Employment has been identified as a critical need for individuals with disabilities (IWDs), given that it is an essential component of quality of adult life (Rogan, Grossi, & Gajewski, 2002). Nevertheless, despite the extensive support by federal legislation, public policy, federal initiatives and programs, the employment outcomes for IWDs are still disappointing and they continue to encounter employment problems such as lower employment rates and lower annual earnings. For example, people with disabilities have experienced significantly lower employment rates than those without a disability. According to findings from the NLTS2 (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Wei, 2011), the approximate rate of employment, at the time of the study, for individuals with disabilities ages 18-24 was 63% and was impacted heavily by the identified disability label and level of training/education. The Bureau of Labor Statistics (2022) reports 19.1% of people with disabilities were employed compared to 63.7% of their peers without a disability. Research has shown that long-term career outcomes for individuals with disabilities can drop to a rate as long as 17.2% (Baker, Lowrey, & Wennerlind, 2018). Research on evidence-based practices indicated that early employment experiences, supported internships, and collaboration are effective in preparing and supporting IWDs for their transition to employment (Bellman, Burgstahler, & Ladner, 2014; Lee & Carter, 2012). Longitudinal data demonstrates that schools can improve employment outcomes for youth with disabilities through job readiness instruction (Park, Bouck, & Duenas, 2020).
{"title":"INNOVATIVE WORK-BASED LEARNING AND EMPLOYABILITY SKILLS TRAINING FOR LEARNERS WITH SPECIAL NEEDS","authors":"Dalun Zhang","doi":"10.36315/2023v1end038","DOIUrl":"https://doi.org/10.36315/2023v1end038","url":null,"abstract":"Employment has been identified as a critical need for individuals with disabilities (IWDs), given that it is an essential component of quality of adult life (Rogan, Grossi, & Gajewski, 2002). Nevertheless, despite the extensive support by federal legislation, public policy, federal initiatives and programs, the employment outcomes for IWDs are still disappointing and they continue to encounter employment problems such as lower employment rates and lower annual earnings. For example, people with disabilities have experienced significantly lower employment rates than those without a disability. According to findings from the NLTS2 (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Wei, 2011), the approximate rate of employment, at the time of the study, for individuals with disabilities ages 18-24 was 63% and was impacted heavily by the identified disability label and level of training/education. The Bureau of Labor Statistics (2022) reports 19.1% of people with disabilities were employed compared to 63.7% of their peers without a disability. Research has shown that long-term career outcomes for individuals with disabilities can drop to a rate as long as 17.2% (Baker, Lowrey, & Wennerlind, 2018). Research on evidence-based practices indicated that early employment experiences, supported internships, and collaboration are effective in preparing and supporting IWDs for their transition to employment (Bellman, Burgstahler, & Ladner, 2014; Lee & Carter, 2012). Longitudinal data demonstrates that schools can improve employment outcomes for youth with disabilities through job readiness instruction (Park, Bouck, & Duenas, 2020).","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86659216","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}
There are specific standards that are recommended for setting main summative assessment papers in accordance with Bloom’s taxonomy of the cognitive domain. For final year student teachers, the recommendation is that eighty percent of the question paper must be pitched at Bloom taxonomy’s upper cognitive levels, which are analyzing, evaluating, and creating. Only twenty percent of the question paper must be pitched at Bloom’s lower cognitive levels, namely, remembering, understanding, and applying. This distribution is designed to assess higher order thinking and thus instill, promote, and reinforce independent and critical thinking, as well as problem-solving skills in final year students from the faculty of humanities as the final measure to prepare them for the envisaged world of work. To determine whether examiners comply with this recommendation, I analyzed ten question papers from the faculty of humanities through document analysis. The study found that some examiners pitch their question papers at Bloom’s lower cognitive levels. Some spread the questions almost evenly throughout the paper, while only a few distribute the questions close to the required recommendations. Of concern was that some examiners inappropriately used action verbs belonging to Bloom’s higher levels. This was evident through the posed questions and what the memorandum or marking guide revealed. It is imperative that questions are pitched at the recommended level, most significantly for final year student teachers. It is recommended that examiners be re-trained in setting question papers in line with the revised Bloom’s taxonomy protocol. It is recommended also, that experts in assessment and Bloom’s taxonomy be brought in to conduct workshops on the appropriate use of appropriate action verbs.
