Ninik Supartini, I. N. Sudipa, I. W. Pastika, I. W. Simpen
Speaking is a highly prioritized skill in English language learning, particularly in tourism. Storynomics is an approach in tourism that emphasizes storytelling, creative content, and living culture, utilizing culture's power as a destination's fundamental essence. This study aims to examine how the storynomics strategy can promote the’ speaking competence of tourism students in Bali. The study employed Research and Development (R&D) with an Exploratory Mixed Method design. Quasi-experimental research was applied to determine the effectiveness of the material design for students in the Tourism Management Department. The students were divided into two groups of 30 students in each group. The data were obtained through pretest and posttest speaking tests after the treatment was given. The result of the test indicated there is a significant difference between the two groups. The experimental group taught the storynomics strategy throughout the study to promote speaking ability, while the control group continued with conventional methods. At the end of treatment, a posttest was conducted in two groups, and the test results were compared. Statistical analysis showed that the experimental group obtained a higher average score in the posttest with an N-gain score of 0.58. These findings emphasize the positive impact of implementing a storynomics strategy in learning English as a foreign language, especially for describing local culture. It is expected that further development can be made in designing other teaching materials using a cultural approach and more diverse communication strategies with other theories or approaches. In addition, a deeper analysis is needed regarding the linguistic aspects of English language learning in the field of tour guiding.
{"title":"Integrating Storynomics into Language Education to Enhance Speaking Skills of Tourism Students in Bali, Indonesia","authors":"Ninik Supartini, I. N. Sudipa, I. W. Pastika, I. W. Simpen","doi":"10.5430/jct.v13n2p169","DOIUrl":"https://doi.org/10.5430/jct.v13n2p169","url":null,"abstract":"Speaking is a highly prioritized skill in English language learning, particularly in tourism. Storynomics is an approach in tourism that emphasizes storytelling, creative content, and living culture, utilizing culture's power as a destination's fundamental essence. This study aims to examine how the storynomics strategy can promote the’ speaking competence of tourism students in Bali. The study employed Research and Development (R&D) with an Exploratory Mixed Method design. Quasi-experimental research was applied to determine the effectiveness of the material design for students in the Tourism Management Department. The students were divided into two groups of 30 students in each group. The data were obtained through pretest and posttest speaking tests after the treatment was given. The result of the test indicated there is a significant difference between the two groups. The experimental group taught the storynomics strategy throughout the study to promote speaking ability, while the control group continued with conventional methods. At the end of treatment, a posttest was conducted in two groups, and the test results were compared. Statistical analysis showed that the experimental group obtained a higher average score in the posttest with an N-gain score of 0.58. These findings emphasize the positive impact of implementing a storynomics strategy in learning English as a foreign language, especially for describing local culture. It is expected that further development can be made in designing other teaching materials using a cultural approach and more diverse communication strategies with other theories or approaches. In addition, a deeper analysis is needed regarding the linguistic aspects of English language learning in the field of tour guiding.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140998350","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}
Purpose: This study investigated the obstacles facing vocational education online. The results of the questionnaire showed different views for the teachers and if there is an impact on these views according to the variables of gender and experience. Methodology: The study used the descriptive field survey method and included 132 teachers from different schools in the UAE. The study used a questionnaire to identify the obstacles to online vocational education in the UAE vocational schools from the point of view of vocational teachers. The questionnaire for vocational teachers consisted of (62) items distributed over five dimensions that measured the problems of vocational education. Findings: The findings showed that the use of online courses to teach vocational training seems difficult because of the practical aspect, which is an integral part of this kind of education. the study found equal views from both genders, as both groups were placed in the same conditions and were subject to the same laws and legislation. They apply the same study plan and face the same problems of capabilities, equipment, and financing problems. The results of the table showed that there are no statistically significant differences in the areas of problems and the total degree of problems in vocational education in vocational schools due to the years of experience variable.
