Arif Widodo, Abdel Rahman El Sayed Elsayed Abdel Ghaffar Balah, Siti Afifah
This writing is one of the most important points in the learning process, especially in learning Arabic, the role of handboks for student who are not capable of knowledge also affects the learning process. Lack of handbooks, lack of confidience and shyness are obstacles in learning Arabic . to assist subject teachers in improving the ability to write Arabic texts, it is necessary to introduce interesting and easy to understand learning. As book, dictionary modules, and other. This study amis to develop imla` teaching materials to help improve the ability of students to write Arabic texts. The subject of this research is the seventh grade students of MTs Assalam Bangilan Tuban. Development in which the author collaborates with the imla` subject teacher and all the lecturers of the sunan Drajat Islamic Boarding School Lamongan.
{"title":"Development of Imla` Teaching Materials in Improving Ability to Write Arabic Texts","authors":"Arif Widodo, Abdel Rahman El Sayed Elsayed Abdel Ghaffar Balah, Siti Afifah","doi":"10.61231/ijlt.v1i1.63","DOIUrl":"https://doi.org/10.61231/ijlt.v1i1.63","url":null,"abstract":"This writing is one of the most important points in the learning process, especially in learning Arabic, the role of handboks for student who are not capable of knowledge also affects the learning process. Lack of handbooks, lack of confidience and shyness are obstacles in learning Arabic . to assist subject teachers in improving the ability to write Arabic texts, it is necessary to introduce interesting and easy to understand learning. As book, dictionary modules, and other. This study amis to develop imla` teaching materials to help improve the ability of students to write Arabic texts. The subject of this research is the seventh grade students of MTs Assalam Bangilan Tuban. Development in which the author collaborates with the imla` subject teacher and all the lecturers of the sunan Drajat Islamic Boarding School Lamongan.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950519","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 : 2021-12-31DOI: 10.22437/ijolte.v5i2.15695
Salwa Fadila Firdaus, Ypsi Soeria Soemantri, S. Yuliawati
The current research aimed at investigating the authorial identity through explicit self-mention markers (I, me, my, we, us, and our) in English research articles written by Indonesian authors. For this purpose, we employed a mix-methods research design consisting of two analysis phases. First, the quantitative analysis was represented by analyzing the frequency of self-mention markers in the corpus of 200 linguistics and applied linguistics research articles using the corpus tool AntConc ver. 3.9.5 (Anthony, 2020). The corpus was compiled from ten journals indexed in SINTA 1 and 2 in the latest five years (2017-2021). Second, the qualitative phase was represented by concordance analysis to interpret the discourse function of self-mention markers in use. We refer to Hyland's taxonomy (Hyland, 2002). Our findings have discovered that Indonesian authors use self-mention in various functions. This research shows the novice authors the extent to which authors can exploit self-mention markers in English research articles and how expert authors in reputable national journals use self mention markers to obtain essential functions to mark their authorial identity. Thus, this research is expected to add insight to EAP/ESL courses to encourage novice writers to construct and represent their identity in conveying their arguments firmly using these self-mentions markers.
