Pub Date : 2022-02-14DOI: 10.32996/bjtep.2022.1.1.7
Marjorie S. Velasco
This descriptive research aimed to determine the faculty competency and satisfaction on the available resources in the private higher education institutions in the Philippines in the conduct of research. Using a self-developed survey questionnaire, data were gathered from 35 college faculty that served as final respondents of the study. Results showed that the respondents’ average age was 44.63 years old, majority were females, married, college degree, earning a monthly salary of 10,001 – 15,000, had 1-10 years of teaching experience and attended 1-2 seminars/trainings related to research. The research competency of the respondents indicated that they were competent relative to the conduct of research in terms of technical aspects, producing major parts of research paper in introduction, review of related literature and studies, methodology, results and discussion, summary, conclusions and recommendations, and including the other parts. Satisfaction of the respondents on the availability of facilities and resources relative to the conduct of research were found to be slightly satisfied.
{"title":"Faculty Competency and Satisfaction on Resources of Private Higher Education Institution in Conducting Research: Basis for Plan of Action","authors":"Marjorie S. Velasco","doi":"10.32996/bjtep.2022.1.1.7","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.7","url":null,"abstract":"This descriptive research aimed to determine the faculty competency and satisfaction on the available resources in the private higher education institutions in the Philippines in the conduct of research. Using a self-developed survey questionnaire, data were gathered from 35 college faculty that served as final respondents of the study. Results showed that the respondents’ average age was 44.63 years old, majority were females, married, college degree, earning a monthly salary of 10,001 – 15,000, had 1-10 years of teaching experience and attended 1-2 seminars/trainings related to research. The research competency of the respondents indicated that they were competent relative to the conduct of research in terms of technical aspects, producing major parts of research paper in introduction, review of related literature and studies, methodology, results and discussion, summary, conclusions and recommendations, and including the other parts. Satisfaction of the respondents on the availability of facilities and resources relative to the conduct of research were found to be slightly satisfied.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115451059","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 : 2022-02-09DOI: 10.32996/bjtep.2022.1.1.5
C. L. N. Reyes
This paper ought to revisit the place of language anxiety of learners in the context of second language acquisition. Specifically, the researcher dealt with its four components: communicative apprehension, fear of negative evaluation, test anxiety, and anxiety in the English classroom. These components have greatly impacted language learning based on the recent research conducted. Also, this paper untangled various findings coming from language experts to support the finding of the study. It is also worth noting that this paper would end with implications of the results generated from the responses of participants. They used a standardized research instrument adapted from Foreign Language Classroom Anxiety Scale (FLCAS) originally developed by Horwitz, Horwitz, and Cope (1986). The researcher used Statistical Packages for Social Sciences (SPSS) to treat the data. The findings were presented using the necessary tables and figures. It ended up with general implications and recommendations on how stakeholders could lessen the learners' high level of anxiety in a second language classroom.