{"title":"STANDARD OF FINAL YEAR STUDENT TEACHERS’ MAIN SUMMATIVE ASSESSMENT PAPERS AT A UNIVERSITY OF TECHNOLOGY","authors":"Mokete Letuka","doi":"10.36315/2023v1end054","DOIUrl":"https://doi.org/10.36315/2023v1end054","url":null,"abstract":"There are specific standards that are recommended for setting main summative assessment papers in accordance with Bloom’s taxonomy of the cognitive domain. For final year student teachers, the recommendation is that eighty percent of the question paper must be pitched at Bloom taxonomy’s upper cognitive levels, which are analyzing, evaluating, and creating. Only twenty percent of the question paper must be pitched at Bloom’s lower cognitive levels, namely, remembering, understanding, and applying. This distribution is designed to assess higher order thinking and thus instill, promote, and reinforce independent and critical thinking, as well as problem-solving skills in final year students from the faculty of humanities as the final measure to prepare them for the envisaged world of work. To determine whether examiners comply with this recommendation, I analyzed ten question papers from the faculty of humanities through document analysis. The study found that some examiners pitch their question papers at Bloom’s lower cognitive levels. Some spread the questions almost evenly throughout the paper, while only a few distribute the questions close to the required recommendations. Of concern was that some examiners inappropriately used action verbs belonging to Bloom’s higher levels. This was evident through the posed questions and what the memorandum or marking guide revealed. It is imperative that questions are pitched at the recommended level, most significantly for final year student teachers. It is recommended that examiners be re-trained in setting question papers in line with the revised Bloom’s taxonomy protocol. It is recommended also, that experts in assessment and Bloom’s taxonomy be brought in to conduct workshops on the appropriate use of appropriate action verbs.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78526787","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 paper, based on the competence onion model theory, we conducted an integrated study of empirical data in the middle layer of the competence model of Chinese university teachers by means of meta-analysis. A total of 30 previous studies were included, resulting in a total sample size of 16,632 individuals. The result showed that the overall performance of male teachers was better than that of female teachers in the middle layer of the Chinese university teacher competence model, and the average effect size was significant. Furthermore, research showed that among the four dimensions of attitude, values, self-concept, and social role in the middle layer, only the dimension of social role had a significant effect size and indicated that the overall performance of male teachers in this dimension was better than that of female teachers, and the level of superiority was low. The results indicated that there were clear differences in the overall performance of male and female teachers in different regions. The overall performance of the female teachers in North China was significantly better than that of the male teachers, with lower and weaker levels of excellence, while the overall performance of the male teachers in South China was better than that of the female teachers, with lower levels of excellence. The findings provide future researcher with references on the university faculty competency model.