{"title":"The Challenges Facing Vocational Education Online from the Teachers’ Perspectives","authors":"M. Khasawneh","doi":"10.5430/jct.v13n2p180","DOIUrl":"https://doi.org/10.5430/jct.v13n2p180","url":null,"abstract":"Purpose: This study investigated the obstacles facing vocational education online. The results of the questionnaire showed different views for the teachers and if there is an impact on these views according to the variables of gender and experience. Methodology: The study used the descriptive field survey method and included 132 teachers from different schools in the UAE. The study used a questionnaire to identify the obstacles to online vocational education in the UAE vocational schools from the point of view of vocational teachers. The questionnaire for vocational teachers consisted of (62) items distributed over five dimensions that measured the problems of vocational education. Findings: The findings showed that the use of online courses to teach vocational training seems difficult because of the practical aspect, which is an integral part of this kind of education. the study found equal views from both genders, as both groups were placed in the same conditions and were subject to the same laws and legislation. They apply the same study plan and face the same problems of capabilities, equipment, and financing problems. The results of the table showed that there are no statistically significant differences in the areas of problems and the total degree of problems in vocational education in vocational schools due to the years of experience variable.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141000991","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}
Emad Farouq Al-Amarnih, Z. Ellala, K. Al-Tkhayneh, Hatem Alqudah, S. Alwaely
The study aimed to investigate the effectiveness of teaching a unit of grammar using Osborne’s model of creative problem-solving, to help secondary school students in the United Arab Emirates develop grammatical concepts. The study sample consisted of 62 tenth-grade students from the Elite School in Abu Dhabi, with 32 students in the experimental group and 30 students in the control group. The participants were purposefully selected during the academic year 2023/2022. The results indicated statistically significant differences in favor of the experimental group taught according to Osborne’s model of creative problem-solving in developing grammatical concepts. The study provides several recommendations, including retesting Osborne’s model for developing grammatical concepts on both male and female students and across different grade levels. We also suggest that teachers consider using Osborne’s model during their teaching or incorporating some stages of the model into Arabic language curricula, particularly in general education stages. Also, to implement the Osborne model to develop thinking skills at different levels, specifically critical thinking skills, creative thinking, and problem-solving.
{"title":"Using the Osborne Model to Develop Grammar Concepts in Morphology Teaching and Learning","authors":"Emad Farouq Al-Amarnih, Z. Ellala, K. Al-Tkhayneh, Hatem Alqudah, S. Alwaely","doi":"10.5430/jct.v13n2p135","DOIUrl":"https://doi.org/10.5430/jct.v13n2p135","url":null,"abstract":"The study aimed to investigate the effectiveness of teaching a unit of grammar using Osborne’s model of creative problem-solving, to help secondary school students in the United Arab Emirates develop grammatical concepts. The study sample consisted of 62 tenth-grade students from the Elite School in Abu Dhabi, with 32 students in the experimental group and 30 students in the control group. The participants were purposefully selected during the academic year 2023/2022. The results indicated statistically significant differences in favor of the experimental group taught according to Osborne’s model of creative problem-solving in developing grammatical concepts. The study provides several recommendations, including retesting Osborne’s model for developing grammatical concepts on both male and female students and across different grade levels. We also suggest that teachers consider using Osborne’s model during their teaching or incorporating some stages of the model into Arabic language curricula, particularly in general education stages. Also, to implement the Osborne model to develop thinking skills at different levels, specifically critical thinking skills, creative thinking, and problem-solving.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141004560","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}
The purpose of this study is to examine the perceptions of prospective Korean language teachers on the multicultural phenomenon in Korean society. For this purpose, written interview data of 30 prospective Korean teachers were collected and analyzed. Written interview data were analyzed using Nvivo12. The contents of the analysis could be categorized into first, the concept of multiculturalism, second, problems of multicultural phenomena, third, perception of multicultural phenomena, and fourth, tasks to be addressed in the future. Multicultural society reveals a complex and multi-layered conflict structure in which internal conflict elements of society coexist with the increase in various minority migrants from the external environment. Therefore, in order for a multicultural society to pursue and realize the value of integration, it must be able to control and resolve newly arising conflict factors in a constantly changing environment. In recent years, the word multicultural has become common in Korean society, and Koreans, are living daily with various immigrants. Therefore, to understand the multicultural phenomenon in Korean society, it is necessary to collect and analyze the opinions of a variety of classes. This study will help Korean society move toward a healthy multicultural society.
