary science teachers. The findings of the study show that the book, in its present form, does not fulfil the objectives of science. The weaknesses of the book are that it focuses only on covering the curriculum martial and ignores that content, which helps the students develop scientific literacy.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123687183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).09
W. Khan, A. Hameed, Afaf Manzoor
The primary goal of this research is to compare male and female teachers' perceptions of their assessment efficacy in public & private schools and to assess how well each gender is at fostering student participation in the examination system in public and private schools. The data used in this study was collected from male (n=226) and female (n=112) teachers working in public (n=45) and private (n=45) schools in 9 divisions of Punjab. Instrument of the study was a survey questionnaire adapted from the studies of Dr. Sue A. Rieg of the Indiana University of Pennsylvania and Mr. Richard DLC Gonzales with their permission and modified by the researcher to suit the purpose of the study. The findings show statistically significant difference in male and female teachers on school type (public vs. private) on all measures of self-assessment except for operating conditions, nature of work, and communication.
本研究的主要目的是比较男女教师在公立和私立学校对其考试效果的看法，并评估男女教师在促进学生参与公立和私立学校考试系统方面的表现。本研究使用的数据来自旁遮普9个省的公立(n=45)和私立(n=45)学校的男教师(n=226)和女教师(n=112)。本研究的工具是一份调查问卷，该问卷改编自宾夕法尼亚印第安纳大学的Sue a . Rieg博士和Richard DLC Gonzales先生的研究，经他们同意并经研究者修改以适应本研究的目的。调查结果显示，除了工作条件、工作性质、沟通能力外，男女教师在学校类型(公立与私立)的所有自我评价项目上都存在显著差异。
{"title":"An Empirical Study to Compare Gender Disparity in Assessment Practices at Secondary Level","authors":"W. Khan, A. Hameed, Afaf Manzoor","doi":"10.31703/gesr.2022(vii-iii).09","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).09","url":null,"abstract":"The primary goal of this research is to compare male and female teachers' perceptions of their assessment efficacy in public & private schools and to assess how well each gender is at fostering student participation in the examination system in public and private schools. The data used in this study was collected from male (n=226) and female (n=112) teachers working in public (n=45) and private (n=45) schools in 9 divisions of Punjab. Instrument of the study was a survey questionnaire adapted from the studies of Dr. Sue A. Rieg of the Indiana University of Pennsylvania and Mr. Richard DLC Gonzales with their permission and modified by the researcher to suit the purpose of the study. The findings show statistically significant difference in male and female teachers on school type (public vs. private) on all measures of self-assessment except for operating conditions, nature of work, and communication.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115386709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).04
M. Ali, Ashfaq Afzal, Fizzah Mushtaq
The current study was conducted to explore the role of Metacognitive skills in prospective teachers' academic performance. Qualitative research was conducted. The Interpretivist paradigm has been followed for this study. This study was a follow-up of a quantitative experiment The sample of four male and four female prospective teachers enrolled in the B.Ed Honors in a public university has been selected with the help of a purposive sampling technique. A semi-structured interview protocol consisting of 10 items was used for the data collection. The data was analyzed with the help of Thematic analysis. According to the research participants' views, they not only learnt Metacognitive skills but also used them during their studies and task performance. They found these skills helpful in conducting the tasks successfully and effectively. So, it is recommended that teacher educators should use Metacognitive development strategies to develop these skills in prospective teachers.