本文应该重新审视学习者语言焦虑在二语习得中的地位。具体来说，研究者处理了它的四个组成部分:交际理解、对负面评价的恐惧、考试焦虑和英语课堂焦虑。根据最近的研究，这些因素对语言学习有很大的影响。此外，本文还梳理了来自语言专家的各种发现，以支持这项研究的发现。同样值得注意的是，本文将以参与者的回答所产生的结果的含义结束。他们使用了一种标准化的研究工具，该工具改编自Horwitz, Horwitz, and Cope(1986)最初开发的外语课堂焦虑量表(FLCAS)。研究者使用SPSS (Statistical Packages for Social Sciences)对数据进行处理。这些发现是用必要的表格和数字提出的。最后就利益相关者如何在第二语言课堂上减轻学习者的高度焦虑提出了一般性的影响和建议。
{"title":"Dealing with the Learners’ Language Anxiety: A Pedagogical Inquiry","authors":"C. L. N. Reyes","doi":"10.32996/bjtep.2022.1.1.5","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.5","url":null,"abstract":"This paper ought to revisit the place of language anxiety of learners in the context of second language acquisition. Specifically, the researcher dealt with its four components: communicative apprehension, fear of negative evaluation, test anxiety, and anxiety in the English classroom. These components have greatly impacted language learning based on the recent research conducted. Also, this paper untangled various findings coming from language experts to support the finding of the study. It is also worth noting that this paper would end with implications of the results generated from the responses of participants. They used a standardized research instrument adapted from Foreign Language Classroom Anxiety Scale (FLCAS) originally developed by Horwitz, Horwitz, and Cope (1986). The researcher used Statistical Packages for Social Sciences (SPSS) to treat the data. The findings were presented using the necessary tables and figures. It ended up with general implications and recommendations on how stakeholders could lessen the learners' high level of anxiety in a second language classroom.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116039820","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 : 2022-02-09DOI: 10.32996/bjtep.2022.1.1.6
Darwin D. Bargo
Challenges may be considered as one of the ingredients in the successful management and supervision of schools, reports, and accomplishments. Not to deny that the district and division supervisors are also experiencing these challenges even before the new normal. This study aims to investigate the challenges experienced by the district and division supervisors on the reports and accomplishments from the schools. This utilized phenomenology as a research design where data was gathered online and face-to-face from the 10 purposively sampled supervisors using a semi-structured interview guide. Results revealed that there were challenges experienced by them on the reports and accomplishments in terms of quality, efficiency, timeliness, and other factors. They have addressed these challenges considering the same parameters through constant consultations, focus group discussions, and learning action cell sessions. The implications to the strategic planning and direction of the supervisors in the Curriculum Implementation Division (CID) brought by these results are reflected together with conclusions and recommendations in the full paper.
{"title":"Challenges Experienced by the District and Division Supervisors on Reports and Accomplishments from the Schools","authors":"Darwin D. Bargo","doi":"10.32996/bjtep.2022.1.1.6","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.6","url":null,"abstract":"Challenges may be considered as one of the ingredients in the successful management and supervision of schools, reports, and accomplishments. Not to deny that the district and division supervisors are also experiencing these challenges even before the new normal. This study aims to investigate the challenges experienced by the district and division supervisors on the reports and accomplishments from the schools. This utilized phenomenology as a research design where data was gathered online and face-to-face from the 10 purposively sampled supervisors using a semi-structured interview guide. Results revealed that there were challenges experienced by them on the reports and accomplishments in terms of quality, efficiency, timeliness, and other factors. They have addressed these challenges considering the same parameters through constant consultations, focus group discussions, and learning action cell sessions. The implications to the strategic planning and direction of the supervisors in the Curriculum Implementation Division (CID) brought by these results are reflected together with conclusions and recommendations in the full paper.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129479989","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 : 2022-02-08DOI: 10.32996/bjtep.2022.1.1.3
Darwin D. Bargo
Writing reports and correspondence are just some of the tasks that technical assistance (TA) providers do as they accomplish their day-to-day duties and functions. This study investigates errors found in the documents written by the TA providers including coordinators, master teachers, head teachers, school heads, district supervisors, and division supervisors considering Error Analysis (EA) Model by Carl James (1998). The data were taken from 94 soft copies of purposively collected and classified documents according to types. Results revealed that the topmost written documents based on percentages as used in this study are memorandum, narrative reports, and letters although there are still others in accordance with their mandates and job descriptions specifically on their respective Key Results Areas (KRAs). There were errors identified in the written reports and correspondence of the TA providers in the sentence level which revolve on (1) grammar – which highlighted points pertaining to preposition, article, agreement, verb, pronoun, noun, redundancy, determiner, quantifier, sentences, and adjective, (2) punctuation – mainly revolved on comma, hyphen, colon, and other punctuations, (3) capitalization – that falls on changing or checking, and congruency on the capitalization of words, and (4) spelling – words from the sentences were marked check, change, and correct spellings. There were also errors in the paragraph level under (1) development – which errors generally include inconsistencies of the expected patterns, formats which were not in accordance with relevant issuances, reports were merely collected from the concerned persons, thoughts within the reports need to be polished for clarity, reports also need to be rechecked considering the flow and organization of ideas, and mechanical aspects, (2) coherence – connection of thoughts from the paragraph before and after paragraphs, and use of transitional markers (TM) to connect ideas, (3) unity – word/s change, join or merge, replace, and separate which is sometimes a result of typo errors, and (4) point of view - written in lower positions' point of view, and improper use of 1st, 2nd and 3rd persons. The writing skills enhancement program and activities offered to the TA providers, the conclusions and recommendations on the basis of the results are presented in the full paper.
