ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of the Culture of Psychological Health Care for Future Pedagogy-Psychologists
Author: Imanbekova, Gulbarshin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Psychologists,College Students,Educational Technology,Mental Health,Health Promotion,Teacher Improvement

The role of the formation of professional competencies of future pedagogy-psychologists in the field of education has been of concern recently. This study aimed to examine the possibilities of the educational process of the university in the formation of an important culture of future pedagogy-psychologists, as well as their ability to use health-saving technologies in professional activities, to consider the risks and dangers of the social environment and educational space. The article presents the results of an experiment conducted with 100 students selected from Kazakh Humanitarian and Legal Innovative University, Kazakh National Women's Pedagogical University, and East Kazakhstan State University named after S. Amanzholov, After the experiment, questionnaires were presented to participants. The results were analyzed using content analysis. The authors conclude that health-saving educational technologies for future pedagogy-psychologists represent a number of pedagogical techniques and methods of work, various technologies and techniques in solving emerging problems in pedagogical activity, and the constant desire of the future pedagogy-psychologist teacher to self-improvement, self-education, self-learning.
Developing the Research Potential of a Social Teacher in the Context of Digital Technologies
Author: Rysbek, Maussumbayev
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Role,Inservice Teacher Education,Specialists,Social Problems,Teacher Characteristics,Educational Research

In the system of modern domestic education, the problem of professional-pedagogical activity of teachers is one of the most popular and relevant, deserving separate empirical research and further practical study. This article aims to consider the role of a social teacher in society and reviews the research potential of a social teacher. Opportunities such as advanced training courses in research capacity development, ICT courses, speech at scientific conferences, participation in professional competitions, project works, master classes, and participation in network communities of social teachers are identified. The features of each opportunity noted in the development of research capacity are discussed in detail. Essential features of the notion's potential and research potential are disclosed in the article. Structural elements of the pedagogical model on three stages of teacher's research potential development at the system of further professional training.
Developing the Jordanian Schools&apos; Administrations within the Concept of the Mutual Psychological Contract between School Principals and Teachers
Author: Ababneh, Saleh Ahmad Amin
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Teacher Administrator Relationship,Foreign Countries,Measures (Individuals),Administrator Attitudes,Teaching Experience,Teacher Attitudes,Administrator Characteristics,Rating Scales,Public Schools,Trust (Psychology)

This study explored the development of the Jordanian schools' administrations within the concept of the mutual psychological contract between school principals and teachers. The study employed the descriptive developmental approach. Two scales were developed, the scale of the school's commitment to the psychological contract with teachers, which consisted of (30) items, and the scale of teachers' commitment to the psychological contract with the school, which consisted of (22) items. The sample of the study consisted of (431) teachers and (117) principals at the end of the academic year 2020/2021. The results revealed that the degree of commitment among school principals to the psychological contract with teachers was average. The differences were statistically significant in favor of the teachers with long experience, and the differences were not significant for the rest of the variables. The results of the study also indicated that the degree of teachers' commitment to the psychological contract with school principals was average. The differences were statistically significant in favor of school principals with short experiences. Mechanisms for developing school administration in Jordan were suggested, and several recommendations were made.
Pedagogical Foundations of Teaching Ethnocultural Units in the Education System
Author: Alua, Nazarbekova
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkic Languages,Cultural Education,Native Language Instruction,Student Adjustment,Student Satisfaction,College Students

In recent years, there has been an increased interest of scientists and practicing teachers in the ideological origins of ethnic education. The purpose of the study is to create a theoretically grounded and experimentally tested pedagogical system of ethnocultural adaptation of students in the process of teaching the Kazakh language. A survey of different contingents of students studying in different cities was carried out. Subsequently, an experimental training of the pedagogical system of ethnocultural adaptation was carried out. The participants included 224 students. The collected data were analyzed using percentages and content analysis. The results of the study showed that the pedagogical system of ethnocultural adaptation is based on the principles of cultural conformity, anthropocentrism, integration, and differentiation. Also, at the ascertaining stage of the experiment, there is no statistically significant difference between the students from the CG and the EG.
Development of the Acmeological Potential of the Future Specialist in Physical Culture and Sports
Author: Dzhumabaevna, Koldasbayeva Bagila
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Physical Education Teachers,Preservice Teachers,Student Attitudes,Self Actualization,Foreign Countries,Student Characteristics,Barriers,Student Development,Teacher Education Programs

