scholarly journals Pedagogies Towards Enhancing Students’ Intellectual Capital in Malaysian Secondary Schools

2020 ◽  
Vol 35 (2) ◽  
pp. 57-76
Author(s):  
Nor Asniza Ishak ◽  
Hazri Jamil
Keyword(s):  
Secondary School ◽  
Intellectual Capital ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Pedagogical Practices ◽  
Analysis Method ◽  
Intellectual Quality ◽  
Qualitative Research Design ◽  
Questioning Techniques ◽  
Evaluation Of Teaching

This research explores the pedagogical practices among secondary school teachers in enhancing students’ intellectual capital. Pedagogical practices measured were from the aspects of teaching plans/design of teaching, teaching strategies and evaluation of teaching. This study aims to obtain insightful information with regards to the current pedagogical practices that enhancing students’ intellectual quality in Malaysian secondary school classroom and to further identify the best pedagogical practices for enhancing the students’ intellectual quality. This research employed qualitative research design which is adapted to obtain data and information. Qualitative study was carried out involving interview of 10 teachers selected from different schools located at different zone in Malaysia based on certain criteria set by the researchers. A thematic analysis method was used for qualitative data. Findings of this study showed that teachers use a variety of approaches, methods and techniques in teaching and learning process that enhanced the students’ intellectual quality through questioning techniques, intellectual discussion and debate, associating content with students’ real-world experience and affective aspects in teaching and learning. Based on these findings, creativity, innovation and teachers’ affective aspects were important elements in implementing pedagogical practices in enhancing the students’ intellectual quality.

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

“Green” Teaching and Learning in Schools

2015 ◽  
pp. 183-193
Author(s):  
Jack Blendinger ◽  
Leigh Ann Hailey ◽  
Donna Shea
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Learning Culture ◽  
Environmental Conservation ◽  
School Teachers

This chapter addresses the importance of shaping the school's teaching and learning culture to exert a powerful influence on students in regard to environmental conservation. The chapter presents 19 successful and practical examples of “teaching green” in action contributed by practicing elementary and secondary school teachers. How to contact the contributors is also provided in the chapter.

Anticipating the Citizenship Curriculum Order in Secondary Schools in England: A Snapshot of Teachers' Preferred Purposes and Curriculum Practices

2002 ◽  
Vol 5 (2) ◽  
pp. 67-78
Author(s):  
Mark Evans
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
Pedagogical Practices ◽  
Critical Examination ◽  
Small Scale ◽  
School Teachers ◽  
School Based ◽  
Education And Employment ◽  
Curriculum Practices

This paper is based on a small-scale study that explored how a sample of ‘specialist’ secondary school teachers in England characterize ‘educating for citizenship’ on the eve of its inclusion into the National Curriculum. This study was carried out between September, 2000 and January, 2001. Data was gathered from a group of ‘specialist’ secondary teachers through postal self-completion questionnaires, interviews, and classroom observations. Relevant documents, e.g. school-based curriculum documents, Department for Education and Employment (DfEE), and Qualifications and Curriculum Authority (QCA) documents, were also considered. Teachers' thinking about essential learnings, curriculum practices, and contextual concerns are described and analyzed. Findings suggest general support for the purposes of the Citizenship initiative, preferred yet divergent curriculum practices, and scepticism about implementation. They also suggest a need for a more critical examination of the interconnections among curriculum intentions, pedagogical practices, and contextual considerations.

scholarly journals Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

2021 ◽  
Author(s):  
◽  
Brenda Mary Service
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Educational Criticism ◽  
Personal Significance ◽  
New Curriculum ◽  
Beliefs About Teaching ◽  
The Impact

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice.  Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred.  Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

Digital libraries in the classroom: Secondary school teachers’ conception

2011 ◽  
Vol 43 (4) ◽  
pp. 224-236 ◽  
Author(s):  
A Abrizah ◽  
AN Zainab
Keyword(s):  
Secondary School ◽  
Digital Library ◽  
Digital Libraries ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Digital Resources ◽  
Teachers Perceptions ◽  
History Curriculum ◽  
Use Of The Internet

This paper presents findings from a case study investigating secondary school teachers’ understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and (2) What are the teachers’ perceptions of the initiative to develop a collaborative digital library for school projects? A series of interviews were carried out on six History subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the Internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on History subject teachers’ perceptions of the initiative to develop a collaborative digital library for History projects, perception of its potential use, pointing out the conditions that facilitate its use in the classrooms. The paper also points out the relevance of digital libraries to the History curriculum which will make readers understand that using the technology is relevant to the teaching of all subjects.

scholarly journals Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions

2021 ◽  
Vol 11 (7) ◽  
pp. 349
Author(s):  
Filipa Seabra ◽  
António Teixeira ◽  
Marta Abelha ◽  
Luísa Aires
Keyword(s):  
Secondary School ◽  
Time Management ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Work Conditions ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Open Questions ◽  
Role Of Parents

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.

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