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Teachers’ Mental Wellbeing During Ongoing School Closures in Hong Kong
Issue:
Volume 11, Issue 4, July 2022
Pages:
137-150
Received:
16 June 2022
Accepted:
29 June 2022
Published:
18 July 2022
DOI:
10.11648/j.edu.20221104.11
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Abstract: Background: There have been numerous studies conducted that have found a negative effect of school closures on student achievement and on student’s physical and mental wellbeing. However, there are fewer studies exploring the effect that the school closures have had on teachers during the COVID-19 pandemic, particularly in Hong Kong (HK). Teachers’ mental wellbeing affects their performance as education professionals; therefore, as a society, it is imperative that we support our teachers’ mental wellbeing in order to continue to provide an outstanding education for future generations. Objective: This study aims to assess the effect that the school closures have had on teachers’ mental health and to ascertain whether teachers have access to mental health resources and if so, which of these were the most effective. Method: An exploratory qualitative research design was employed. Qualitative data from semi-structured interviews and surveys were analysed using thematic analysis. Findings: Employing the acronym PEDAGOGICAL, the findings suggest that the school closures had a detrimental effect on teachers’ mental wellbeing, thwarting basic and universal psychological needs of autonomy, competence and relatedness. There were some positive aspects, including the flexibility of working from home, less time commuting and more time with family. On the whole however, the ongoing school closures and more specifically, the uncertainty around the COVID-19 government policies, negatively affected teachers’ overall mental health. Implications: This study has implications for education policy and practice, in HK and internationally, notably the importance of safeguarding teachers’ mental wellbeing to ensure continued high-quality teaching, the wellbeing of our youth and ultimately the health of our society.
Abstract: Background: There have been numerous studies conducted that have found a negative effect of school closures on student achievement and on student’s physical and mental wellbeing. However, there are fewer studies exploring the effect that the school closures have had on teachers during the COVID-19 pandemic, particularly in Hong Kong (HK). Teachers’...
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Study on the Connotation and Superiority of Dual Education Mode of Vocational Education
Issue:
Volume 11, Issue 4, July 2022
Pages:
151-155
Received:
21 June 2022
Accepted:
6 July 2022
Published:
18 July 2022
DOI:
10.11648/j.edu.20221104.12
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Abstract: China has entered a new era from the 21st century, vocational education has been further reformed and innovated. The policy of vocational education has changed from "vigorous developing" to "accelerating development". Under the background of the comprehensive implementation of high-level vocational colleges and specialty construction plans with Chinese characteristics, colleges and universities have explored a more effective mode of education - school-enterprise dual education. The dual education mode of vocational education has Chinese characteristics, which not only refers to the basic national conditions, but also matches the social and economic development trend of China. It highlight the equal education status between college and enterprise, emphasize comprehensiveness in the cooperative relationship, and in terms of interest needs, colleges and enterprises are closely connected and share common interest needs. Through the analysis and research on the connotation of dual education training mode, this paper summarizes the superiority of dual education mode, which is helpful to match the social needs, conducive to the construction of "dual-teacher type" teaching team, conducive to mutual benefit and win-win situation, and helpful to promote regional economic development. It's beneficial to further improve the vocational education system, form a more mature and scientific system and mechanism, and make vocational education become an important source of high-quality skilled talents. As an important part of education, vocational education should actively practice, keep up with the pace of the development of The Times, constantly reform the system and mechanism, define the functional orientation, broaden the development path, and gradually improve the service capacity and development vitality.
Abstract: China has entered a new era from the 21st century, vocational education has been further reformed and innovated. The policy of vocational education has changed from "vigorous developing" to "accelerating development". Under the background of the comprehensive implementation of high-level vocational colleges and specialty construction plans with Chi...