{"title":"Written Report and Correspondence Errors of Technical Assistance (TA) Providers","authors":"Darwin D. Bargo","doi":"10.32996/bjtep.2022.1.1.3","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.3","url":null,"abstract":"Writing reports and correspondence are just some of the tasks that technical assistance (TA) providers do as they accomplish their day-to-day duties and functions. This study investigates errors found in the documents written by the TA providers including coordinators, master teachers, head teachers, school heads, district supervisors, and division supervisors considering Error Analysis (EA) Model by Carl James (1998). The data were taken from 94 soft copies of purposively collected and classified documents according to types. Results revealed that the topmost written documents based on percentages as used in this study are memorandum, narrative reports, and letters although there are still others in accordance with their mandates and job descriptions specifically on their respective Key Results Areas (KRAs). There were errors identified in the written reports and correspondence of the TA providers in the sentence level which revolve on (1) grammar – which highlighted points pertaining to preposition, article, agreement, verb, pronoun, noun, redundancy, determiner, quantifier, sentences, and adjective, (2) punctuation – mainly revolved on comma, hyphen, colon, and other punctuations, (3) capitalization – that falls on changing or checking, and congruency on the capitalization of words, and (4) spelling – words from the sentences were marked check, change, and correct spellings. There were also errors in the paragraph level under (1) development – which errors generally include inconsistencies of the expected patterns, formats which were not in accordance with relevant issuances, reports were merely collected from the concerned persons, thoughts within the reports need to be polished for clarity, reports also need to be rechecked considering the flow and organization of ideas, and mechanical aspects, (2) coherence – connection of thoughts from the paragraph before and after paragraphs, and use of transitional markers (TM) to connect ideas, (3) unity – word/s change, join or merge, replace, and separate which is sometimes a result of typo errors, and (4) point of view - written in lower positions' point of view, and improper use of 1st, 2nd and 3rd persons. The writing skills enhancement program and activities offered to the TA providers, the conclusions and recommendations on the basis of the results are presented in the full paper.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131697072","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 : 2022-02-08DOI: 10.32996/bjtep.2022.1.1.4
R. Al-Shorman, Ahmad Tawfiq Kamal
This study investigates the most utilized strategies applied by Saudi and Jordanian university male translation students in translating English idiomatic expressions into Arabic. The participants of the study were all B.A. translation students at King Saud University and Yarmouk University who were selected purposefully. The total number of students was 50 (25 Saudis and 25 Jordanians) who participated in a translation test that contained 50 idioms of different categories. The study's quantitative findings revealed that Saudi and Jordanian university translation students use certain shared strategies in translating idioms regardless of their awareness of the use of these strategies.
{"title":"Strategies Employed by Jordanian and Saudi University Students in Translating Idiomatic Expressions: A Comparative Study","authors":"R. Al-Shorman, Ahmad Tawfiq Kamal","doi":"10.32996/bjtep.2022.1.1.4","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.4","url":null,"abstract":"This study investigates the most utilized strategies applied by Saudi and Jordanian university male translation students in translating English idiomatic expressions into Arabic. The participants of the study were all B.A. translation students at King Saud University and Yarmouk University who were selected purposefully. The total number of students was 50 (25 Saudis and 25 Jordanians) who participated in a translation test that contained 50 idioms of different categories. The study's quantitative findings revealed that Saudi and Jordanian university translation students use certain shared strategies in translating idioms regardless of their awareness of the use of these strategies.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121812183","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 : 2022-02-07DOI: 10.32996/bjtep.2022.1.1.1
Cailvin D. Reyes
The covid 19 pandemic has greatly affected the whole world including the education spectrum. In this study, the researcher described the realizations, challenges, and coping strategies of teachers on the sudden shift of classes to online teaching during the pandemic. It also aimed to propose an assistance program to improve the experience of teachers in online teaching. It was conducted using a qualitative phenomenological research design where the researcher interviewed 8 college instructors in an extension campus using a validated interview guide. The following themes emerged in view of their realizations on the sudden shift to online teaching: Realizations on the Use of Technology, Realizations on the Effectiveness of Online Teaching, Realizations on the Teachers’ and Students’ Safety.The following themes were unveiled in view of their challenges on the sudden shift to online teaching: Technological Challenges, Students’ Concerns, Work From Home Set Up. The following themes were disclosed in view of their coping strategies on the sudden shift to online teaching: Provision of Consideration for Students and Study for Instruction. The following themes sprouted in view of the Proposed Assistance Program on the sudden shift to online teaching: Technical Assistance and Teachers’ Welfare.
