Strategic competence, as a meta-cognitive ability, determines the other translation sub-competences. To tease out how students’ strategic competence is developed in translation project is significant in enlightening the translation teaching practice. This study explores how five Chinese college students’ translation competence, particularly their strategic competence, develop within a translation project introduced into the translation teaching of the authors’ institute. Strategic competence includes four parts: problem identification, solution proposal, action taking, and decision making. By examining both the translation process and the translation product, including translation tasks, translation logs, group discussions, and interviews from five student translators, we found that the overall translation competence of the student translators has significantly improved. The development of various elements of strategic ability is uneven, with the abilities to identify problems, evaluate issues, and take measures showing the most significant improvement. However, there is a lag in decision-making capabilities in translation output. Based on these findings, the study provides concrete suggestions for improving the teaching of translation.
{"title":"An Empirical Study on the Improvement of Students’ Strategic Competence Through Translation Project Teaching","authors":"Lin Xiao, Jianping Zeng","doi":"10.5539/ies.v16n6p123","DOIUrl":"https://doi.org/10.5539/ies.v16n6p123","url":null,"abstract":"Strategic competence, as a meta-cognitive ability, determines the other translation sub-competences. To tease out how students’ strategic competence is developed in translation project is significant in enlightening the translation teaching practice. This study explores how five Chinese college students’ translation competence, particularly their strategic competence, develop within a translation project introduced into the translation teaching of the authors’ institute. Strategic competence includes four parts: problem identification, solution proposal, action taking, and decision making. By examining both the translation process and the translation product, including translation tasks, translation logs, group discussions, and interviews from five student translators, we found that the overall translation competence of the student translators has significantly improved. The development of various elements of strategic ability is uneven, with the abilities to identify problems, evaluate issues, and take measures showing the most significant improvement. However, there is a lag in decision-making capabilities in translation output. Based on these findings, the study provides concrete suggestions for improving the teaching of translation.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"90 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235986","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 research and development project aims to develop young researchers at Thailand National Sports University using the Professional Learning Community (PLC) framework. The research was conducted in four phases: studying the research problem, and developing a 5-step approach to young researchers through PLC, experimentation, and lessons learned success factors. The project had 36 participants. The results revealed that factors promoting research scored an average of 3.45, indicating a high level. Similarly, knowledge, skills, and research experience averaged 3.46, also reflecting a high level. The 5-step PLC process utilized for fostering young researchers includes establishing shared values and norms, collaborative practice toward a common goal, professional community cooperation, exposure to guidance, and reflective dialogue. As a result, six developmental approaches for young researchers were identified: self-development in knowledge, skills, and experience; preparation of research projects; writing research project proposals; implementing research projects; time management; and creating a conducive research atmosphere on campus. Implementing these approaches led to the formulation of 21 research proposals. Evaluation of these proposals yielded an average score of 3.51, meeting the criteria with a 100% success rate. Noteworthy aspects include openness, utilization of external expert networks, adjustment of attitudes towards research significance, and administrative support for research. In summary, this study underscores the significance of the 5-step PLC process as a pivotal approach in nurturing the next generation of researchers. Thailand National Sports University and other institutions can adopt this process to foster a culture of research and development among faculty and students.
