In the 21st century, the processes of learning are redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one’s own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in Technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.
{"title":"Teacher Interaction in Technology- Supported Learning Environment (TSLE): A Social Constructivist Perspective","authors":"Lalitha Devi, P. Madhumathi","doi":"10.53103/CJESS.V1I1.1","DOIUrl":"https://doi.org/10.53103/CJESS.V1I1.1","url":null,"abstract":"In the 21st century, the processes of learning are redefined and modified with the advancement in educational technology. The limitations of physical environment are substituted by online environment by providing opportunities to interact and discuss more widely and constructively. Discussion of content, application of content is gaining importance along with knowing the content. In present scenario one can access courses available online and participate in discussions which may result in knowledge accumulation, building professional relationships and exposure to one’s own field. Research shows significance of online interactions in teacher education and how it is closely viewed from the lenses of Social Constructivist theory. But limited research is conducted to know how online platforms and other factors affect interactions of student teachers and in-service teachers. The present research conducts a review analysis to know about the online platform and other factors which impact interactions of both student teachers and in-service teachers in Technology-supported learning environment. Through observations it is concluded that knowledge sharing coupled with knowledge construction in groups/collaborative platforms need to be encouraged keeping in view the factors which influence such process. Social interactions are essential for professional growth but while including them in educational courses the attitudes, motivational levels of course participants should be taken into consideration. This will help adding value to the process.","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133837246","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}
{"title":"A Review of Public Speaking and Its Components","authors":"","doi":"10.53103/cjess.v2i3.39","DOIUrl":"https://doi.org/10.53103/cjess.v2i3.39","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117055776","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}
{"title":"Teachers’ Professional Identity and its Impacts on Teachers’ Pedagogical Practices: A Comparative Review of Two Counties of Kenya","authors":"","doi":"10.53103/cjess.v2i3.43","DOIUrl":"https://doi.org/10.53103/cjess.v2i3.43","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122356764","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 explanatory sequential mixed method study aimed to determine the mathematics teaching performance of Bachelor of Secondary Education (BSEd) major in Mathematics scholar education graduates for the period 2010-2015 of a certain state university in Western Visayas region in the Philippines. Eight BSEd major in Mathematics scholar education graduates and their eight department heads were included in the study purposively. The researcher adopted the Results-Based Performance Management System (RPMS) tool of the Department of Education (DepEd) and utilized interview guide and observation guide as data gathering instruments. Moreover, the statistical tools used were mean and standard deviation to analyze and interpret quantitative data. On the other hand, thematic analysis was used to analyze qualitative data. The study revealed that the overall performance of the scholar education graduates was very satisfactory. Moreover, the scholar graduates manifested the following in their teaching performance: a) content knowledge and relevance through mastery of the content; b) instructional strategies by using game-based strategy; c) learning activities and instructional materials by using ICT-based instructional materials; d) lesson organization and presentation by using 4A’s Model and DepEd’s format in lesson planning; e) classroom management by imposing rules and practicing routines; and f) evaluation by using authentic assessment. This shows that the scholar graduates have discovered new teaching strategies, different ways of teaching mathematics, used innovative materials and assessed students in various means not just to make themselves productive and excellent in mathematics education but to achieve quality learning for the students. It’s only then that teaching becomes rewarding. (d) Lesson Organization and Presentation, (e) Classroom Management, and (f) Evaluation?
{"title":"The Mathematics Teaching Performance of Scholar Education Graduates in Selected Public Schools in the Philippines: An Explanatory Sequential Mixed Method Study","authors":"Liza Jean M. Nabayra, Roberto G. Sagge","doi":"10.53103/cjess.v2i4.47","DOIUrl":"https://doi.org/10.53103/cjess.v2i4.47","url":null,"abstract":"This explanatory sequential mixed method study aimed to determine the mathematics teaching performance of Bachelor of Secondary Education (BSEd) major in Mathematics scholar education graduates for the period 2010-2015 of a certain state university in Western Visayas region in the Philippines. Eight BSEd major in Mathematics scholar education graduates and their eight department heads were included in the study purposively. The researcher adopted the Results-Based Performance Management System (RPMS) tool of the Department of Education (DepEd) and utilized interview guide and observation guide as data gathering instruments. Moreover, the statistical tools used were mean and standard deviation to analyze and interpret quantitative data. On the other hand, thematic analysis was used to analyze qualitative data. The study revealed that the overall performance of the scholar education graduates was very satisfactory. Moreover, the scholar graduates manifested the following in their teaching performance: a) content knowledge and relevance through mastery of the content; b) instructional strategies by using game-based strategy; c) learning activities and instructional materials by using ICT-based instructional materials; d) lesson organization and presentation by using 4A’s Model and DepEd’s format in lesson planning; e) classroom management by imposing rules and practicing routines; and f) evaluation by using authentic assessment. This shows that the scholar graduates have discovered new teaching strategies, different ways of teaching mathematics, used innovative materials and assessed students in various means not just to make themselves productive and excellent in mathematics education but to achieve quality learning for the students. It’s only then that teaching becomes rewarding. (d) Lesson Organization and Presentation, (e) Classroom Management, and (f) Evaluation?","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129058891","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}