{"title":"Perception of Prospective Korean Language Teachers on the Multicultural Phenomenon in Korean Society","authors":"Sang-soo Kim","doi":"10.5430/jct.v13n2p123","DOIUrl":"https://doi.org/10.5430/jct.v13n2p123","url":null,"abstract":"The purpose of this study is to examine the perceptions of prospective Korean language teachers on the multicultural phenomenon in Korean society. For this purpose, written interview data of 30 prospective Korean teachers were collected and analyzed. Written interview data were analyzed using Nvivo12. The contents of the analysis could be categorized into first, the concept of multiculturalism, second, problems of multicultural phenomena, third, perception of multicultural phenomena, and fourth, tasks to be addressed in the future. Multicultural society reveals a complex and multi-layered conflict structure in which internal conflict elements of society coexist with the increase in various minority migrants from the external environment. Therefore, in order for a multicultural society to pursue and realize the value of integration, it must be able to control and resolve newly arising conflict factors in a constantly changing environment. In recent years, the word multicultural has become common in Korean society, and Koreans, are living daily with various immigrants. Therefore, to understand the multicultural phenomenon in Korean society, it is necessary to collect and analyze the opinions of a variety of classes. This study will help Korean society move toward a healthy multicultural society.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"26 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141005070","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}
Huy-Hoang Tran, Thi Hao Nguyen, Thi Bich Dao Pham, Loi Phan Thi Bich, Dung Le Van
This study utilized a combination of reality surveying and pedagogical experimentation to explore the application of blended learning (BL) in the educational sector of Nam Dinh province, Vietnam. The objective was to develop a BL framework tailored for the tenth-grade curriculum in Literature, Chemistry, and Mathematics. This framework was then operationalized through experimental lesson plans, which were implemented in five high schools across Nam Dinh. Results from this study confirm the effectiveness of the BL framework, suggesting its potential for wider adoption within the province. The findings contribute significantly to the enhancement of research and teaching methodologies in high schools, aligning with the 2018 national curriculum for high school students in Nam Dinh. Furthermore, this research provides valuable insights into the broader educational context of Vietnam.
{"title":"Developing Blended Learning Frameworks for High Schools: A Case Study in Nam Dinh Province, Vietnam","authors":"Huy-Hoang Tran, Thi Hao Nguyen, Thi Bich Dao Pham, Loi Phan Thi Bich, Dung Le Van","doi":"10.5430/jct.v13n2p146","DOIUrl":"https://doi.org/10.5430/jct.v13n2p146","url":null,"abstract":"This study utilized a combination of reality surveying and pedagogical experimentation to explore the application of blended learning (BL) in the educational sector of Nam Dinh province, Vietnam. The objective was to develop a BL framework tailored for the tenth-grade curriculum in Literature, Chemistry, and Mathematics. This framework was then operationalized through experimental lesson plans, which were implemented in five high schools across Nam Dinh. Results from this study confirm the effectiveness of the BL framework, suggesting its potential for wider adoption within the province. The findings contribute significantly to the enhancement of research and teaching methodologies in high schools, aligning with the 2018 national curriculum for high school students in Nam Dinh. Furthermore, this research provides valuable insights into the broader educational context of Vietnam.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"150 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141001791","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}
Vu Thu Trang, Tran Le Thanh, Nguyen Thi Mai Lan, Vu Dung
This study aims to explore the impact of extrinsic and intrinsic factors on the counseling competence of Vietnamese school counselors. A cross-sectional study was conducted on 226 teachers in two Vietnamese provinces. All school counselors have attended school counseling training courses with an average experience of 11.3 years. Linear regression analysis was used to determine the impact of extrinsic and intrinsic factors on counseling competence. The results show that: (i) When considering separately the impact’s possibility of each factor, the model has confirmed the possibility of a positive impact of both factors; (ii) however, when considering the model combining two groups of factors, the role of variables in the extrinsic factors no longer exists, while the role of variables in the intrinsic factors is still available. This study has confirmed the role of intrinsic factors related to the personal counseling competence of school counselors. This finding allows us to propose a solution to improve and develop counseling competence for school counselors focusing on identified intrinsic factors and promoting policies to maintain the positive impact of extrinsic factors in Vietnamese education or countries with similar educational backgrounds.