{"title":"Metacognitive Skills Training: Exploring the Role in Pupil Teachers' Academic Performance","authors":"M. Ali, Ashfaq Afzal, Fizzah Mushtaq","doi":"10.31703/gesr.2022(vii-iii).04","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).04","url":null,"abstract":"The current study was conducted to explore the role of Metacognitive skills in prospective teachers' academic performance. Qualitative research was conducted. The Interpretivist paradigm has been followed for this study. This study was a follow-up of a quantitative experiment The sample of four male and four female prospective teachers enrolled in the B.Ed Honors in a public university has been selected with the help of a purposive sampling technique. A semi-structured interview protocol consisting of 10 items was used for the data collection. The data was analyzed with the help of Thematic analysis. According to the research participants' views, they not only learnt Metacognitive skills but also used them during their studies and task performance. They found these skills helpful in conducting the tasks successfully and effectively. So, it is recommended that teacher educators should use Metacognitive development strategies to develop these skills in prospective teachers.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125352386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).07
Humaira Akbar, Muhammad Yousuf, Saeed Ahmad
The key objective of the study was to 'explore EFL students' approaches towards teaching obstructions to 'improve students' communicative skill and to reconnoitre the impact of EFL learners' attitudes about teaching hurdles to increase students' communicative skill at BS level in South Punjab'.To execute the basic aim of this research uses the mixed method approach and for the proper execution of this work the researcher collected data through a questionnaire. Research data were analyzed using Statistical Package for Social Sciences (SPSS). This research concludes that the majority of the learners agreed that they feel hesitant in speaking English with class fellows as their English language teacher hardly implies spoken language improving strategies in class, as their teacher gazes at them for their making mistakes, they cannot keep on speaking, when learners make mistakes, instead of motivating, the teacher makes them silent, their English language teacher delivers lecture in Urdu or in his native language which mars the communicative competence, their English language teacher never uses audio-visual aids in the class to improve their communication skill.
{"title":"English Language Teacher as an External Barrier among Foreign Language Learners' Communicative Interaction: A Case Study of South Punjab","authors":"Humaira Akbar, Muhammad Yousuf, Saeed Ahmad","doi":"10.31703/gesr.2022(vii-iii).07","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).07","url":null,"abstract":"The key objective of the study was to 'explore EFL students' approaches towards teaching obstructions to 'improve students' communicative skill and to reconnoitre the impact of EFL learners' attitudes about teaching hurdles to increase students' communicative skill at BS level in South Punjab'.To execute the basic aim of this research uses the mixed method approach and for the proper execution of this work the researcher collected data through a questionnaire. Research data were analyzed using Statistical Package for Social Sciences (SPSS). This research concludes that the majority of the learners agreed that they feel hesitant in speaking English with class fellows as their English language teacher hardly implies spoken language improving strategies in class, as their teacher gazes at them for their making mistakes, they cannot keep on speaking, when learners make mistakes, instead of motivating, the teacher makes them silent, their English language teacher delivers lecture in Urdu or in his native language which mars the communicative competence, their English language teacher never uses audio-visual aids in the class to improve their communication skill.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126399759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).06
Tazanfal Tehseem, Mubina Talaat
This paper investigates the use of strategies to obfuscate agency such as metonymic expressions, passive structures and nominalization as a resource for constructing knowledge in media discourses. The methodological framework of the study is inspired by Halliday’s (2004) concept of grammatical metaphor. Linguistic choices play a critical role in facilitating ideological information flow, for example, nominalization structure the information in ways which allow writers’ perspective on events to be conveyed to the reader (Halliday and Martin, 1993). The data for this study come from three Pakistani daily English newspapers: Dawn, the News and the Nation, selected on the basis of their wide circulation. A sample analysis has confirmed the working hypothesis that nominalizations are useful in abstracting and classifying actions and events in order to build and organize media discourses (for a fuller account see Fairclough 2010). The study explores the lexico-grammatical patterns which have been deployed to build ideological positions, maintain power relations and relate with the literature in the field that journalists use in order to inculcate particular socio-political morals in the consumers.
{"title":"Obfuscating Agency in Pakistani Newspaper Reporting: A Discourse- based Perspective","authors":"Tazanfal Tehseem, Mubina Talaat","doi":"10.31703/gesr.2022(vii-iii).06","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).06","url":null,"abstract":"This paper investigates the use of strategies to obfuscate agency such as metonymic expressions, passive structures and nominalization as a resource for constructing knowledge in media discourses. The methodological framework of the study is inspired by Halliday’s (2004) concept of grammatical metaphor. Linguistic choices play a critical role in facilitating ideological information flow, for example, nominalization structure the information in ways which allow writers’ perspective on events to be conveyed to the reader (Halliday and Martin, 1993). The data for this study come from three Pakistani daily English newspapers: Dawn, the News and the Nation, selected on the basis of their wide circulation. A sample analysis has confirmed the working hypothesis that nominalizations are useful in abstracting and classifying actions and events in order to build and organize media discourses (for a fuller account see Fairclough 2010). The study explores the lexico-grammatical patterns which have been deployed to build ideological positions, maintain power relations and relate with the literature in the field that journalists use in order to inculcate particular socio-political morals in the consumers.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129957109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).02
U. Draz, Nasir Abbas Khan, Hina Mehmood
The research study aimed to investigate the perspectives of students regarding Abusive supervision in their division of secondary education. The design of the research study was descriptive and quantitative in nature. A survey method was used for data from the sample of the study. The population of the study consisted of students of government boys' secondary school districts in Lahore. Thirty-one secondary schools were taken as a sample through the lottery method. There were 150 students from the secondary level taken as a sample through a random sampling technique. A survey questionnaire was distributed among students after taking permission from the school head through a consent letter. The response rate was 95%. The researcher used a self-developed questionnaire for data collection. Data were analyzed through frequency, mean score and standard deviation of each statement was calculated. It was concluded that abusive supervision has become a serious problem at the secondary school level which may be solved.