{"title":"Some Problems Inherent in The Delivery of Tertiary Education in Ghana: The Way Forward from An Administrative Point of View","authors":"","doi":"10.53103/cjess.v3i2.137","DOIUrl":"https://doi.org/10.53103/cjess.v3i2.137","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129221709","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}
{"title":"Students’ Perception and Satisfaction of Google Classroom as Instructional Medium for Teaching and Learning","authors":"","doi":"10.53103/cjess.v2i2.22","DOIUrl":"https://doi.org/10.53103/cjess.v2i2.22","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131727010","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}
{"title":"The Role of Technology in Rural Development in Asia: Opportunities and Challenges","authors":"","doi":"10.53103/cjess.v3i3.139","DOIUrl":"https://doi.org/10.53103/cjess.v3i3.139","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115932471","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}
{"title":"Comparative Study of the Importance of School Record Management on Pupils’ Learning Progress in Public Primary Schools in Kwara State, Nigeria","authors":"","doi":"10.53103/cjess.v1i2.15","DOIUrl":"https://doi.org/10.53103/cjess.v1i2.15","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115969318","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}
{"title":"School Plant Variables and Teacher Productivity in Secondary Schools in Ekiti State, Nigeria","authors":"","doi":"10.53103/cjess.v3i2.134","DOIUrl":"https://doi.org/10.53103/cjess.v3i2.134","url":null,"abstract":"","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124133013","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: The paper establishes different perspectives of doctoral research supervision in African context and the contribution of adopting doctoral research supervision into student-supervisor partnership to enhance the quality of research. Background: Research reveals that the need for doctorates has increased in the 21st century. Whereas it is revealed that research supervision is key throughout the doctoral journey, there is need to establish new and contextual techniques of enhancing doctoral research supervision for quality research in African context. Methodology: The paper adopted a documentary review qualitative approach to establish different perspectives of doctoral research supervision in the African setting. Through the same approach 46 papers were reviewed and it was evident that Doctor of Philosophy (PhD) research supervision need to be an interactive process between doctoral candidates and their supervisors. Contribution: The paper contributes to the current literature on aspects of doctoral research supervision and puts to light the contribution of establishing partnerships in doctoral research supervision towards quality research. Findings: The paper reveals that doctoral education in Africa has been affected with several supervision setbacks ranging from limited human and physical resources to unfavorable supervision practices. Findings, further revealed that incorporation of partnership approach in the supervision journey enhances quality research and output. Recommendations: The paper suggests that universities should regularly revise and update rules, regulations and policies that govern doctoral training and research supervision. Similarly, new interactive research supervision technique of pursuing research supervision as a partnership among doctoral students and supervisors should be adopted for quality research results.
{"title":"Turning Doctoral Research Supervision into a Partnership: Towards Promoting Quality Research in African Context","authors":"Japheth Noel, S. Kurgat, J. Chang’ach","doi":"10.53103/cjess.v2i2.35","DOIUrl":"https://doi.org/10.53103/cjess.v2i2.35","url":null,"abstract":"Purpose: The paper establishes different perspectives of doctoral research supervision in African context and the contribution of adopting doctoral research supervision into student-supervisor partnership to enhance the quality of research. Background: Research reveals that the need for doctorates has increased in the 21st century. Whereas it is revealed that research supervision is key throughout the doctoral journey, there is need to establish new and contextual techniques of enhancing doctoral research supervision for quality research in African context. Methodology: The paper adopted a documentary review qualitative approach to establish different perspectives of doctoral research supervision in the African setting. Through the same approach 46 papers were reviewed and it was evident that Doctor of Philosophy (PhD) research supervision need to be an interactive process between doctoral candidates and their supervisors. Contribution: The paper contributes to the current literature on aspects of doctoral research supervision and puts to light the contribution of establishing partnerships in doctoral research supervision towards quality research. Findings: The paper reveals that doctoral education in Africa has been affected with several supervision setbacks ranging from limited human and physical resources to unfavorable supervision practices. Findings, further revealed that incorporation of partnership approach in the supervision journey enhances quality research and output. Recommendations: The paper suggests that universities should regularly revise and update rules, regulations and policies that govern doctoral training and research supervision. Similarly, new interactive research supervision technique of pursuing research supervision as a partnership among doctoral students and supervisors should be adopted for quality research results.","PeriodicalId":270686,"journal":{"name":"Canadian Journal of Educational and Social Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129567073","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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