{"title":"The Development of Young Researchers by the Professional Learning Community of the Thailand National Sports University","authors":"Siriporn Meepadung, Jutharat Bumrungthai, Rattigan Phusit, Kanjana Rattanapracharom","doi":"10.5539/ies.v16n6p133","DOIUrl":"https://doi.org/10.5539/ies.v16n6p133","url":null,"abstract":"This research and development project aims to develop young researchers at Thailand National Sports University using the Professional Learning Community (PLC) framework. The research was conducted in four phases: studying the research problem, and developing a 5-step approach to young researchers through PLC, experimentation, and lessons learned success factors. The project had 36 participants. The results revealed that factors promoting research scored an average of 3.45, indicating a high level. Similarly, knowledge, skills, and research experience averaged 3.46, also reflecting a high level. The 5-step PLC process utilized for fostering young researchers includes establishing shared values and norms, collaborative practice toward a common goal, professional community cooperation, exposure to guidance, and reflective dialogue. As a result, six developmental approaches for young researchers were identified: self-development in knowledge, skills, and experience; preparation of research projects; writing research project proposals; implementing research projects; time management; and creating a conducive research atmosphere on campus. Implementing these approaches led to the formulation of 21 research proposals. Evaluation of these proposals yielded an average score of 3.51, meeting the criteria with a 100% success rate. Noteworthy aspects include openness, utilization of external expert networks, adjustment of attitudes towards research significance, and administrative support for research. In summary, this study underscores the significance of the 5-step PLC process as a pivotal approach in nurturing the next generation of researchers. Thailand National Sports University and other institutions can adopt this process to foster a culture of research and development among faculty and students.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139236207","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}
With mobile technology rapidly permeating all aspects of modern society, including education, research on teaching and learning has not only demonstrated its benefits but also highlighted certain limitations, while resistance to their usage continues to be a common response among teachers. However, with the Covid-19 pandemic bringing about unprecedented changes in all levels and sectors of education since 2020, students have been compelled to adopt e-learning to master specific learning skills, such as spelling and counting, while teachers have served as curators for this new educational environment. In this context, the aim of this research is to investigate the experiences of early childhood teachers regarding the use of technology among learners aged five in early childhood educational institutions after the pandemic to offer suitable suggestions for the future of learning. The study participants for this qualitative approach-based research were 20 early childhood teachers identified using a comprehensive case design by employing purposive sampling methods. A questionnaire comprising open-ended questions was sent to the study participants over WhatsApp. This was followed by an interview, after which the obtained data were subjected to content analysis. The participants stated that completing e-activities may be considered time spent productively by students because such activities facilitate access to basic learning skills. The study results could help teachers enhance their skills by making sense of the factors that affect their use of e-learning in the classroom.
{"title":"Teachers’ Experiences and Perceptions Regarding Technology at Early Childhood","authors":"Sarah Alarfaj","doi":"10.5539/ies.v16n6p80","DOIUrl":"https://doi.org/10.5539/ies.v16n6p80","url":null,"abstract":"With mobile technology rapidly permeating all aspects of modern society, including education, research on teaching and learning has not only demonstrated its benefits but also highlighted certain limitations, while resistance to their usage continues to be a common response among teachers. However, with the Covid-19 pandemic bringing about unprecedented changes in all levels and sectors of education since 2020, students have been compelled to adopt e-learning to master specific learning skills, such as spelling and counting, while teachers have served as curators for this new educational environment. In this context, the aim of this research is to investigate the experiences of early childhood teachers regarding the use of technology among learners aged five in early childhood educational institutions after the pandemic to offer suitable suggestions for the future of learning. The study participants for this qualitative approach-based research were 20 early childhood teachers identified using a comprehensive case design by employing purposive sampling methods. A questionnaire comprising open-ended questions was sent to the study participants over WhatsApp. This was followed by an interview, after which the obtained data were subjected to content analysis. The participants stated that completing e-activities may be considered time spent productively by students because such activities facilitate access to basic learning skills. The study results could help teachers enhance their skills by making sense of the factors that affect their use of e-learning in the classroom.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240688","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}
Abdullah Al-Hashmi, Abdullah Al-Abri, Khalifa Al-Riyami
Plagiarism is a prevalent issue in academic settings that demoralises the integrity of learning and assessment processes. This study aimed to explore students’ perceptions towards plagiarism, their level of plagiarism awareness, the causes of plagiarism, and potential strategies to tackle this issue. Data was collected through surveys and interviews with both students (N = 267) and teachers (N = 4) at a university. The findings indicated that while students acknowledged plagiarism as unethical and detrimental to their learning progress, many lacked a clear understanding of what plagiarism involves. Students’ level of plagiarism awareness did not necessarily develop as they progressed in their academic studies. The causes of plagiarism identified in the study included easy accessibility to online resources, a lack of research writing skills, cultural influences, and perceived time constraints. Teachers emphasized the importance of technical writing training, providing constructive feedback, and intensifying penalties as strategies to combat plagiarism. The study underscores the critical need for comprehensive educational interventions that enhance academic writing skills, promote time management and stress management, provide constructive feedback, and enforce clear plagiarism policies. Therefore, educational institutions should consider implementing a multifaceted approach, encompassing academic writing skill development to efficiently address plagiarism and promote academic integrity among students. Further research should involve policymakers and explore the effectiveness of interventions in reducing plagiarism rates.