{"title":"THE EFFECTS OF THE MIDDLE LAYER ON CHINESE COLLEGE TEACHERS’ COMPETENCE MODEL: A META-ANALYSIS","authors":"Lei You, Pei-Hua Tsai, Lung-Hsing Kuo","doi":"10.36315/2023v1end032","DOIUrl":"https://doi.org/10.36315/2023v1end032","url":null,"abstract":"In this paper, based on the competence onion model theory, we conducted an integrated study of empirical data in the middle layer of the competence model of Chinese university teachers by means of meta-analysis. A total of 30 previous studies were included, resulting in a total sample size of 16,632 individuals. The result showed that the overall performance of male teachers was better than that of female teachers in the middle layer of the Chinese university teacher competence model, and the average effect size was significant. Furthermore, research showed that among the four dimensions of attitude, values, self-concept, and social role in the middle layer, only the dimension of social role had a significant effect size and indicated that the overall performance of male teachers in this dimension was better than that of female teachers, and the level of superiority was low. The results indicated that there were clear differences in the overall performance of male and female teachers in different regions. The overall performance of the female teachers in North China was significantly better than that of the male teachers, with lower and weaker levels of excellence, while the overall performance of the male teachers in South China was better than that of the female teachers, with lower levels of excellence. The findings provide future researcher with references on the university faculty competency model.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89310278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"BRIDGING THE GAP: FROM CLASSROOM TO CLINIC","authors":"","doi":"10.36315/2023v1end014","DOIUrl":"https://doi.org/10.36315/2023v1end014","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084981","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 explores the teaching of piano to retired elders in the community by non-music major undergraduate students. It evaluates the effectiveness of the program on students’ personal development and their awareness of community service through reflections and self-evaluations from both students and elders. From recruitment, training and implementation, a group of students from different background participated in the volunteer service pilot program providing piano lessons to elders. Using music as a common language, they established a town-and-gown connectivity through the black and white keys.
{"title":"MUSIC TEACHING AND LEARNING COMMUNITY SERVICE PROGRAM – TEACHING MUSIC TO ELDERS","authors":"Pui Kei Lau","doi":"10.36315/2023v1end104","DOIUrl":"https://doi.org/10.36315/2023v1end104","url":null,"abstract":"This paper explores the teaching of piano to retired elders in the community by non-music major undergraduate students. It evaluates the effectiveness of the program on students’ personal development and their awareness of community service through reflections and self-evaluations from both students and elders. From recruitment, training and implementation, a group of students from different background participated in the volunteer service pilot program providing piano lessons to elders. Using music as a common language, they established a town-and-gown connectivity through the black and white keys.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"262 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73353282","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 paper discusses the application of simulations for group problem solving in management training. The aim is to explore trends in group performance, which can then serve as a starting point for analysis and discussion of decision-making processes during training sessions. The results of the observation of the work process of 113 groups with a total number of participants of about 500 people were obtained from 5 different simulations based on a procedure developed by Human Synergistics. Average individual and group results, the gain/loss from the group discussion and the resulting synergy in the group were calculated as efficiency measures. The results of the Bulgarian groups are compared with those of known published studies and can serve as reference values. Expectations of similarity in the performance trends of individuals and groups are confirmed. The hypotheses regarding the increase in the quality of group decisions compared to the averaged individual results (in 82% of cases) and the relatively limited achievement of synergy (only in 30% of cases) are confirmed. Differences are also established between groups based on belonging to a private or state organization and open groups or members of a team/organization. The observations create a basis for more in-depth discussions during the training sessions on how the quality of decisions can be improved by increasing the quality of interactions between group participants.
