Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers’ competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers’ competency in teaching railway control and maintenance. 3) to design and develop a teachers’ competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers’ competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers’ competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers’ Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers’ competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers’ competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.
{"title":"Program Development for Enhancing Teachers’ Competencies in Teaching Railway Control and Maintenance in Vocational Colleges under the Office of Vocational Education Commission","authors":"Kosol Lertlam, Chaiyuth Sirisuthi, Vanich Prasertporn","doi":"10.5539/ies.v17n4p16","DOIUrl":"https://doi.org/10.5539/ies.v17n4p16","url":null,"abstract":"Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers’ competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers’ competency in teaching railway control and maintenance. 3) to design and develop a teachers’ competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers’ competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers’ competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers’ Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers’ competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers’ competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829792","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 understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don’t make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students’ mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students’ errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.
{"title":"The Structure of Students’ Mathematical Errors in Solving Calculus Problems Based on Cognitive Style","authors":"In Hi. Abdullah, Hery Suharna, Mustafa AH. Ruhama","doi":"10.5539/ies.v17n4p25","DOIUrl":"https://doi.org/10.5539/ies.v17n4p25","url":null,"abstract":"The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don’t make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students’ mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students’ errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141828176","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 is aimed at validating the French version of the Effort-Reward Imbalance Questionnaire for Teachers. The instrument was pretested before being administered in a large-scale study with elementary school teachers. Dimensionality of the instrument was examined using the bifactor exploratory structural equation modeling (ESEM) framework. The bifactor ESEM model showed the best fitting indices and parameters. Importantly, results suggested the existence of a continuum for ERI data concerning elementary teachers. The instrument showed concurrent validity with several measures of mental health, job satisfaction and work-life balance.
本研究旨在验证法文版 "教师努力-回报失衡问卷"。在对小学教师进行大规模研究之前，对该问卷进行了预先测试。采用双因素探索性结构方程建模（ESEM）框架对问卷的维度进行了检验。双因素 ESEM 模型显示了最佳拟合指数和参数。重要的是，研究结果表明，小学教师 ERI 数据存在连续性。该工具与心理健康、工作满意度和工作与生活平衡的几种测量方法具有并行有效性。
{"title":"The Effort-Reward Imbalance Questionnaire for Teachers: Psychometric Properties Using the Bifactor ESEM Framework","authors":"Christophe Dierendonck","doi":"10.5539/ies.v17n4p1","DOIUrl":"https://doi.org/10.5539/ies.v17n4p1","url":null,"abstract":"This study is aimed at validating the French version of the Effort-Reward Imbalance Questionnaire for Teachers. The instrument was pretested before being administered in a large-scale study with elementary school teachers. Dimensionality of the instrument was examined using the bifactor exploratory structural equation modeling (ESEM) framework. The bifactor ESEM model showed the best fitting indices and parameters. Importantly, results suggested the existence of a continuum for ERI data concerning elementary teachers. The instrument showed concurrent validity with several measures of mental health, job satisfaction and work-life balance.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141829485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to examine the relationship between adolescents’ use of cognitive distortions and their coping strategies for dealing with bullying. This research aims to contribute to the scientific understanding and resolution of bullying behaviors, which are frequently observed in schools and raise concerns among young people. Within the study, the relationships between cognitive distortions and the strategies used by adolescents to cope with peer bullying were examined descriptively. Convenient sampling method was used in the selection of the study group. The study group consists of 483 students studying in high schools in Erzurum city center. Bullying Coping Strategies Scale, Cognitive Distortions about Relationships Scale, and Personal Information Protocol were used as data collection tools. As a result of the study, significant results were found between the bullying coping strategies used by adolescents and their cognitive distortions. In addition, it was determined that cognitive distortions predicted coping strategies with bullying at a significant level.
{"title":"Investigating the Relationship Between Bullying Coping Strategies and Cognitive Distortions in Adolescent","authors":"Burcu TÜRKAN AYDIN, İsmail AY","doi":"10.5539/ies.v16n6p10","DOIUrl":"https://doi.org/10.5539/ies.v16n6p10","url":null,"abstract":"The purpose of this study is to examine the relationship between adolescents’ use of cognitive distortions and their coping strategies for dealing with bullying. This research aims to contribute to the scientific understanding and resolution of bullying behaviors, which are frequently observed in schools and raise concerns among young people. Within the study, the relationships between cognitive distortions and the strategies used by adolescents to cope with peer bullying were examined descriptively. Convenient sampling method was used in the selection of the study group. The study group consists of 483 students studying in high schools in Erzurum city center. Bullying Coping Strategies Scale, Cognitive Distortions about Relationships Scale, and Personal Information Protocol were used as data collection tools. As a result of the study, significant results were found between the bullying coping strategies used by adolescents and their cognitive distortions. In addition, it was determined that cognitive distortions predicted coping strategies with bullying at a significant level.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856073","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}
Frequent use of common words in teaching Turkish to Kyrgyz helps to increase students’ attention to the lesson. However, some words may cause translation problems because their spelling and pronunciation are the same but their meanings are different. In this framework, it is important to take into consideration the false equivalents between dialects when teaching Turkish to Kyrgyz students. In this study, activities for teaching false equivalents are proposed. In line with this purpose, the research was designed with a qualitative approach and it was aimed to make students recognize false equivalents at A1 basic level by interacting in the classroom. When selecting false equivalents, the frequency of use in the target language was carefully considered and it was planned to teach the related words by role-playing them. As a result of the study, it is expected that students will recognize false equivalent words and show interest in dialogue activities. In addition, it is also thought that it will provide interaction among students. It is thought that the study will contribute to the teaching of false equivalent words.