The purpose of this research is to activate the potential of the future expert in physical culture and sports, to use it and to investigate the ways of self-development. The research was completed using the phenomenological design. The research was conducted with 50 physical education and sports teacher candidates attending the 1st and 4th grades in the 2021-2022 academic year. During the data collection process, a Semi-Structured Interview Form developed by the researchers and prepared by taking the opinions of three different field experts was applied. The answers were sought from the physical education and sports teacher candidates about their views on self-development, their views on the factors that hinder their self-development, their views on the institutions/organisations they benefited from while developing themselves and the development of their acmeological potential. Grouping method was used for data analysis and individual results were collected in different group environments. According to the results of the research, the situations that prevent the students from developing themselves and the data on the development of the acmeological potential were determined. It is thought that a similar study will contribute to the field.
Development of the Evaluative Activities of Teachers in the Conditions of Updated Education
Author: Tashbolatovna, Massimova Khurshidam
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Online Courses,Barriers,Interpersonal Relationship,Computer Assisted Testing,Student Evaluation,Evaluation Methods,Time,Cheating,Computer Uses in Education,Elementary School Teachers,Middle School Teachers,High School Teachers,Adjustment (to Environment),Access to Computers,Internet,Feedback (Response)

The aim of this research is to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. The study data were collected with semi-structured interview forms applied to primary, secondary and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers and 20 high school teachers who were working in various schools in Kazakhstan in the 2021-2022 academic year and agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education -- financial advantages, time advantages and transportation advantages -- the majority of the participants answered the question as financial advantages. Among the answers given to the question about the disadvantages of online education -- adaptation problems, problems in social relationships and connection problems -- the majority of the participants answered the question as connection problems. Among the answers given to the question about the advantages of evaluation activities in online education -- speed-time advantages, storage advantages and alternative methods' advantages -- the majority of the participants answered the question speed-time advantages. Among the answers given to the question about the disadvantages of assessment activities in online education -- connection problems, cheating and distractions -- most of the participants answered cheating. Among the answers given to the question regarding the development of assessment activities in online education -- improving technology, establishing a counselling unit and preventing copying -- majority of the participants answered the question as improving technology.
Development of the Spiritual and Creative Potential of Future Teachers in the School-University System
Author: Yeshenkulova, Elvira
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Religious Factors,Well Being,Universities,Student Attitudes,Educational Environment,Individual Development,Creativity,Creative Thinking

The purpose of this research is to seek the opinions of teacher candidates in order to develop the spiritual and creative potential of future teachers in the 'school-university' system. This research was carried out using the qualitative research method. The participant group of the research consisted of 40 pre-service teachers who were studying at the faculty of education in the 2021-2022 academic year and agreed to participate in the study voluntarily. Research data were collected through the semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the spiritual well-being and creative potential of the teacher candidates are at a moderate level. In addition, pre-service teachers suggested that courses should be given in universities in order to develop their spiritual and creative potentials. Some of the teachers offered suggestions to make practices to develop their spiritual and creative potential in the school-university environment and to benefit from experienced teachers in this system. In addition, teacher candidates stated giving importance to personal development and participating in personal development seminars as suggestions for the development of their spiritual and creative potentials. In line with the results of the research, the necessity of carrying out applications for the development of the spiritual well-being and creative potential of teacher candidates in the school-university system has arisen.
Exploring Learners&apos; and Teachers&apos; Preferences Regarding Written Corrective Feedback Types in Improving Learners&apos; Writing Skill
Author: Reguieg, Fatima Zohra
Date: 2022-03-00
Type: Journal Articles
Subjects: Preferences,Written Language,Error Correction,Feedback (Response),Writing Skills,Writing Improvement,English (Second Language),Second Language Learning,Middle School Students,Foreign Countries,Middle School Teachers,Student Attitudes,Teacher Attitudes