{"title":"TRENDS IN LEARNING GROUP PERFORMANCE IN PROBLEM-SOLVING SIMULATIONS","authors":"Alexander Pojarliev","doi":"10.36315/2023v1end072","DOIUrl":"https://doi.org/10.36315/2023v1end072","url":null,"abstract":"The paper discusses the application of simulations for group problem solving in management training. The aim is to explore trends in group performance, which can then serve as a starting point for analysis and discussion of decision-making processes during training sessions. The results of the observation of the work process of 113 groups with a total number of participants of about 500 people were obtained from 5 different simulations based on a procedure developed by Human Synergistics. Average individual and group results, the gain/loss from the group discussion and the resulting synergy in the group were calculated as efficiency measures. The results of the Bulgarian groups are compared with those of known published studies and can serve as reference values. Expectations of similarity in the performance trends of individuals and groups are confirmed. The hypotheses regarding the increase in the quality of group decisions compared to the averaged individual results (in 82% of cases) and the relatively limited achievement of synergy (only in 30% of cases) are confirmed. Differences are also established between groups based on belonging to a private or state organization and open groups or members of a team/organization. The observations create a basis for more in-depth discussions during the training sessions on how the quality of decisions can be improved by increasing the quality of interactions between group participants.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76872529","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}
Society, perhaps more than ever, is open to disrupting racist, colonial, and oppressive policies and systems. Engaging critical reflexivity (CR) in education spaces is one potential way to move this work forward. CR is “an ‘unsettling’ of the basic assumptions, discourse, and practices used in describing reality” (Pollner, 1991, p. 370). It involves examining assumptions underlying our actions and examining how these assumptions and related actions influence meaning and contribute to creating, sustaining, and/or transforming “realities” and ourselves (Cunliffe, 2020, p. 3). CR can expose contradictions, uncertainties, and possibilities within ourselves and in relation to the world around us (Cunliffe, 2020) while also enhancing our ability to explore positionality and power dynamics. The purpose of this workshop is to engage with CR as an intervention to deconstruct the existing power hierarchies in one’s work environment, education, and knowledge base. CR is a potential tool to help educators foster inclusive, equitable, and safe learning environments for their students. This session will provide a safe space to engage with CR and to work toward addressing the disconnect between “talk” and “application” in education, with an aim of bridging the gap between theory and practice.
社会可能比以往任何时候都更愿意破坏种族主义、殖民主义和压迫性的政策和制度。在教育空间中引入批判性反思(CR)是推动这项工作向前发展的一种潜在方式。社会责任是“对描述现实的基本假设、话语和实践的一种‘不安’”(Pollner, 1991, p. 370)。它包括检查我们行为背后的假设，并检查这些假设和相关行为如何影响意义，并有助于创造、维持和/或改变“现实”和我们自己(Cunliffe, 2020，第3页)。CR可以暴露我们自己内部以及与我们周围世界相关的矛盾、不确定性和可能性(Cunliffe, 2020)，同时也增强了我们探索地位和权力动态的能力。本次研讨会的目的是将社会责任作为一种干预手段，解构一个人在工作环境、教育和知识基础中的现有权力等级。社会责任是一个潜在的工具，可以帮助教育工作者为学生营造包容、公平和安全的学习环境。本次会议将提供一个安全的空间来参与社会责任，并致力于解决教育中“谈论”和“应用”之间的脱节，旨在弥合理论与实践之间的差距。
{"title":"CRITICAL REFLEXIVITY AS A TOOL FOR ADDRESSING INEQUITIES IN EDUCATION AND BEYOND","authors":"Eden Rivera, Langan Courtney, Heidi Bloom","doi":"10.36315/2023v1end147","DOIUrl":"https://doi.org/10.36315/2023v1end147","url":null,"abstract":"Society, perhaps more than ever, is open to disrupting racist, colonial, and oppressive policies and systems. Engaging critical reflexivity (CR) in education spaces is one potential way to move this work forward. CR is “an ‘unsettling’ of the basic assumptions, discourse, and practices used in describing reality” (Pollner, 1991, p. 370). It involves examining assumptions underlying our actions and examining how these assumptions and related actions influence meaning and contribute to creating, sustaining, and/or transforming “realities” and ourselves (Cunliffe, 2020, p. 3). CR can expose contradictions, uncertainties, and possibilities within ourselves and in relation to the world around us (Cunliffe, 2020) while also enhancing our ability to explore positionality and power dynamics. The purpose of this workshop is to engage with CR as an intervention to deconstruct the existing power hierarchies in one’s work environment, education, and knowledge base. CR is a potential tool to help educators foster inclusive, equitable, and safe learning environments for their students. This session will provide a safe space to engage with CR and to work toward addressing the disconnect between “talk” and “application” in education, with an aim of bridging the gap between theory and practice.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72690828","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 term Industry 4.0 represents the radical transformation that has resulted from the integration of emerging technologies and the industry. The proximity of the Fourth Industrial Revolution is observable and brings challenges arising from the ongoing automation and digitization. All companies, willing to remain competitive on the market need to go through this transformation overcoming such barriers, as the lack of qualified, skilled and talented employees to develop and manage various high-tech systems. This deficiency means that Industry 4.0 demands a change in the labour market, explicitly requiring trained professionals who have the needed competencies and skills. In this new environment, driven by new technologies and innovations the cooperation between academia and business is a prerequisite to sustainable economic growth, readiness for employment and preparedness for satisfying the new demands of the industries. The authors are university teachers, working in Mechanical engineering department and Design department. The purpose of the presented paper is to observe the competencies and skills of mechanical engineers demanded by Industry 4.0 and to systemize the links between the industry in the region and the University aiming developing the needed competencies. Example with a project “Smart Industries”, running at the Mechanical Engineering department and Department for Computer sciences, focuses on development of expert competence within research and education areas related to the digitalization of the industry will be presented.