{"title":"Investigating Teachers and Students’ Perceptions of Academic Plagiarism at the University Level","authors":"Abdullah Al-Hashmi, Abdullah Al-Abri, Khalifa Al-Riyami","doi":"10.5539/ies.v16n6p112","DOIUrl":"https://doi.org/10.5539/ies.v16n6p112","url":null,"abstract":"Plagiarism is a prevalent issue in academic settings that demoralises the integrity of learning and assessment processes. This study aimed to explore students’ perceptions towards plagiarism, their level of plagiarism awareness, the causes of plagiarism, and potential strategies to tackle this issue. Data was collected through surveys and interviews with both students (N = 267) and teachers (N = 4) at a university. The findings indicated that while students acknowledged plagiarism as unethical and detrimental to their learning progress, many lacked a clear understanding of what plagiarism involves. Students’ level of plagiarism awareness did not necessarily develop as they progressed in their academic studies. The causes of plagiarism identified in the study included easy accessibility to online resources, a lack of research writing skills, cultural influences, and perceived time constraints. Teachers emphasized the importance of technical writing training, providing constructive feedback, and intensifying penalties as strategies to combat plagiarism. The study underscores the critical need for comprehensive educational interventions that enhance academic writing skills, promote time management and stress management, provide constructive feedback, and enforce clear plagiarism policies. Therefore, educational institutions should consider implementing a multifaceted approach, encompassing academic writing skill development to efficiently address plagiarism and promote academic integrity among students. Further research should involve policymakers and explore the effectiveness of interventions in reducing plagiarism rates.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"35 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241953","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}
E. Rustamov, Ulviyya Nahmatova, Narinj Rustamova, Matanat Aliyeva
This study aimed to explore the mediation effects of bullying on the connection between aggression and resilience among Azerbaijani adolescents. The research involved 623 participant from various regions in Azerbaijan, and data were collected using the Buss-Perry Aggression Questionnaire, the Illinois Bully Scale, and the Brief Resilience Scale. To analyze the data, correlations and a bootstrapping procedure were employed. The results from bootstrapping indicated that the mediating role of bullying (bullying, victim, and fighter) was statistically significant. This implies that bullying, victim, and fighter partially mediated the relationship aggression and resilience among Azerbaijani adolescents. As a conclusion, to enhance adolescents’ resilience, it is crucial to address aggression and bullying. By focusing on these aspects, adolescents’ overall resilience can be negatively impacted, leading to improved well-being and performance in the school setting.
{"title":"Mediating Role of Bullying in the Relationship Between Aggression and Adolescents’ Resilience","authors":"E. Rustamov, Ulviyya Nahmatova, Narinj Rustamova, Matanat Aliyeva","doi":"10.5539/ies.v16n6p91","DOIUrl":"https://doi.org/10.5539/ies.v16n6p91","url":null,"abstract":"This study aimed to explore the mediation effects of bullying on the connection between aggression and resilience among Azerbaijani adolescents. The research involved 623 participant from various regions in Azerbaijan, and data were collected using the Buss-Perry Aggression Questionnaire, the Illinois Bully Scale, and the Brief Resilience Scale. To analyze the data, correlations and a bootstrapping procedure were employed. The results from bootstrapping indicated that the mediating role of bullying (bullying, victim, and fighter) was statistically significant. This implies that bullying, victim, and fighter partially mediated the relationship aggression and resilience among Azerbaijani adolescents. As a conclusion, to enhance adolescents’ resilience, it is crucial to address aggression and bullying. By focusing on these aspects, adolescents’ overall resilience can be negatively impacted, leading to improved well-being and performance in the school setting.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"123 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239416","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 research paper extrapolates the perceptions of English Language teachers about the effectiveness of the newly introduced Individual Plan Measurement System (IPMS) in terms of task performance at the University of Technology and Applied Sciences, Al Musannah (UTASA), Oman, and how this new performance appraisal system has contributed to teachers’ professional development. For the current study, the researchers employed a mixed methods approach by administering a survey questionnaire among the ESL teachers (N=31) of UTASA, conducting a semi-structured interview with selected staff members (N=7), and analyzing the data related to professional development activities conducted before and after the implementation of the new appraisal system. The study shows that most UTAS-A ELC staff perceive that IPMS has helped them plan and execute their professional goals effectively. Furthermore, the findings of the study highlight that a timebound individual plan guided and monitored by institutional agencies has a positive effect on employees’ intrinsic motivation and professional development, and it can make their task performance more efficient and systematic.