{"title":"Predictability of Extrinsic and Intrinsic Factors on Counseling Competence of School Counselors: A Cross-sectional Study in Vietnam","authors":"Vu Thu Trang, Tran Le Thanh, Nguyen Thi Mai Lan, Vu Dung","doi":"10.5430/jct.v13n2p113","DOIUrl":"https://doi.org/10.5430/jct.v13n2p113","url":null,"abstract":"This study aims to explore the impact of extrinsic and intrinsic factors on the counseling competence of Vietnamese school counselors. A cross-sectional study was conducted on 226 teachers in two Vietnamese provinces. All school counselors have attended school counseling training courses with an average experience of 11.3 years. Linear regression analysis was used to determine the impact of extrinsic and intrinsic factors on counseling competence. The results show that: (i) When considering separately the impact’s possibility of each factor, the model has confirmed the possibility of a positive impact of both factors; (ii) however, when considering the model combining two groups of factors, the role of variables in the extrinsic factors no longer exists, while the role of variables in the intrinsic factors is still available. This study has confirmed the role of intrinsic factors related to the personal counseling competence of school counselors. This finding allows us to propose a solution to improve and develop counseling competence for school counselors focusing on identified intrinsic factors and promoting policies to maintain the positive impact of extrinsic factors in Vietnamese education or countries with similar educational backgrounds.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"106 s415","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141002989","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}
This study aimed to investigate the impact of a training program based on nanotechnology applications on the development of digital competencies among high school biology teachers. There is a gap between teachers' current digital competencies and the skills needed to effectively leverage nanotechnology in biology education. The study found statistically significant differences between pre-test and post-test scores on a digital competency assessment after teachers completed the nanotechnology training program. The program encompassed fundamental nanoscience knowledge, biology-specific applications, digital skills training, and hands-on activities. Results showed a large effect size, indicating the substantial impact of the intervention on enhancing teachers' digital competencies. Recommendations highlight integrating nanotechnology into science curricula and emphasize biology connections, problem-solving, content creation, and ethical considerations regarding advanced nanomaterials. Promoting teacher motivation and scientific inquiry is vital. The research addresses an urgent need to equip biology educators with digital skills aligned with rapidly evolving science and technology.
{"title":"The Impact of a Nanotechnology-Based Training Program on the Development of Digital Competencies among High School Biology Teachers","authors":"Norah Saleh Mohamed Al-Muqbil","doi":"10.5430/jct.v13n2p98","DOIUrl":"https://doi.org/10.5430/jct.v13n2p98","url":null,"abstract":"This study aimed to investigate the impact of a training program based on nanotechnology applications on the development of digital competencies among high school biology teachers. There is a gap between teachers' current digital competencies and the skills needed to effectively leverage nanotechnology in biology education. The study found statistically significant differences between pre-test and post-test scores on a digital competency assessment after teachers completed the nanotechnology training program. The program encompassed fundamental nanoscience knowledge, biology-specific applications, digital skills training, and hands-on activities. Results showed a large effect size, indicating the substantial impact of the intervention on enhancing teachers' digital competencies. Recommendations highlight integrating nanotechnology into science curricula and emphasize biology connections, problem-solving, content creation, and ethical considerations regarding advanced nanomaterials. Promoting teacher motivation and scientific inquiry is vital. The research addresses an urgent need to equip biology educators with digital skills aligned with rapidly evolving science and technology.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"18 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141042152","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}
Bom-sol Kim, Eun-jung Go, Woo-jong Moon, Bong-chul Kim, Jong -hoon Kim
The objective of this study is to enhance elementary school students' foundational understanding of artificial intelligence (AI) and to foster their Computational thinking. This goal was realized through the creation of an AI education program integrating the ADDIE model and the International Baccalaureate (IB) Primary Years Programme (PYP) teaching methodology. Before developing the educational program, we conducted a preliminary needs analysis with 60 fifth-grade students from IB World School P Elementary and 36 staff members, aligning with the stages of the ADDIE model. Drawing from the outcomes of this preliminary needs analysis, we opted for the transdisciplinary theme 'How the world works,' as it resonated most aptly with AI-related content, as determined by participating educators. Real-life AI-based concepts were seamlessly woven into the educational material. Throughout the program, students actively engaged in exploratory activities centered on the chosen transdisciplinary theme and central concept. Collaborating on team projects, they collectively tackled problem-solving processes, completing activities and assignments aimed at fostering self-directed learning. To assess the effectiveness of the developed educational program on students' computational thinking, pre- and post-tests were administered. Validation results underscored that the program made a significant contribution to the enhancement of Computational Thinking among the participating students.