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Perspective Transformations: The Good, the Bad, and the Other
Issue:
Volume 11, Issue 4, July 2022
Pages:
156-162
Received:
23 June 2022
Accepted:
8 July 2022
Published:
18 July 2022
DOI:
10.11648/j.edu.20221104.13
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Abstract: The ongoing development of Transformative Learning (TL) theory includes an ever-growing array of perspectives. This is a testament to the power of the theory’s underlying concepts and the potential for both broad and specific applicability. The theory was originally conceived as a normative – or prescriptive – framework that hinted at social action and a movement toward democratic education. Over time, the range of voices within the TL community has grown to encompass ideas that do not necessarily conform to these earlier normative underpinnings. A review and analysis of the literature highlights what appears to be a growing dichotomy regarding the process of perspective transformation and the increasing use of both normative and descriptive assumptions and frameworks. This paper highlights two such lenses - descriptive and prescriptive – and recommends the explicit identification of which lens is being used by researchers and authors going forward. This recommendation may also apply to qualitative research more broadly, since researcher positionality, bias, and other similar limitations are often stated. Identifying a researcher’s approach can lend transparency and enhance credibility to a study by making the reader aware of any ideological implications, or lack thereof. Likewise, future research and theory development might proceed in a way that is more intentional and transparent.
Abstract: The ongoing development of Transformative Learning (TL) theory includes an ever-growing array of perspectives. This is a testament to the power of the theory’s underlying concepts and the potential for both broad and specific applicability. The theory was originally conceived as a normative – or prescriptive – framework that hinted at social action...
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Problems and Solutions in the Cultivation of Undergraduate Innovation and Entrepreneurship Ability
Fang Lide,
Meng Weihua,
Wei Zihui,
Li Honglian,
Zhu Yan
Issue:
Volume 11, Issue 4, July 2022
Pages:
163-168
Received:
16 June 2022
Accepted:
9 July 2022
Published:
18 July 2022
DOI:
10.11648/j.edu.20221104.14
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Abstract: Since the 13th Five-Year Plan, the state has paid more attention to the cultivation of undergraduate innovation and entrepreneurship ability. Local universities and governments should find out the problems in the cultivation, change their ideas, actively respond to them, and give full play to the innovation and entrepreneurship education function of universities and governments. In the process of cultivating the innovation and entrepreneurship ability of undergraduates, there are some problems emerging gradually, such as the rigid level of education and teaching management in colleges and universities, the limited level of educational teachers, the poor enthusiasm of students, the insufficient enterprise motivation, and the lack of policies. Therefore, we will actively promote the reform of innovation and entrepreneurship education and make it run through the whole process of talent training, which is the breakthrough point for comprehensive deepening of reform in undergraduate teaching and education and consequently uplifting of education quality. We should integrate the cultivation of innovation and entrepreneurship into the student training mode, optimize the classroom teaching mode, integrate the cultivation of innovation and entrepreneurship into the talent training scheme, improve the course assessment mode, deepen the reform of the course system, jointly build the school enterprise cooperation training mode, strengthen the integration of resources, and enhance the government's financial and policy support to cultivate first-class talents with international competitiveness.
Abstract: Since the 13th Five-Year Plan, the state has paid more attention to the cultivation of undergraduate innovation and entrepreneurship ability. Local universities and governments should find out the problems in the cultivation, change their ideas, actively respond to them, and give full play to the innovation and entrepreneurship education function o...