{"title":"ESL Teachers’ Perceptions of the Individual Plan Measurement System (IPMS) and Its Impact on Professional Development","authors":"P. M. Binu, Jayaron Jose","doi":"10.5539/ies.v16n6p101","DOIUrl":"https://doi.org/10.5539/ies.v16n6p101","url":null,"abstract":"This research paper extrapolates the perceptions of English Language teachers about the effectiveness of the newly introduced Individual Plan Measurement System (IPMS) in terms of task performance at the University of Technology and Applied Sciences, Al Musannah (UTASA), Oman, and how this new performance appraisal system has contributed to teachers’ professional development. For the current study, the researchers employed a mixed methods approach by administering a survey questionnaire among the ESL teachers (N=31) of UTASA, conducting a semi-structured interview with selected staff members (N=7), and analyzing the data related to professional development activities conducted before and after the implementation of the new appraisal system. The study shows that most UTAS-A ELC staff perceive that IPMS has helped them plan and execute their professional goals effectively. Furthermore, the findings of the study highlight that a timebound individual plan guided and monitored by institutional agencies has a positive effect on employees’ intrinsic motivation and professional development, and it can make their task performance more efficient and systematic.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"62 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238570","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 research has the following objectives: 1) Study the components. 2) Study the current situation, desirable conditions, and needs. 3) Create and develop. 4) Trial and study the result of the model experiment. This research was research and development that was conducted in 4 phases following the research objective. The tools used were questionnaires, interview forms, group conversation records, and assessment forms. Statistics used were percentage, mean and standard deviation, and Required Demand Index. The qualitative data were analyzed by descriptive analysis. The results showed that: I. The components are as follows: 1) Curriculum development, 2) Teaching media,3) Learning process, 4) Measurement and evaluation, 5) Supervision, 6) Learning resources, 7) Quality assurance system, 8) Research and development, 9) Development and use of innovative media, and 10) academic planning. II. A study of current conditions and desirable conditions, overall, at a moderate level and high level respectively, the 3 needs necessary order are 1) the development of the learning 2) the development of learning materials, and 3) measurement and evaluation respectively. III. The Creation and development of models and manuals with the following components: 1) Model name, 2) Model Principle, 3) Model objectives, 4) How to proceed, 5) Model conditions, 6) Assessment Guidelines, and 7) System and mechanism, overall, it is appropriate, possible, and useful at the highest level. IV. Trial and study resulting from the model experiment of the model and manual for the academic administration model found that: 1) Higher student achievement, 2) Administrators are satisfied, 3) Employees are proud, 4) Parents are satisfied, 5) Materials and equipment are supported by the community, 6) Received support for the education budget from the community and related people, and 7) quality management and standards.
{"title":"The Development of an Effectiveness Academic Management Model in the 21st Century of Phrapariyattidhamma School, General Education Division","authors":"Phra Yong Wiengin, Suchat Bangwiset, Sukhum Prommuangkun","doi":"10.5539/ies.v16n6p61","DOIUrl":"https://doi.org/10.5539/ies.v16n6p61","url":null,"abstract":"The research has the following objectives: 1) Study the components. 2) Study the current situation, desirable conditions, and needs. 3) Create and develop. 4) Trial and study the result of the model experiment. This research was research and development that was conducted in 4 phases following the research objective. The tools used were questionnaires, interview forms, group conversation records, and assessment forms. Statistics used were percentage, mean and standard deviation, and Required Demand Index. The qualitative data were analyzed by descriptive analysis. The results showed that: I. The components are as follows: 1) Curriculum development, 2) Teaching media,3) Learning process, 4) Measurement and evaluation, 5) Supervision, 6) Learning resources, 7) Quality assurance system, 8) Research and development, 9) Development and use of innovative media, and 10) academic planning. II. A study of current conditions and desirable conditions, overall, at a moderate level and high level respectively, the 3 needs necessary order are 1) the development of the learning 2) the development of learning materials, and 3) measurement and evaluation respectively. III. The Creation and development of models and manuals with the following components: 1) Model name, 2) Model Principle, 3) Model objectives, 4) How to proceed, 5) Model conditions, 6) Assessment Guidelines, and 7) System and mechanism, overall, it is appropriate, possible, and useful at the highest level. IV. Trial and study resulting from the model experiment of the model and manual for the academic administration model found that: 1) Higher student achievement, 2) Administrators are satisfied, 3) Employees are proud, 4) Parents are satisfied, 5) Materials and equipment are supported by the community, 6) Received support for the education budget from the community and related people, and 7) quality management and standards.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"215 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246806","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}