The current research is significant. It aims to improve learners' writing and facilitate their academic achievement. This study examines learners' and teachers' preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written corrective feedback types in enhancing learners' writing skills. The learners' questionnaire and the teachers' questionnaire were the instruments. The respondents responded to the questionnaires. The submission of the research instruments took place on November 2021 at Zaida Ben Aissa middle school. The findings have shown that learners prefer their writing to be corrected via unfocused, direct feedback while teachers like to use indirect, focused feedback on their learners' writings.
Linguistic Landscape of Bilingual Shop Signs in Saudi Arabia
Author: Alotaibi, Wafa Jeza
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Signs,Language Usage,Bilingualism,English,Semitic Languages,Translation,Multilingual Materials,Public Policy,Retailing,Arabs

Shop signs are a visible indication of the linguistic landscape of a place, hence the need for public policies to control, particularly, bottom-up signs in situations where there are issues, such ensuring consistency and correct representation in the second language. To investigate the linguistic landscape of bilingual shop signs in Saudi Arabia, this study examines the lettering in bilingual shop signs in shopping malls in Riyadh and Jeddah in terms of relative size, information, and the quality of English-Arabic (E-A) and Arabic-English (A-E) transliteration or translation. This was done in view of the national policy in Saudi Arabia which aims to ensure correct Arabisation when inconsistencies have been observed in the Arab world. Moreover, it gives an indication of the linguistic landscape, which is necessary given the need to prepare the kingdom for the Saudi 2030 Vision and cater to the growing number of international visitors. Altogether, 184 signboards were observed and categorised, of which 68 were shortlisted for further analysis. Of these, 54 were A-E signs and 17 were E-A signs, with two in both categories. The majority (83.3%) of signs were bilingual with slight variation in relative size and display of information. Same sized lettering was displayed in 66.7%, and the same information in 64.8%. Remedial suggestions are given for language policy-makers to address the issue found of a few inconsistent and erroneous transliterations and spellings, which together accounted for 9.3%. Overall, the case is not as bad in Saudi Arabia as noted in some other Arab countries.
Critical Thinking: Two Theses from the Ground Up
Author: Zhou, Z.
Date: 2022-03-00
Type: Journal Articles
Subjects: Critical Thinking,Definitions,Teaching Methods,Higher Education,Instructional Design,Role of Education

This paper analyses a set of widely held beliefs concerning our understanding and teaching of critical thinking, a notion which is increasingly adopted by universities as their main educational goal. Existing scholarship on critical thinking throws up a vast heterogeneous collection of definitions of critical thinking. I propose a 'meta-definition' of critical thinking--or, what I call the cluster concept of critical thinking--to show that there is unity in an otherwise messy conceptual terrain. A second aim of this paper is to offer a plea for the intellectual virtues in general and that of humility in particular as means of fostering critical thinking. This paper concludes by presenting a series of pedagogical implications for instructors in tertiary education in the business of designing modules that aim to promote critical thinking.
A Mixed-Methods Evaluation of Teaching Evaluation: Innovative Course-Based Service-Learning Model on Program Evaluation Competencies
Author: Hou, Su-I
Date: 2022-03-00
Type: Journal Articles
Subjects: Doctoral Students,Service Learning,Courses,Instructional Design,Course Evaluation,Competence,Student Attitudes,Public Affairs Education,School Community Relationship

There is limited empirical study that examines effective evaluation pedagogy on evaluation competency outcomes. The purposes of this article are to: (1) identify key course design features critical to integrating real-world projects in a course-based service-learning model; and (2) provide empirical data using mixed-methods evaluation to assess the impact on evaluation competencies. Data from 5 cohort doctoral students (2015-2019; n=51) showed such course design resulted in significantly increased before-after course scores on the 6-item course learning objectives (scale item means of 3.34 vs. 4.65; p&lt;0.001), and the 17-item program evaluation competency scale (PECS-17) (scale item means of 3.25 vs. 4.76; p&lt;0.001). Qualitative reflections on the five essential evaluation competency domains convergently were correlated with strong positive competency outcomes. The convergent findings from both quantitative and qualitative data provide strong empirical evidence of evaluation competencies gained. These findings have implications on teaching evaluation of graduate students for evaluator educators who strive to provide competency-based experiential learning.
Making Sense of Texts: EFL Students&apos; Intercultural Competence and Interpretation Depth
Author: Alyeksyeyeva, Iryna
Date: 2022-03-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Second Language Learning,English (Second Language),Cultural Influences,Barriers,Social Media,Vocabulary,Interpersonal Communication,Telecommunications,Mass Media,Language Patterns,Signs,Textbooks,Cultural Awareness,Misconceptions,Comprehension,Foreign Countries,Language Usage,Language Proficiency