{"title":"A corpus-based study of self-mention markers in English research articles","authors":"Salwa Fadila Firdaus, Ypsi Soeria Soemantri, S. Yuliawati","doi":"10.22437/ijolte.v5i2.15695","DOIUrl":"https://doi.org/10.22437/ijolte.v5i2.15695","url":null,"abstract":"The current research aimed at investigating the authorial identity through explicit self-mention markers (I, me, my, we, us, and our) in English research articles written by Indonesian authors. For this purpose, we employed a mix-methods research design consisting of two analysis phases. First, the quantitative analysis was represented by analyzing the frequency of self-mention markers in the corpus of 200 linguistics and applied linguistics research articles using the corpus tool AntConc ver. 3.9.5 (Anthony, 2020). The corpus was compiled from ten journals indexed in SINTA 1 and 2 in the latest five years (2017-2021). Second, the qualitative phase was represented by concordance analysis to interpret the discourse function of self-mention markers in use. We refer to Hyland's taxonomy (Hyland, 2002). Our findings have discovered that Indonesian authors use self-mention in various functions. This research shows the novice authors the extent to which authors can exploit self-mention markers in English research articles and how expert authors in reputable national journals use self mention markers to obtain essential functions to mark their authorial identity. Thus, this research is expected to add insight to EAP/ESL courses to encourage novice writers to construct and represent their identity in conveying their arguments firmly using these self-mentions markers. ","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81937828","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 : 2021-12-31DOI: 10.22437/ijolte.v5i2.15640
Laely Nuriyah, M. Fathurrohman, A. Hufad
This research aimed to figure out what a storyteller's phenomenology was like. The method was phenomenological, and data was collected through interviews, questionnaires, documents, and data triangulation. According to the findings of this study, a storyteller can improve English language skills in four different areas. According to the findings of this study, students can improve their English language skills by telling stories. Several recommendations were made based on the previous conclusions. First, the researcher suggests that all of this research be continued by other researchers, particularly in digital storytelling with stories containing local content to help students understand and learn about Indonesian culture while also improving their ability to speak English. Second, the researcher hopes that the findings of this study will inspire students to learn more about storytelling.
{"title":"A phenomenological investigation of an English storyteller","authors":"Laely Nuriyah, M. Fathurrohman, A. Hufad","doi":"10.22437/ijolte.v5i2.15640","DOIUrl":"https://doi.org/10.22437/ijolte.v5i2.15640","url":null,"abstract":"This research aimed to figure out what a storyteller's phenomenology was like. The method was phenomenological, and data was collected through interviews, questionnaires, documents, and data triangulation. According to the findings of this study, a storyteller can improve English language skills in four different areas. According to the findings of this study, students can improve their English language skills by telling stories. Several recommendations were made based on the previous conclusions. First, the researcher suggests that all of this research be continued by other researchers, particularly in digital storytelling with stories containing local content to help students understand and learn about Indonesian culture while also improving their ability to speak English. Second, the researcher hopes that the findings of this study will inspire students to learn more about storytelling.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82406096","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 : 2021-12-31DOI: 10.22437/ijolte.v5i2.15881
S. Qomariyah, I. M. P. Utama
This study was conducted to find out how Problem Based Learning (PBL) affects students' English learning interests. The questionnaire is used as an instrument. The result of implementing the Problem Based Learning (PBL) method was that students felt enjoy and more interested. The students could develop their brainstorming when the teacher provided a problem to discuss with their group. They also created some ideas for solving their problem. Some students also provide their daily problems and make the classroom/discussion situation life. Based on data analysis showed that computing of the t-test was significant 0.000. It means that applying Problem Based learning (PBLaffects students' learning interests. So, this method can be used as one of the alternative ways of teaching-learning to develop students' learning interests.
{"title":"Problem-based learning on students' English learning interests","authors":"S. Qomariyah, I. M. P. Utama","doi":"10.22437/ijolte.v5i2.15881","DOIUrl":"https://doi.org/10.22437/ijolte.v5i2.15881","url":null,"abstract":"This study was conducted to find out how Problem Based Learning (PBL) affects students' English learning interests. The questionnaire is used as an instrument. The result of implementing the Problem Based Learning (PBL) method was that students felt enjoy and more interested. The students could develop their brainstorming when the teacher provided a problem to discuss with their group. They also created some ideas for solving their problem. Some students also provide their daily problems and make the classroom/discussion situation life. Based on data analysis showed that computing of the t-test was significant 0.000. It means that applying Problem Based learning (PBLaffects students' learning interests. So, this method can be used as one of the alternative ways of teaching-learning to develop students' learning interests.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74927126","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 : 2021-12-31DOI: 10.22437/ijolte.v5i2.15580
H. Hafizah, F. Putri, Apriyanti Widiansyah, Husna Farhana
The purpose of this study was to find out and understand (1) the process of improving scientific essay writing skills through a heutagogical approach to online learning and (2) the effectiveness of applying the heutagogical approach to improving students' scientific essay writing skills. The method used is action research. The research was conducted on students at a university in Jakarta, Indonesia. This research is participatory and collaborative and takes place in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. Data were collected through writing tests and observations. The writing test results were assessed using the speech writing assessment guidelines. The results showed that applying the heutagogical approach in online learning could improve students' scientific essay writing skills. The mean score on the initial test was 67.88, with only 37.2% getting a score of 75. In the first cycle, the average value increased to 74.49 with a success percentage of 60.5, and in the second cycle, the average value increased to 78.95 with a success percentage of 81.4%. From the research results, it can be concluded that the heutagogical approach can improve students' scientific writing skills.