As we live in the post-COVID-19 era, much research should be devoted to guiding educators and policymakers on what to retain, revise, or even eliminate from the online learning experience. This study aimed to provide a deeper understanding of the students’ behavioural intention to continue using technology in the post-COVID-19 era. The study was grounded in a well-known theoretical model for assessing technology adoption, the Technology Acceptance Model (TAM), expanded by adding the following external variables: accessibility (ACC), anxiety (ANX), feedback (FB), computer playfulness (CP) and perceived enjoyment (PNJ). A total of 134 undergraduate students from both public and private universities and colleges in Oman were included in the study. Data was collected through the administration of a Likert-scale questionnaire and analysed using descriptive tests and the Smart-PLS technique. The study’s main findings revealed that ACC, ANX, CP, and PNJ had a significant impact on Perceived Ease of Use (PEOU), while no such effect was observed on Perceived Usefulness (PU). Notably, the study concludes that students exhibit a high intention to continue using technology. The study underscores the increasing familiarity of interactive technology tools among teachers and students, a trend accelerated during the pandemic. However, a recommendation is made for the development of a comprehensive framework by educational stakeholders, including policy professionals and teachers, to specify the strategic use of technology and its intended purpose.
{"title":"From Crisis to Continuity: Exploring Students’ Perspectives on the Future of Online Learning Beyond COVID-19","authors":"Salma Al-Nabhani, Abdullah Al-Abri","doi":"10.5539/ies.v16n6p45","DOIUrl":"https://doi.org/10.5539/ies.v16n6p45","url":null,"abstract":"As we live in the post-COVID-19 era, much research should be devoted to guiding educators and policymakers on what to retain, revise, or even eliminate from the online learning experience. This study aimed to provide a deeper understanding of the students’ behavioural intention to continue using technology in the post-COVID-19 era. The study was grounded in a well-known theoretical model for assessing technology adoption, the Technology Acceptance Model (TAM), expanded by adding the following external variables: accessibility (ACC), anxiety (ANX), feedback (FB), computer playfulness (CP) and perceived enjoyment (PNJ). A total of 134 undergraduate students from both public and private universities and colleges in Oman were included in the study. Data was collected through the administration of a Likert-scale questionnaire and analysed using descriptive tests and the Smart-PLS technique. The study’s main findings revealed that ACC, ANX, CP, and PNJ had a significant impact on Perceived Ease of Use (PEOU), while no such effect was observed on Perceived Usefulness (PU). Notably, the study concludes that students exhibit a high intention to continue using technology. The study underscores the increasing familiarity of interactive technology tools among teachers and students, a trend accelerated during the pandemic. However, a recommendation is made for the development of a comprehensive framework by educational stakeholders, including policy professionals and teachers, to specify the strategic use of technology and its intended purpose.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250415","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}
In this study, the process of training music teachers working in primary, middle, and high schools affiliated with the Ministry of National Education in Turkey is examined. Within this scope, Higher Education Programs related to Music Education, Pedagogical Formation Education Certificate Program (PFECP) and Student Profile/Quality of Music Education Institutions were investigated to answer three fundamental questions. According to the findings obtained, it has been determined that there is a structure of music education in 16 different faculties with various names, apart from the Music Education program in the Faculty of Education, and students studying in these institutions have the right to be appointed as music teachers by completing the (PFECP). Furthermore, it was determined that the scores of the TYT (Basic Skills Test) determined for admission to 16 different faculties outside the Faculty of Education were very low/insufficient. The education process of the Pedagogical Formation Education Certificate Program does not meet the expected “competencies of the music teaching profession” in training music teachers. In our country, which has a tradition, experience, and accumulation of training music teachers for 100 years, there is a need to re-think and re-imagine the structure and policies of music teacher training in the 21st century. The Ministry of National Education (MONE), the Council of Higher Education (COHE), universities, academicians, civil society organizations, and all stakeholders in music education should take steps to correct the deficiencies, inconsistencies, and contradictions in teacher/music teacher training practices.