{"title":"Teachers’ Realizations, Challenges, and Coping Strategies on the Sudden Shift to Online Teaching during Pandemic","authors":"Cailvin D. Reyes","doi":"10.32996/bjtep.2022.1.1.1","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.1","url":null,"abstract":" \u0000The covid 19 pandemic has greatly affected the whole world including the education spectrum. In this study, the researcher described the realizations, challenges, and coping strategies of teachers on the sudden shift of classes to online teaching during the pandemic. It also aimed to propose an assistance program to improve the experience of teachers in online teaching. It was conducted using a qualitative phenomenological research design where the researcher interviewed 8 college instructors in an extension campus using a validated interview guide. The following themes emerged in view of their realizations on the sudden shift to online teaching: Realizations on the Use of Technology, Realizations on the Effectiveness of Online Teaching, Realizations on the Teachers’ and Students’ Safety.The following themes were unveiled in view of their challenges on the sudden shift to online teaching: Technological Challenges, Students’ Concerns, Work From Home Set Up. The following themes were disclosed in view of their coping strategies on the sudden shift to online teaching: Provision of Consideration for Students and Study for Instruction. The following themes sprouted in view of the Proposed Assistance Program on the sudden shift to online teaching: Technical Assistance and Teachers’ Welfare.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125850570","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 : 2022-02-07DOI: 10.32996/bjtep.2022.1.1.2
Luisito M. Nanquil, M. Sawalmeh, Ardee Glenn Domingo, Mark Paolo Y. Tanjente
This study examined different materials and articles that are connected with the experiences, observations, and insights of the researchers. They analyzed the current challenges and changes in the implementation of early childhood programs that affect the lives and learning of children. Through critical analysis of the materials and introspection of their own reflections and insights, the researchers were able to come up with conclusions and insights that could help educators, administrators, social workers, and volunteers to have a clear picture of the situations, contexts, and challenges being faced by those who have direct engagement with children. Moreover, trends, issues, and problems were also discussed so that researchers of this paper could offer sound and sustainable proposals that could identify the needs and diversities of children and the programs suitable to the existing needs and diversities.
{"title":"Trends, Issues, and Challenges on Early Childhood Programs: Shaping Sustainable Future for Children","authors":"Luisito M. Nanquil, M. Sawalmeh, Ardee Glenn Domingo, Mark Paolo Y. Tanjente","doi":"10.32996/bjtep.2022.1.1.2","DOIUrl":"https://doi.org/10.32996/bjtep.2022.1.1.2","url":null,"abstract":"This study examined different materials and articles that are connected with the experiences, observations, and insights of the researchers. They analyzed the current challenges and changes in the implementation of early childhood programs that affect the lives and learning of children. Through critical analysis of the materials and introspection of their own reflections and insights, the researchers were able to come up with conclusions and insights that could help educators, administrators, social workers, and volunteers to have a clear picture of the situations, contexts, and challenges being faced by those who have direct engagement with children. Moreover, trends, issues, and problems were also discussed so that researchers of this paper could offer sound and sustainable proposals that could identify the needs and diversities of children and the programs suitable to the existing needs and diversities.","PeriodicalId":268908,"journal":{"name":"British Journal of Teacher Education and Pedagogy","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122917580","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：