{"title":"The increasing of scientific writing skills through a heutagogy approach in Indonesian higher education","authors":"H. Hafizah, F. Putri, Apriyanti Widiansyah, Husna Farhana","doi":"10.22437/ijolte.v5i2.15580","DOIUrl":"https://doi.org/10.22437/ijolte.v5i2.15580","url":null,"abstract":"The purpose of this study was to find out and understand (1) the process of improving scientific essay writing skills through a heutagogical approach to online learning and (2) the effectiveness of applying the heutagogical approach to improving students' scientific essay writing skills. The method used is action research. The research was conducted on students at a university in Jakarta, Indonesia. This research is participatory and collaborative and takes place in two cycles. Each cycle consists of planning, implementing, observing, and reflecting. Data were collected through writing tests and observations. The writing test results were assessed using the speech writing assessment guidelines. The results showed that applying the heutagogical approach in online learning could improve students' scientific essay writing skills. The mean score on the initial test was 67.88, with only 37.2% getting a score of 75. In the first cycle, the average value increased to 74.49 with a success percentage of 60.5, and in the second cycle, the average value increased to 78.95 with a success percentage of 81.4%. From the research results, it can be concluded that the heutagogical approach can improve students' scientific writing skills.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89097956","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 : 2021-12-31DOI: 10.22437/ijolte.v5i2.15849
Urip Widodo, Mugiyo Mugiyo
This research aims to know whether the jigsaw learning strategy is better than the audio-lingual method to teach speaking. This experimental research was carried out in the vocational school. The population was four classes (140 students) of eleventh grade A, B, C, D, and E. The samples were the eleventh grade A as the experimental group and B as the control group. Each group consists of 30 students. The experimental group was taught using the Jigsaw learning strategy, while the control group used the Audio-Lingual Method. The data collection technique was through the speaking test, and the data analysis technique was through descriptive statistics and inferential statistics. The data analysis shows that the mean score of the students who were taught by using the jigsaw learning strategy is 81,23, while the mean score of the students who were taught by using the audio-lingual method is 76,03. Moreover, the Fo (8,77) is higher than Ft (4,00) at the significance level of significance α= 0,05, which means the null hypotheses are rejected, and the alternative hypotheses are accepted. In conclusion, the jigsaw learning strategy is more effective than the audio-lingual method to teach speaking.
