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An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge
Issue:
Volume 6, Issue 2, June 2021
Pages:
41-50
Received:
2 April 2021
Accepted:
23 April 2021
Published:
8 May 2021
Abstract: Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The existing literature guided the current research, which investigated teachers’ views on knowledge to guide language teacher education and development in mainland China. The results of the data analysis in this study revealed that the participant teachers were generally experienced in their use of declarative knowledge, but possibly unskilled in their use of strategic knowledge. To summarize, views on knowledge encompasses teachers’ creative ways of thinking and their personal understanding of the discipline of teaching. It is the teachers’ ability to endow declarative knowledge with personal significance. Views on knowledge include teachers’ personal wisdom that transforms procedural knowledge into strategic knowledge (the ability to solve problems in classroom teaching practice). It entails teachers’ constant updating and development of their personal pedagogical knowledge in the teaching practice of particular subject matter.
Abstract: Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English...
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School Climate Indices as Predictors of Teacher Job Satisfaction and Performance in Oyo State, Nigeria
Ibikunle F. Akinnola,
Afolakemi O. Oredein
Issue:
Volume 6, Issue 2, June 2021
Pages:
51-60
Received:
27 July 2020
Accepted:
1 September 2020
Published:
14 May 2021
Abstract: School climates indices as predictors of teacher job satisfaction and performance in Oyo State of Nigeria were investigated in this study. The school climate indices include; school laboratories, libraries, classrooms and instructional materials. This was a descriptive survey research which was questionnaire based. The population of the study was all public secondary school teachers in Oyo State, Nigeria. Multi-stage using cluster and simple random sampling techniques to select a total of one thousand and five hundred (1500) teachers (male and female) from the selected public secondary schools for the study. Three research questions and six hypotheses were postulated. Hypotheses were tested at 5% level of significance. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis, MANOVA, Pearson Product Moment Correlation and t-test. Among others, the study revealed that the level of teachers’ job satisfaction was lower than the performance with the overall weighted average of 2.380 and 2.702 respectively. Only 11.7% public secondary schools in Oyo State, Nigeria were able to meet up with the UNESCO recommended student-teacher ratio. Also, there exist a significant combined influence of school climate indices on the teachers’ job satisfaction and performance (F=11.919; P<0.05). As a result of the findings, it was recommended that government should allocate sufficient fund in the budget for the provision of instructional materials, modern libraries, and well equipped laboratories to create a good school climate in public secondary schools. Also, the suggested UNESCO student-teacher ratio should be adhering to.
Abstract: School climates indices as predictors of teacher job satisfaction and performance in Oyo State of Nigeria were investigated in this study. The school climate indices include; school laboratories, libraries, classrooms and instructional materials. This was a descriptive survey research which was questionnaire based. The population of the study was a...
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The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China
Issue:
Volume 6, Issue 2, June 2021
Pages:
61-65
Received:
24 April 2021
Accepted:
8 May 2021
Published:
20 May 2021
Abstract: School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the strengths and weaknesses of SBCD. Both the process model and the situational model highlight the importance of dynamic process and regard curriculum development as a dynamic interactive progress rather than a linear process. Additionally, they reveal the high demands for autonomy in curriculum development, emphasizing the interaction between the curriculum developers. However, although teachers as the major implementers shift their positions to the chief curriculum developers in the dynamic models of SBCD, more attention should be paid to the external and internal factors influencing the change of their roles. On the other hand, curriculum evaluation should consider both the suitability and sustainability of the curriculum. In the end, the paper ends with a case, an ongoing school-based college English curriculum reform in a provincial university in mainland China, that puts these abovementioned theories into practice. The case reflects the dynamic features of curriculum design concerning a lot about teaching process and students’ needs in specific university contexts. Apart from the short-term goal of using the curriculum to fit current students’ needs, more attention should be paid to cover the sustainability of the curriculum for its long-term use. Through the documented literature review and case analysis, it is indeed conducive to better our understanding of this reform pattern and get more inspiration about the feasibility and applicability of SBCD in our actual practice of education reform.