{"title":"Perspectives of Students Regarding Abusive Supervision in their Division at Secondary Education","authors":"U. Draz, Nasir Abbas Khan, Hina Mehmood","doi":"10.31703/gesr.2022(vii-iii).02","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).02","url":null,"abstract":"The research study aimed to investigate the perspectives of students regarding Abusive supervision in their division of secondary education. The design of the research study was descriptive and quantitative in nature. A survey method was used for data from the sample of the study. The population of the study consisted of students of government boys' secondary school districts in Lahore. Thirty-one secondary schools were taken as a sample through the lottery method. There were 150 students from the secondary level taken as a sample through a random sampling technique. A survey questionnaire was distributed among students after taking permission from the school head through a consent letter. The response rate was 95%. The researcher used a self-developed questionnaire for data collection. Data were analyzed through frequency, mean score and standard deviation of each statement was calculated. It was concluded that abusive supervision has become a serious problem at the secondary school level which may be solved.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"329 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132528860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).05
M. Raza, Farah Deeba, Robina Faqir
The teaching profession is incomplete without teachers' personal aptitude towards their profession as teaching aptitude uplifts teachers' teaching competencies and gives them confidence in their profession. Keeping in view the utmost significance of teaching aptitude for school teachers, this study was conducted with the purpose of comparing the teaching aptitude of elementary school teachers and secondary school teachers in schools of three districts of the Multan division in Punjab province. The sample for the study was comprised of 300 teachers including 171 ESTs and 129 SSTs which were selected by using a simple random sampling technique. For the measurement of the aptitude of teachers of both cadres, Dahiya & Singh's Teaching Aptitude Test (2004) was used. For the analysis of data, Mean score and z-test was used. The results revealed that ESTs had greater teaching aptitude than SSTs. However, the difference between the teaching aptitudes of ESTs and SSTs is insignificant. Similarly, male ESTs had a low-level teaching aptitude than male SSTs. The study recommended that teaching aptitude should be measured at the time of induction of teachers.
{"title":"A Comparative Analysis of School Teachers' Teaching Aptitude","authors":"M. Raza, Farah Deeba, Robina Faqir","doi":"10.31703/gesr.2022(vii-iii).05","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).05","url":null,"abstract":"The teaching profession is incomplete without teachers' personal aptitude towards their profession as teaching aptitude uplifts teachers' teaching competencies and gives them confidence in their profession. Keeping in view the utmost significance of teaching aptitude for school teachers, this study was conducted with the purpose of comparing the teaching aptitude of elementary school teachers and secondary school teachers in schools of three districts of the Multan division in Punjab province. The sample for the study was comprised of 300 teachers including 171 ESTs and 129 SSTs which were selected by using a simple random sampling technique. For the measurement of the aptitude of teachers of both cadres, Dahiya & Singh's Teaching Aptitude Test (2004) was used. For the analysis of data, Mean score and z-test was used. The results revealed that ESTs had greater teaching aptitude than SSTs. However, the difference between the teaching aptitudes of ESTs and SSTs is insignificant. Similarly, male ESTs had a low-level teaching aptitude than male SSTs. The study recommended that teaching aptitude should be measured at the time of induction of teachers.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126562589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).08
Shabana Khurshid, Uzma Batool, Hajra M. Ali
The objective of this qualitative study is to examine the content of the fifth-year social studies textbook taught by the country, whether the content is relevant to the country's goal of a Single National Curriculum, and whether it addresses the future needs of society. The textbook contains Pakistan studies, history, geography, and economics. The findings show that the contents of the social studies textbook were relevant to the objectives of SNC but activities and model work were not as mental age of students as per psychological development mentioned in Piaget's theory of cognitive development. Children of age 7-11 can learn rules and responsibilities effectively, but logically in the developing stage, they might experience difficulty in grasping the legitimate implications of those standards in uncommon environments. It was recommended that content distribution should follow Piaget's developmental stage- based model and content selection should be based on the breadth and depth of concepts contained in the SNC.