{"title":"The effectiveness of jigsaw learning strategy to teach speaking","authors":"Urip Widodo, Mugiyo Mugiyo","doi":"10.22437/ijolte.v5i2.15849","DOIUrl":"https://doi.org/10.22437/ijolte.v5i2.15849","url":null,"abstract":"This research aims to know whether the jigsaw learning strategy is better than the audio-lingual method to teach speaking. This experimental research was carried out in the vocational school. The population was four classes (140 students) of eleventh grade A, B, C, D, and E. The samples were the eleventh grade A as the experimental group and B as the control group. Each group consists of 30 students. The experimental group was taught using the Jigsaw learning strategy, while the control group used the Audio-Lingual Method. The data collection technique was through the speaking test, and the data analysis technique was through descriptive statistics and inferential statistics. The data analysis shows that the mean score of the students who were taught by using the jigsaw learning strategy is 81,23, while the mean score of the students who were taught by using the audio-lingual method is 76,03. Moreover, the Fo (8,77) is higher than Ft (4,00) at the significance level of significance α= 0,05, which means the null hypotheses are rejected, and the alternative hypotheses are accepted. In conclusion, the jigsaw learning strategy is more effective than the audio-lingual method to teach speaking.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76297732","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 : 2021-10-20DOI: 10.52950/te.2021.9.2.005
J. Tyson
Poetry is writing is good for the soul. Everything in life is poetry if we learn to look at it from various perspectives. However, it is very difficult to see poetry in the life of a recovering addict. Their experiences, hurts, deep pain, offenses, crimes, hunger and low self-esteem is all this population can focus on. They are trying to repair their lives and are often confronted with these elements of their past. This study takes recovering addict and provide them with a safe space to do creative writing about their experiences. This creative form is poetry. Many of the participants never wrote poetry before but by digging deep within themselves, they were able to find the words to fit their feelings and experiences. They were surprised to see what came into fruition.
{"title":"Unveiling the Hidden Beauty of the Soul: A Qualitative Journey into Poetry Therapy","authors":"J. Tyson","doi":"10.52950/te.2021.9.2.005","DOIUrl":"https://doi.org/10.52950/te.2021.9.2.005","url":null,"abstract":"Poetry is writing is good for the soul. Everything in life is poetry if we learn to look at it from various perspectives. However, it is very difficult to see poetry in the life of a recovering addict. Their experiences, hurts, deep pain, offenses, crimes, hunger and low self-esteem is all this population can focus on. They are trying to repair their lives and are often confronted with these elements of their past. This study takes recovering addict and provide them with a safe space to do creative writing about their experiences. This creative form is poetry. Many of the participants never wrote poetry before but by digging deep within themselves, they were able to find the words to fit their feelings and experiences. They were surprised to see what came into fruition.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74072294","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 : 2021-10-20DOI: 10.52950/te.2021.9.2.003
Linda Fälth
Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud.
{"title":"A study of parents reading aloud habits with research on reading aloud applied to research-based practices for promoting students’ intrinsic motivation to read","authors":"Linda Fälth","doi":"10.52950/te.2021.9.2.003","DOIUrl":"https://doi.org/10.52950/te.2021.9.2.003","url":null,"abstract":"Read-alouds play an important role in young children’s literacy development. This study investigates how, and to what extent, Swedish parents of children aged 1–16 engage in reading aloud. Previous research on reading aloud is also applied to research-based practices for promoting students’ intrinsic motivation to read and discussed in the present study. The results show that 9 out of 10 parents read aloud to children aged 0-4 years while only 4 of 10 read aloud to children aged 10-12 years. Several content areas that overlap were found where research on children's own reading can be easily transferred to the area of reading aloud.","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81722064","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 : 2021-10-20DOI: 10.52950/te.2021.9.2.002
Linda Eriksson
The aim of this article is to describe and analyse how policy changes in the three latest Swedish compulsory school, preschool class, and school-age educare curricula affect the political goal of pupil influence. This is done with an interest in implications for utterances of power relations and for didactical considerations for living and learning democracy in school. This article analyses pupil influence by using theories of democracy, power, and didactics. The method used is content analysis. The empirical results show that pupil influence in the curricula is linked to seven concepts: democracy, value, norm, rights, responsibility, influence, participation. Our conclusion is that only small differences exist in terms of the central concepts mentioned in the curricula linked to pupil influence. Secondly, we found a policy shift with respect to the pupils, i.e., viewing pupils as subjects or objects. Thirdly, we found a shift in how learning is viewed in the curricula and the type of didactical questions that are in focus, which illuminates a change in utterances of power relations that challenges possibilities for living and learning democracy in Swedish school education.