{"title":"INDUSTRY – UNIVERSITY COOPERATION – A PREREQUISITE FOR DEVELOPING COMPETENCIES 4.0","authors":"V. Haralanova, Göran Fafner, S. Khoshaba","doi":"10.36315/2023v1end082","DOIUrl":"https://doi.org/10.36315/2023v1end082","url":null,"abstract":"The term Industry 4.0 represents the radical transformation that has resulted from the integration of emerging technologies and the industry. The proximity of the Fourth Industrial Revolution is observable and brings challenges arising from the ongoing automation and digitization. All companies, willing to remain competitive on the market need to go through this transformation overcoming such barriers, as the lack of qualified, skilled and talented employees to develop and manage various high-tech systems. This deficiency means that Industry 4.0 demands a change in the labour market, explicitly requiring trained professionals who have the needed competencies and skills. In this new environment, driven by new technologies and innovations the cooperation between academia and business is a prerequisite to sustainable economic growth, readiness for employment and preparedness for satisfying the new demands of the industries. The authors are university teachers, working in Mechanical engineering department and Design department. The purpose of the presented paper is to observe the competencies and skills of mechanical engineers demanded by Industry 4.0 and to systemize the links between the industry in the region and the University aiming developing the needed competencies. Example with a project “Smart Industries”, running at the Mechanical Engineering department and Department for Computer sciences, focuses on development of expert competence within research and education areas related to the digitalization of the industry will be presented.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74801864","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}
Writing motivation decreases in elementary school. This is an issue of major importance considering how it relates to writing skills which are necessary for education as a whole. Teachers must introduce students to the pleasure of learning, and working collaboratively is proposed as one way to sustain students’ interest in writing. However, very little is known about the contribution of collaborative writing to writing motivation. This is because few studies have opted for recognized motivation indicators or a control design that would reveal the added value of a collaborative approach at different times in elementary school. The aim of this study is to compare the writing motivation of second-and sixth-grade students depending on whether they write individually or in dyads (repeated measures). After each writing session (individually and in dyads), the students answered a likert-scale questionnaire to assess their motivation on four indicators: self-competence, self-efficacy, interest and value. Preliminary results (t-tests) showed that second-graders are equally motivated to write in both contexts but that boys’ motivation reached girls’ only in the dyad context. Results for six-graders are expected. They will be presented and discussed to highlight the contribution of collaborative writing to writing motivation, which may vary depending on students’ sex and grade level.