{"title":"Content Analysis of social studies Textbook Grade V","authors":"Shabana Khurshid, Uzma Batool, Hajra M. Ali","doi":"10.31703/gesr.2022(vii-iii).08","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).08","url":null,"abstract":"The objective of this qualitative study is to examine the content of the fifth-year social studies textbook taught by the country, whether the content is relevant to the country's goal of a Single National Curriculum, and whether it addresses the future needs of society. The textbook contains Pakistan studies, history, geography, and economics. The findings show that the contents of the social studies textbook were relevant to the objectives of SNC but activities and model work were not as mental age of students as per psychological development mentioned in Piaget's theory of cognitive development. Children of age 7-11 can learn rules and responsibilities effectively, but logically in the developing stage, they might experience difficulty in grasping the legitimate implications of those standards in uncommon environments. It was recommended that content distribution should follow Piaget's developmental stage- based model and content selection should be based on the breadth and depth of concepts contained in the SNC.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132868940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.31703/gesr.2022(vii-iii).10
N. Akhtar, Jamila Begum, Sonaina
This study was aimed to know the perception of secondary school English language teachers regarding curriculum alignment pattern between three components; written SLOs documented in the National Curriculum 2006, teaching practices, and assessment techniques. A qualitative research design was used and 20 English language teachers from the Federal Directorate of Education, Islamabad were selected. Due to the saturation point only 12 participants (M=7, F=5) were interviewed. The interviews were transcribed, categorized and then thematically analyzed. Three main themes and eight sub-themes emerged. The main themes stressed the need to Understand curriculum alignment in terms of the English language, focus curriculum alignment at the instructional level, and align assessment with given student learning outcomes. It was found that teachers are not trained in using written curriculum document. Additionally, it was reported that equal representation was not given to four areas of language i.e., writing, speaking, listening and reading. It was, therefore, recommended that teacher training programs may be initiated to train teacher on the use of written curriculum documents and help them understand the importance of written curriculum with classroom teaching and assessments. Moreover, it is suggested to provide adequate resources to the teachers for effective implementation of written curriculum and enhancement of students learning outcomes.
{"title":"Focusing Curriculum Alignment to Enhance Student Learning Outcomes: Implications for English Language Teachers at Secondary Level","authors":"N. Akhtar, Jamila Begum, Sonaina","doi":"10.31703/gesr.2022(vii-iii).10","DOIUrl":"https://doi.org/10.31703/gesr.2022(vii-iii).10","url":null,"abstract":"This study was aimed to know the perception of secondary school English language teachers regarding curriculum alignment pattern between three components; written SLOs documented in the National Curriculum 2006, teaching practices, and assessment techniques. A qualitative research design was used and 20 English language teachers from the Federal Directorate of Education, Islamabad were selected. Due to the saturation point only 12 participants (M=7, F=5) were interviewed. The interviews were transcribed, categorized and then thematically analyzed. Three main themes and eight sub-themes emerged. The main themes stressed the need to Understand curriculum alignment in terms of the English language, focus curriculum alignment at the instructional level, and align assessment with given student learning outcomes. It was found that teachers are not trained in using written curriculum document. Additionally, it was reported that equal representation was not given to four areas of language i.e., writing, speaking, listening and reading. It was, therefore, recommended that teacher training programs may be initiated to train teacher on the use of written curriculum documents and help them understand the importance of written curriculum with classroom teaching and assessments. Moreover, it is suggested to provide adequate resources to the teachers for effective implementation of written curriculum and enhancement of students learning outcomes.","PeriodicalId":129253,"journal":{"name":"Global Educational Studies Review","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124139534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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