{"title":"Pupils as subjects or objects: Policy changes in the area of pupils influence","authors":"Linda Eriksson","doi":"10.52950/te.2021.9.2.002","DOIUrl":"https://doi.org/10.52950/te.2021.9.2.002","url":null,"abstract":"The aim of this article is to describe and analyse how policy changes in the three latest Swedish compulsory school, preschool class, and school-age educare curricula affect the political goal of pupil influence. This is done with an interest in implications for utterances of power relations and for didactical considerations for living and learning democracy in school. This article analyses pupil influence by using theories of democracy, power, and didactics. The method used is content analysis. The empirical results show that pupil influence in the curricula is linked to seven concepts: democracy, value, norm, rights, responsibility, influence, participation. Our conclusion is that only small differences exist in terms of the central concepts mentioned in the curricula linked to pupil influence. Secondly, we found a policy shift with respect to the pupils, i.e., viewing pupils as subjects or objects. Thirdly, we found a shift in how learning is viewed in the curricula and the type of didactical questions that are in focus, which illuminates a change in utterances of power relations that challenges possibilities for living and learning democracy in Swedish school education. \u0000","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84881429","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 : 2021-10-20DOI: 10.52950/te.2021.9.2.006
E. Urbanová
Changes in society and rapid technological development are linking professional qualifications with lifelong learning. The ability to respond quickly to changes in the competitive environment depends on knowledge, which is one of the most important types of capital. Knowledge has become an important part of all organisations and determines their success or failure. Its management, development, sharing and use within an organisation is essential for the competitiveness of the organisation. In an organization, it is not possible for one person to perform all the tasks leading to the achievement of the set objectives, so there is delegation. Aspiring school principals are expected to have the same knowledge and skills as their predecessors and to acquire many professional skills in a short period of time. In the preparation of educational leaders, who are not systematically prepared for their profession prior to taking up their posts in the Czech Republic, it is necessary to look for ways to appropriately manage and transfer explicit and tacit knowledge from more experienced school principals to those starting out, using elements of experiential reflective learning. The results show that mostly work activities requiring explicit knowledge are delegated by the school principal to his/her subordinates, while work activities requiring tacit knowledge are mostly carried out by the school principal himself/herself. The research question is: What are the ways in which knowledge can be transferred from experienced principals to students, future school principals, in management practice?
{"title":"Possibilities of knowledge transfer in the practical training of educational leaders in the Czech Republic","authors":"E. Urbanová","doi":"10.52950/te.2021.9.2.006","DOIUrl":"https://doi.org/10.52950/te.2021.9.2.006","url":null,"abstract":"Changes in society and rapid technological development are linking professional qualifications with lifelong learning. The ability to respond quickly to changes in the competitive environment depends on knowledge, which is one of the most important types of capital. Knowledge has become an important part of all organisations and determines their success or failure. Its management, development, sharing and use within an organisation is essential for the competitiveness of the organisation. In an organization, it is not possible for one person to perform all the tasks leading to the achievement of the set objectives, so there is delegation. Aspiring school principals are expected to have the same knowledge and skills as their predecessors and to acquire many professional skills in a short period of time. In the preparation of educational leaders, who are not systematically prepared for their profession prior to taking up their posts in the Czech Republic, it is necessary to look for ways to appropriately manage and transfer explicit and tacit knowledge from more experienced school principals to those starting out, using elements of experiential reflective learning. The results show that mostly work activities requiring explicit knowledge are delegated by the school principal to his/her subordinates, while work activities requiring tacit knowledge are mostly carried out by the school principal himself/herself. The research question is: What are the ways in which knowledge can be transferred from experienced principals to students, future school principals, in management practice?","PeriodicalId":33478,"journal":{"name":"International Journal of Language Teaching and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76065397","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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