{"title":"The Example of Teaching False Equivalent Words in Teaching Turkish to Kyrgyz","authors":"Sibel Barcın","doi":"10.5539/ies.v16n6p1","DOIUrl":"https://doi.org/10.5539/ies.v16n6p1","url":null,"abstract":"Frequent use of common words in teaching Turkish to Kyrgyz helps to increase students’ attention to the lesson. However, some words may cause translation problems because their spelling and pronunciation are the same but their meanings are different. In this framework, it is important to take into consideration the false equivalents between dialects when teaching Turkish to Kyrgyz students. In this study, activities for teaching false equivalents are proposed. In line with this purpose, the research was designed with a qualitative approach and it was aimed to make students recognize false equivalents at A1 basic level by interacting in the classroom. When selecting false equivalents, the frequency of use in the target language was carefully considered and it was planned to teach the related words by role-playing them. As a result of the study, it is expected that students will recognize false equivalent words and show interest in dialogue activities. In addition, it is also thought that it will provide interaction among students. It is thought that the study will contribute to the teaching of false equivalent words.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481552","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 paper seeks to provide an overview of publications in Saudi Arabia in the field of computer curriculum in K-12. We applied a systematic review methodology to analyze publications through 2021. Out of 225 publications initially identified, 110 were included based on the inclusion and exclusion criteria. The findings show that the number of publications in the field of computer curriculum in K-12 increased until 2018 but started to decrease in 2019. In addition, computer curriculum research trends focused on the high school stage, followed by the intermediate stage, and most participants were teachers and students. Moreover, the qualitative approach was frequently used in empirical studies, while most methodologies were surveys and semi-experimental. The results show that most of the papers’ suggestions involved training teachers and developing the curriculum. Finally, the study presents some recommendations for computer curriculum research. It suggests developing a research center in the education ministry to encourage researching the curriculum and presents other suggestions in detail.
{"title":"Development in Computer Curriculum in Saudi Arabia: Systematic Review","authors":"Amal Alibrahim, Abeer Alrabiah","doi":"10.5539/ies.v16n5p94","DOIUrl":"https://doi.org/10.5539/ies.v16n5p94","url":null,"abstract":"This paper seeks to provide an overview of publications in Saudi Arabia in the field of computer curriculum in K-12. We applied a systematic review methodology to analyze publications through 2021. Out of 225 publications initially identified, 110 were included based on the inclusion and exclusion criteria. The findings show that the number of publications in the field of computer curriculum in K-12 increased until 2018 but started to decrease in 2019. In addition, computer curriculum research trends focused on the high school stage, followed by the intermediate stage, and most participants were teachers and students. Moreover, the qualitative approach was frequently used in empirical studies, while most methodologies were surveys and semi-experimental. The results show that most of the papers’ suggestions involved training teachers and developing the curriculum. Finally, the study presents some recommendations for computer curriculum research. It suggests developing a research center in the education ministry to encourage researching the curriculum and presents other suggestions in detail.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815426","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}
Global citizenship should acknowledge various lessons in global education emphasizing learners as the global citizens. Teaching techniques integration that is suitable for contents and the nature of learners is considered as the heart of instructional management affecting students greatly in the 21st century. This study aims: 1) to determine the quality of the learning achievement test; 2) to compare the pre-test and post-test learning achievement of students through activities of the project-based learning (PjBL) combined with collaborative learning; and 3) to study student’s satisfaction toward PjBL activities. Research method includes 4 steps: 1) data study; 2) activity design; 3) tools creation; and 4) learning activity management. A questionnaire and a learning achievement test are implied as tools. The sample comprises 40 undergraduate students and 5 experts who are selected by the purposive sampling and have experienced teaching for more than 10 years from 4 higher education institutes. Data is analyzed with mean, standard deviation, and t-test. Results indicate that: 1) the learning achievement test that has been already qualified is a 5-choice, 65 items, which are a content validity and a whole reliability value of 0.912; 2) the post-test learning achievement is higher than the pre-test with a statistical significance level of .05; and 3) an overall student’s satisfaction is at the highest level (X= 4.72, SD = 0.33).