{"title":"Vocational Music Education Institutions and Music Teacher Training in Turkey in the 21st Century","authors":"I. Özgül","doi":"10.5539/ies.v16n6p71","DOIUrl":"https://doi.org/10.5539/ies.v16n6p71","url":null,"abstract":"In this study, the process of training music teachers working in primary, middle, and high schools affiliated with the Ministry of National Education in Turkey is examined. Within this scope, Higher Education Programs related to Music Education, Pedagogical Formation Education Certificate Program (PFECP) and Student Profile/Quality of Music Education Institutions were investigated to answer three fundamental questions. According to the findings obtained, it has been determined that there is a structure of music education in 16 different faculties with various names, apart from the Music Education program in the Faculty of Education, and students studying in these institutions have the right to be appointed as music teachers by completing the (PFECP). Furthermore, it was determined that the scores of the TYT (Basic Skills Test) determined for admission to 16 different faculties outside the Faculty of Education were very low/insufficient. The education process of the Pedagogical Formation Education Certificate Program does not meet the expected “competencies of the music teaching profession” in training music teachers. In our country, which has a tradition, experience, and accumulation of training music teachers for 100 years, there is a need to re-think and re-imagine the structure and policies of music teacher training in the 21st century. The Ministry of National Education (MONE), the Council of Higher Education (COHE), universities, academicians, civil society organizations, and all stakeholders in music education should take steps to correct the deficiencies, inconsistencies, and contradictions in teacher/music teacher training practices.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"30 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246727","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 aims to investigate experienced Thai teachers’ experiences of burnout during online teaching and learning, and examine how teachers’ self-efficacy and burnout levels impact their teaching performance. The research concerns differences in perceptions of emotional exhaustion, depersonalization, personal accomplishment/assessment, teachers’ self-efficacy, and online teaching performance among teachers in Thailand. The sample selection was conducted using a stratified random sampling technique. Data collection involved self-reported surveys from 243 elementary, secondary, and vocational schoolteachers in metropolitan areas and Thailand’s north, northeast, east, and south regions. MANOVA and correlation analysis were employed to analyze burnout, teachers’ self-efficacy, and teaching performance. The results indicated differences in online teaching performance and teachers’ self-efficacy between two groups: high-risk and moderate-to-low risk of burnout. Teachers with a low risk of burnout demonstrated higher self-efficacy and better performance during online teaching. The study identified two burnout subscales—emotional exhaustion and depersonalization—originally included in the Maslach’s burnout inventory. However, we also incorporated teachers’ online teaching performance into the assessment, necessitating modifying the Maslach Burnout Inventory. Regarding implications, we recommend practical applications in policy improvements related to teachers’ mental support and reducing burnout causes while enhancing online teaching performance.
{"title":"Digital Frontiers: Investigating the Impact of Online Teaching Engagement on Thai Teachers’ Self-Efficacy and Burnout amid the Covid-19 Pandemic","authors":"Nongluck Manowaluilou, Thananun Thanarachataphoom","doi":"10.5539/ies.v16n6p33","DOIUrl":"https://doi.org/10.5539/ies.v16n6p33","url":null,"abstract":"This study aims to investigate experienced Thai teachers’ experiences of burnout during online teaching and learning, and examine how teachers’ self-efficacy and burnout levels impact their teaching performance. The research concerns differences in perceptions of emotional exhaustion, depersonalization, personal accomplishment/assessment, teachers’ self-efficacy, and online teaching performance among teachers in Thailand. The sample selection was conducted using a stratified random sampling technique. Data collection involved self-reported surveys from 243 elementary, secondary, and vocational schoolteachers in metropolitan areas and Thailand’s north, northeast, east, and south regions. MANOVA and correlation analysis were employed to analyze burnout, teachers’ self-efficacy, and teaching performance. The results indicated differences in online teaching performance and teachers’ self-efficacy between two groups: high-risk and moderate-to-low risk of burnout. Teachers with a low risk of burnout demonstrated higher self-efficacy and better performance during online teaching. The study identified two burnout subscales—emotional exhaustion and depersonalization—originally included in the Maslach’s burnout inventory. However, we also incorporated teachers’ online teaching performance into the assessment, necessitating modifying the Maslach Burnout Inventory. Regarding implications, we recommend practical applications in policy improvements related to teachers’ mental support and reducing burnout causes while enhancing online teaching performance.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"113 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139260689","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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