Abstract: School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the ...
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An Empirical Study on the Influence of Dormitory on College Students' Social Network: Based on Social Network Analysis
Issue:
Volume 6, Issue 2, June 2021
Pages:
66-72
Received:
7 June 2021
Accepted:
23 June 2021
Published:
29 June 2021
Abstract: Student dormitory is an important place for students' daily life and study, and also the forefront of Ideological and political education. This paper takes the students of class a1418 and class A1332 in Jiujiang University as the research objects, and uses the social network analysis method to carry out the tracking experimental research on students' daily social interaction. It is found that the dormitory is the key variable of the clustering effect of students' network community. This study shows that dormitory plays a key role in the formation and change of College Students' social network. Dormitory is the most important factor in the clustering of social network. As the most important place for college students' Extracurricular behavior, dormitory's influence is not limited to the life level, but further penetrated into the class, which is the most important basic organization of college learning, This finding provides an empirical basis for us to further integrate the boundaries of dormitory and class, dormitory and classroom, study and life, education and teaching, management and service, ideological education and professional education. It is suggested that in the daily management and teaching organization of college students, full attention should be paid to the role of the dormitory, and the dormitory should be effectively combined with the classroom, so as to form a college career mode of "learning life, learning life".
Abstract: Student dormitory is an important place for students' daily life and study, and also the forefront of Ideological and political education. This paper takes the students of class a1418 and class A1332 in Jiujiang University as the research objects, and uses the social network analysis method to carry out the tracking experimental research on student...
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Study of the Differences and Similarities of Classroom Behaviors Between Chinese and Foreign Teachers from the Perspective of Power-Distance Index
Mengsheng Qian,
Xudong Liu
Issue:
Volume 6, Issue 2, June 2021
Pages:
73-80
Received:
6 June 2021
Accepted:
19 June 2021
Published:
13 July 2021
Abstract: As one of the most prominent cross-cultural paradigms in the field of intercultural communication studies, the Five Cultural Dimensions pioneered by Professor Hofstede tried to explain how culture plays a key role in a business setting, which later was broadened to include any interpersonal communication. As a typical instance of intercultural communication, classroom discourse in a foreign language teaching context is suitable for a cross-cultural analysis within the framework of Hofstede’s theory of Five Cultural Dimensions, especially the power distance index for this index deals with how the influence of culture on one’s perception of power could mitigate or exacerbate the communication. The verbal and non-verbal behaviors exhibited by the teachers in a language classroom play an explicit and implicit role in the development of students’ academic achievement. It is worthwhile to explore the similarities and differences of these features between Chinese teachers and their foreign counterparts in order to shed light on how cultural elements might function as an important role in foreign language teaching. A self-made corpus is created by observing seven British teachers and ten Chinese teachers responsible for teaching four courses in China. Verbal and non-verbal behaviors are recorded along with interviews both with students participating in the class and teachers. It turns out that in terms of classroom discourse, there are indeed some significant differences in both verbal and non-verbal behaviors. While foreign teachers tend to use a variety of formalities in conducting their courses, Chinese teachers adhere to a certain level of formality in their teaching. In terms of non-verbal communications, foreign teachers prefer to walk around in a classroom where the desks are arranged in a circular or asterisk manner so that students are able to perform some discussion with their mate as well as teachers. On the contrary, Chinese teachers like to have a class in a regular classroom, seldom leaving the platform. Together with other elements, it is helpful to draw the conclusion that the different perception of power distance to a certain extent determines what kind of communicative style Chinese and British teachers use in their interaction with their students. However, question still remains as to whether these different verbal and non-verbal behaviors might have any possible effects on teaching performance.
Abstract: As one of the most prominent cross-cultural paradigms in the field of intercultural communication studies, the Five Cultural Dimensions pioneered by Professor Hofstede tried to explain how culture plays a key role in a business setting, which later was broadened to include any interpersonal communication. As a typical instance of intercultural comm...
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