{"title":"Instructional Management Through Project-Based Learning Combined with Collaborative Learning to Enhance Learning Achievement of Undergraduate Students","authors":"Ajcharee Pimpimool","doi":"10.5539/ies.v16n5p84","DOIUrl":"https://doi.org/10.5539/ies.v16n5p84","url":null,"abstract":"Global citizenship should acknowledge various lessons in global education emphasizing learners as the global citizens. Teaching techniques integration that is suitable for contents and the nature of learners is considered as the heart of instructional management affecting students greatly in the 21st century. This study aims: 1) to determine the quality of the learning achievement test; 2) to compare the pre-test and post-test learning achievement of students through activities of the project-based learning (PjBL) combined with collaborative learning; and 3) to study student’s satisfaction toward PjBL activities. Research method includes 4 steps: 1) data study; 2) activity design; 3) tools creation; and 4) learning activity management. A questionnaire and a learning achievement test are implied as tools. The sample comprises 40 undergraduate students and 5 experts who are selected by the purposive sampling and have experienced teaching for more than 10 years from 4 higher education institutes. Data is analyzed with mean, standard deviation, and t-test. Results indicate that: 1) the learning achievement test that has been already qualified is a 5-choice, 65 items, which are a content validity and a whole reliability value of 0.912; 2) the post-test learning achievement is higher than the pre-test with a statistical significance level of .05; and 3) an overall student’s satisfaction is at the highest level (X= 4.72, SD = 0.33).","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815419","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 aims to examine research on Social and Emotional Learning (SEL) in Turkey in the 21st century. A qualitative approach was used in the sample of 43 studies conducted in Turkey between January/2001-January/2023, including research articles and theses in SEL. The data was collected through document analysis from the databases of the Turkey National Thesis Center of the Council of Higher Education and Ankara Social Sciences University Library, and the Documentation Department. The data was analyzed by descriptive analysis. Findings proved that SEL measurement tools were developed and adapted as self-reports from primary school to higher education. SEL is correlated with desirable/positive and undesirable/negative traits in children and youth. There are short-term interventions developed and adapted. These programs are effective in improving SEL. As a result, it can be declared that the importance of SEL in raising healthy, successful, and happy generations is accepted in Turkey. However, there is a need for more systematic studies on SEL, both in theory and in practice. First of all, SEL standards should be determined at the national level, considering the cultural sensitivity of the SEL.
{"title":"An Educational Review of Social and Emotional Learning Research in Turkey in the 21st Century","authors":"Mehtap Sezgin","doi":"10.5539/ies.v16n5p60","DOIUrl":"https://doi.org/10.5539/ies.v16n5p60","url":null,"abstract":"This research aims to examine research on Social and Emotional Learning (SEL) in Turkey in the 21st century. A qualitative approach was used in the sample of 43 studies conducted in Turkey between January/2001-January/2023, including research articles and theses in SEL. The data was collected through document analysis from the databases of the Turkey National Thesis Center of the Council of Higher Education and Ankara Social Sciences University Library, and the Documentation Department. The data was analyzed by descriptive analysis. Findings proved that SEL measurement tools were developed and adapted as self-reports from primary school to higher education. SEL is correlated with desirable/positive and undesirable/negative traits in children and youth. There are short-term interventions developed and adapted. These programs are effective in improving SEL. As a result, it can be declared that the importance of SEL in raising healthy, successful, and happy generations is accepted in Turkey. However, there is a need for more systematic studies on SEL, both in theory and in practice. First of all, SEL standards should be determined at the national level, considering the cultural sensitivity of the SEL.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814336","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 goal of this study is to help early childhood educators in the province of Roi Et develop their management skills for early childhood learning in the 21st century. Examples include the 100 early childhood Teachers in the province of Roi Et, research study materials like the Competency Manual on Learning Management and the 21st Century Early Childhood Competency, and tests. Mean and standard deviations are two statistics that were utilized to analyze the data. The findings indicated that early childhood teachers’ competency development involves five areas: content, technology, knowledge creation, communication, and creativity. The results were obtained utilizing percentage and t-test statistically ready-made programs. Curriculum, learning experience management, media use, innovation and technology in 21st century learning management, and measurement make up the four areas of the 21st century early childhood teacher competency development in learning management.
{"title":"Competency Development of Early Childhood Teacher in the 21st Century","authors":"Saksri Suebsing, Nithinath Udomsan, Supimol Bunphok","doi":"10.5539/ies.v16n5p73","DOIUrl":"https://doi.org/10.5539/ies.v16n5p73","url":null,"abstract":"The goal of this study is to help early childhood educators in the province of Roi Et develop their management skills for early childhood learning in the 21st century. Examples include the 100 early childhood Teachers in the province of Roi Et, research study materials like the Competency Manual on Learning Management and the 21st Century Early Childhood Competency, and tests. Mean and standard deviations are two statistics that were utilized to analyze the data. The findings indicated that early childhood teachers’ competency development involves five areas: content, technology, knowledge creation, communication, and creativity. The results were obtained utilizing percentage and t-test statistically ready-made programs. Curriculum, learning experience management, media use, innovation and technology in 21st century learning management, and measurement make up the four areas of the 21st century early childhood teacher competency development in learning management.","PeriodicalId":479947,"journal":{"name":"International Education Studies","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815420","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：