{"title":"Development and Application of Elementary School AI Education Program Using the International Baccalaureate (IB) Primary Years Programme (PYP) Approach","authors":"Bom-sol Kim, Eun-jung Go, Woo-jong Moon, Bong-chul Kim, Jong -hoon Kim","doi":"10.5430/jct.v13n2p83","DOIUrl":"https://doi.org/10.5430/jct.v13n2p83","url":null,"abstract":"The objective of this study is to enhance elementary school students' foundational understanding of artificial intelligence (AI) and to foster their Computational thinking. This goal was realized through the creation of an AI education program integrating the ADDIE model and the International Baccalaureate (IB) Primary Years Programme (PYP) teaching methodology. Before developing the educational program, we conducted a preliminary needs analysis with 60 fifth-grade students from IB World School P Elementary and 36 staff members, aligning with the stages of the ADDIE model. Drawing from the outcomes of this preliminary needs analysis, we opted for the transdisciplinary theme 'How the world works,' as it resonated most aptly with AI-related content, as determined by participating educators. Real-life AI-based concepts were seamlessly woven into the educational material. Throughout the program, students actively engaged in exploratory activities centered on the chosen transdisciplinary theme and central concept. Collaborating on team projects, they collectively tackled problem-solving processes, completing activities and assignments aimed at fostering self-directed learning. To assess the effectiveness of the developed educational program on students' computational thinking, pre- and post-tests were administered. Validation results underscored that the program made a significant contribution to the enhancement of Computational Thinking among the participating students.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141025687","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}
Elizabeth Consuelo Santur- Robledo, Laura Elena Grande-Ocaña, Osmer A. Campos-Ugaz, Ronald M. Hernández, M. Saavedra-López, X. Calle-Ramírez
The objective of the study was to determine the perception that undergraduate students have about inclusion and attention to diversity. A non-experimental design research of comparative descriptive level was carried out with a sample of 203 students of the professional career of Education. Data collection was obtained through the application of the scale of perceptions about inclusion and attention to diversity, taken from Cardona and Paz, 2012 version, which has validity and reliability. The results obtained indicate that students have a favorable perception of inclusion and attention to diversity; they agree with the approaches to inclusion but consider that the formative content they have been receiving in their initial training is insufficient. It is concluded that it is necessary to strengthen the curricula of the study programs with respect to inclusion and attention to diversity from an integral and transversal approach.