The study is aimed at exploring Master's students' sense-making of various second language (L2) texts and its correlation with interpretation depth and the students' intercultural competence. The significance of this research lies in the fact that it provides an insight on culture-specific issues challenging for advanced and proficient Ukrainian learners of English when they make sense of L2 vocabulary, interactions, public, mass and social media discourse. The study is based on a questionnaire with open-ended questions filled in by forty Ukrainian Master's students. The subjects were asked to interpret several English vocabulary items, idioms, linguistic landscape signs as well as mass media and social media texts. The findings suggest that the students' intercultural competence rests on the information obtained from English textbooks as well as from current mass and social media content. When facing ambiguity or uncertainty, the students tend to show a lack of cultural awareness and resort to first language (L1) assumptions in their sense-making, which may entail a wrong or inaccurate understanding. The students' interpretation of public, mass and social media texts reveals their insufficient background knowledge of L2 culture, which does not lead to inaccuracies in sense-making but prevents comprehensive understanding of messages. The study argues that Master's students majoring in English need to enhance their cultural awareness, to develop their intercultural competence and to be prepared for continuous learning of L2 cultural schemata.
Feedback as Open-Ended Conversation: Inviting Students to Coregulate and Metacognitively Reflect during Assessment
Author: Torres, J. T.
Date: 2022-03-00
Type: Journal Articles
Subjects: Discourse Analysis,Feedback (Response),Dialogs (Language),Metacognition,Writing Evaluation,Writing Instruction,Preservice Teachers,Preservice Teacher Education,College Faculty,Student Attitudes,Teacher Attitudes,Writing (Composition)

The following discourse analysis examines the ways open-ended feedback, defined as dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. Data come from a Writing in the Major course at a large land-grant institution in the Pacific Northwest. Students' written essays and reflections, both with teacher feedback included, were collected along with interviews with both students and teachers. Analysis focused on instances of interdiscursivity, when students incorporated their teachers' discourse into their revisions and reflections. The study suggests that open-ended feedback promotes opportunities for co-regulation and metacognition when students become active agents in the assessment process.
Teachers&apos; English Level Proficiency: Do Students Perceive It as a Threat or a Chance?
Author: Masduki
Date: 2022-03-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Language Proficiency,Student Attitudes,College Students,Expectation,Foreign Countries,Native Speakers,Language of Instruction,Communicative Competence (Languages)

This study examines students' expectations regarding teachers' English proficiency level at Muhammadiyah Malang University (UMM), Indonesia. The concepts of proficiency are various among scholars and educators. Scholars vary in their concepts of proficiency; they also have multiple dimensions and methods when assessing teachers' proficiency. However, students are rarely asked about their expectations of teachers' English Proficiency level due to their supposed incapability and irrelevance in assessing the tutors. This study utilized an interpretive approach that explained the subjective reasons and meanings underlying social actions and viewed the world from specific individuals' standpoints and experiences. Focus group discussion (FGD), and an open-ended questionnaire to gather the data, was employed. The FGD led to rich data because participants interacted at the same time about the topic being raised. The second-year students of the English Department at the University of Muhammadiyah Malang (UMM) were invited to participate. Regarding the teachers' proficiency, students' expectations fell into three parts. Firstly, teachers were expected to use mixed languages as the classroom language of instruction. Secondly, students expected teachers to possess sufficient level of English proficiency since this will potentially help students to have a better level of communication. Third, students are expected to have both native-speaking teachers and local teachers as a model of their communication. This study implicates teachers with high English proficiency are supposed to be vigilant to apply it across different settings and situations. This behavior hopefully leads to the felicitous decision of the classroom communication types.