{"title":"MOTIVATION OF SECOND- AND SIXTH-GRADE STUDENTS REGARDING INDIVIDUAL AND COLLABORATIVE WRITING","authors":"Joane Deneault, Jéssica Marín, Natalie Lavoie","doi":"10.36315/2023v1end097","DOIUrl":"https://doi.org/10.36315/2023v1end097","url":null,"abstract":"Writing motivation decreases in elementary school. This is an issue of major importance considering how it relates to writing skills which are necessary for education as a whole. Teachers must introduce students to the pleasure of learning, and working collaboratively is proposed as one way to sustain students’ interest in writing. However, very little is known about the contribution of collaborative writing to writing motivation. This is because few studies have opted for recognized motivation indicators or a control design that would reveal the added value of a collaborative approach at different times in elementary school. The aim of this study is to compare the writing motivation of second-and sixth-grade students depending on whether they write individually or in dyads (repeated measures). After each writing session (individually and in dyads), the students answered a likert-scale questionnaire to assess their motivation on four indicators: self-competence, self-efficacy, interest and value. Preliminary results (t-tests) showed that second-graders are equally motivated to write in both contexts but that boys’ motivation reached girls’ only in the dyad context. Results for six-graders are expected. They will be presented and discussed to highlight the contribution of collaborative writing to writing motivation, which may vary depending on students’ sex and grade level.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87197630","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 study investigated the perception of the student teachers in the use of Mother Tongue as a medium of instruction in Grades 1-3 and the perceived problems associated with its use. It also determined the relationship between attitude and age, sex, and place of origin (district). Guided by the Gardner’s Socio-educational model (1985), the study collected data through a survey involving 150 student teachers enrolled in Bachelor of Education in Foundation Phase program at Central University of Technology and Free State University. Data were analysed using frequency, mean, mode, and standard deviation. The relationship between variables was determined through the Chi-Square test for independence using SPSS. The outcomes showed that most of the respondents agree that the use of home language as a medium of instruction is good in principle. They believe it would enable teachers to express themselves clearly, and it would also make the lessons interesting to learners. However, some problems associated with its use were also identified, such as: difficulty in translation, teacher’s low proficiency in Mother Tongue, learners’ low proficiency in Mother Tongue, degradation of English proficiency, and lack of teacher’s training in teaching Mother Tongue. Findings further revealed that the place of origin, not age and gender, influences the respondents’ perception. The study, therefore, proves that the student teachers, in general, have positive attitude towards the use of Mother Tongue as medium of instruction and are willing to undergo training to be able to teach using the mother tongue.
{"title":"STUDENT TEACHERS’ PERCEPTION ON THE USE OF MOTHER TONGUE AS MEDIUM OF INSTRUCTION IN FOUNDATION PHASESTUDENT TEACHERS’ PERCEPTION ON THE USE OF MOTHER TONGUE AS MEDIUM OF INSTRUCTION IN FOUNDATION PHASE","authors":"P. Phindane","doi":"10.36315/2023v1end012","DOIUrl":"https://doi.org/10.36315/2023v1end012","url":null,"abstract":"The study investigated the perception of the student teachers in the use of Mother Tongue as a medium of instruction in Grades 1-3 and the perceived problems associated with its use. It also determined the relationship between attitude and age, sex, and place of origin (district). Guided by the Gardner’s Socio-educational model (1985), the study collected data through a survey involving 150 student teachers enrolled in Bachelor of Education in Foundation Phase program at Central University of Technology and Free State University. Data were analysed using frequency, mean, mode, and standard deviation. The relationship between variables was determined through the Chi-Square test for independence using SPSS. The outcomes showed that most of the respondents agree that the use of home language as a medium of instruction is good in principle. They believe it would enable teachers to express themselves clearly, and it would also make the lessons interesting to learners. However, some problems associated with its use were also identified, such as: difficulty in translation, teacher’s low proficiency in Mother Tongue, learners’ low proficiency in Mother Tongue, degradation of English proficiency, and lack of teacher’s training in teaching Mother Tongue. Findings further revealed that the place of origin, not age and gender, influences the respondents’ perception. The study, therefore, proves that the student teachers, in general, have positive attitude towards the use of Mother Tongue as medium of instruction and are willing to undergo training to be able to teach using the mother tongue.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81227826","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：