本研究的目的是确定本科生对包容性和关注多样性的看法。研究以 203 名教育专业学生为样本，进行了非实验设计的比较描述性研究。数据收集采用了卡多纳和帕斯（Cardona and Paz）2012 年版的 "对包容性和多样性的看法 "量表，该量表具有有效性和可靠性。结果表明，学生对全纳和关注多样性的看法是好的；他们同意全纳的方法，但认为他们在初始培训中接受的形成性内容是不够的。由此得出的结论是，有必要从整体和横向的角度加强学习计划中有关包容和关注多样性的课程。
{"title":"Perception of Inclusion and Attention to Diversity in Initial Teacher Training","authors":"Elizabeth Consuelo Santur- Robledo, Laura Elena Grande-Ocaña, Osmer A. Campos-Ugaz, Ronald M. Hernández, M. Saavedra-López, X. Calle-Ramírez","doi":"10.5430/jct.v13n2p1","DOIUrl":"https://doi.org/10.5430/jct.v13n2p1","url":null,"abstract":"The objective of the study was to determine the perception that undergraduate students have about inclusion and attention to diversity. A non-experimental design research of comparative descriptive level was carried out with a sample of 203 students of the professional career of Education. Data collection was obtained through the application of the scale of perceptions about inclusion and attention to diversity, taken from Cardona and Paz, 2012 version, which has validity and reliability. The results obtained indicate that students have a favorable perception of inclusion and attention to diversity; they agree with the approaches to inclusion but consider that the formative content they have been receiving in their initial training is insufficient. It is concluded that it is necessary to strengthen the curricula of the study programs with respect to inclusion and attention to diversity from an integral and transversal approach.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672530","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}
Effective communication skills enable individuals to express themselves clearly, engage in meaningful interactions, and navigate the complexities of today's interconnected world. Purpose: This study encompassed a varied group of participants from multiple regions, including schools in Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. A total of 300 individuals participated, evenly divided between 150 teachers and 150 students.The research methodology in this study encompassed two distinct sets of questions, each carefully designed to serve specific purposes and directed towards both teachers and Tay-Nung secondary school students. The results reveal that experiential activities are a common and engaging part of secondary school education in the Northern mountainous region of Vietnam. The majority of students show high interest and participation in these activities. Teachers and students perceive that these activities significantly contribute to various communication skills development. Moreover, awareness of school managers and teachers, the ability of teachers to organize activities, school facility conditions, student interest, parental involvement, and social coordination play vital roles in the effectiveness of experiential activities for communication skill development. These findings collectively provide valuable insights into the dynamics of experiential learning in this region. By embracing experiential activities and addressing the identified factors, educators and administrators have the potential to enhance communication skills among students, preparing them for success in various aspects of their lives. The study's implications extend to educational settings beyond the Northern mountainous region, offering a blueprint for the integration of experiential activities in communication skills development programs.
{"title":"Develop Tay and Nung Students' Communication Skills with Secondary School Experiential Activities","authors":"Nguyen Thi Ngoc","doi":"10.5430/jct.v13n2p10","DOIUrl":"https://doi.org/10.5430/jct.v13n2p10","url":null,"abstract":"Effective communication skills enable individuals to express themselves clearly, engage in meaningful interactions, and navigate the complexities of today's interconnected world. Purpose: This study encompassed a varied group of participants from multiple regions, including schools in Thai Nguyen Province, Bac Can Province, and Cao Bang Province, Vietnam. A total of 300 individuals participated, evenly divided between 150 teachers and 150 students.The research methodology in this study encompassed two distinct sets of questions, each carefully designed to serve specific purposes and directed towards both teachers and Tay-Nung secondary school students. The results reveal that experiential activities are a common and engaging part of secondary school education in the Northern mountainous region of Vietnam. The majority of students show high interest and participation in these activities. Teachers and students perceive that these activities significantly contribute to various communication skills development. Moreover, awareness of school managers and teachers, the ability of teachers to organize activities, school facility conditions, student interest, parental involvement, and social coordination play vital roles in the effectiveness of experiential activities for communication skill development. These findings collectively provide valuable insights into the dynamics of experiential learning in this region. By embracing experiential activities and addressing the identified factors, educators and administrators have the potential to enhance communication skills among students, preparing them for success in various aspects of their lives. The study's implications extend to educational settings beyond the Northern mountainous region, offering a blueprint for the integration of experiential activities in communication skills development programs.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"122 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140677870","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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