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How Mental Health Courses Affect Emotional Adaptation of College Students
Issue:
Volume 11, Issue 4, July 2022
Pages:
169-173
Received:
20 July 2022
Accepted:
Published:
22 July 2022
DOI:
10.11648/j.edu.20221104.15
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Abstract: Background: With the increasing number of psychological problems of contemporary college students, the level of mental health and the quality of psychological literacy need to be improved. Mental health courses are generally considered to be one of the effective ways to improve the mental health level of college students and promote their harmonious development of body and mind because of their advantages of strong systematicness and wide coverage. Objective: The study explored the influence of mental health courses form on emotional adaptation of college students and the chain mediating effect of social adaptation, self-efficacy and self-esteem. Methods: The scales about emotional adjustment, social adaptation, self-efficacy and self-esteem were used to measure in the group counseling course (21 students) and the traditional teacher teaching course (24 students). Results: (1) Group counseling course was more effective than teacher teaching course in improving college students’ emotional adaptation and social adaptation. (2) Social adaptation, self-efficacy and self-esteem played a chain mediating role in the influence of mental health course form on emotional adaptation. Conclusion: The results significantly revealed the effect of different forms of mental health courses and the effect mechanism of mental health course form on college students’ emotional adaptation, which can provide an important reference for improving the level of emotional adaptation by increasing the form of group counseling and improving the social adaptation, self-efficacy, self-esteem.
Abstract: Background: With the increasing number of psychological problems of contemporary college students, the level of mental health and the quality of psychological literacy need to be improved. Mental health courses are generally considered to be one of the effective ways to improve the mental health level of college students and promote their harmoniou...
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Happiness and Ethics in the New Education Policy 2020 of India
Issue:
Volume 11, Issue 4, July 2022
Pages:
174-179
Received:
22 May 2022
Accepted:
16 June 2022
Published:
29 July 2022
DOI:
10.11648/j.edu.20221104.16
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Abstract: This article aims to revisit the paradigm of education and focus on the components of happiness and ethics as laid down in the National Education Policy (NEP), 2020 of India. Our youth need to learn not only reading, texting, surfing and messaging but also how to be caring, compassionate and self-respectful; and how to develop family, ethical and constitutional values. To fulfill this objective, the rich heritage of Indian knowledge and wisdom has been a guiding light for the NEP. Only by combining ethics and positive psychology with education will it be possible for teachers to turn into future educators. This article attempts to answer five moot questions in the context of happiness and ethics. First, how education, happiness and ethics have been defined? Second, why should higher education teach happiness and ethics? Third, why have ethics in education gained more importance in the midst of technological revolution? Fourth, is there a functional relationship between happiness and ethics? Last, how NEP envisages building happiness and ethics in the higher education? To answer these questions, we have used an analytical method, and an interdisciplinary approach. While this article considers higher education in the context of the technological revolution era, ethics and happiness are viewed from traditional wisdom and the scriptural basis of India. Based on the exploration and analysis of this study, the author suggests that happiness and ethics, as enshrined in the NEP, are solid foundations to cope with the emerging challenges. It sends a strong signal: By means of happiness and ethics you will rise higher and higher. For future research, it is recommended that research be undertaken to explore the ethical means of implementing expeditiously and efficiently the psychological, philosophical, and moral matters enshrined in the NEP.
Abstract: This article aims to revisit the paradigm of education and focus on the components of happiness and ethics as laid down in the National Education Policy (NEP), 2020 of India. Our youth need to learn not only reading, texting, surfing and messaging but also how to be caring, compassionate and self-respectful; and how to develop family, ethical and c...
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Research on the Application Strategy of "Internet +" in the Construction of Professional Curriculum System —— Take the Environmental Design Major as an Example
Issue:
Volume 11, Issue 4, July 2022
Pages:
180-189
Received:
4 July 2022
Accepted:
18 July 2022
Published:
29 July 2022
DOI:
10.11648/j.edu.20221104.17
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Abstract: Under the background of "Internet +" promotion in China, the research on the curriculum system of professional education in colleges and universities is developing day by day. On the basis of summarizing the influence of various theories on the development of "Internet + "teaching mode, this paper takes the curriculum system of environmental design as the practice carrier, and explores the application strategy framework. First of all, it clarifies the recent contradiction of "Internet + " mode applied in the professional curriculum system, that is, the contradiction between standardized education supply and personalized, diversified and differentiated education needs, and the contradiction between traditional teaching system and flexible, diverse and open education forms. Then it applies the systematic strategy, differentiated strategy and diversified strategy in the construction of macro learning support service system, the service system design of micro curriculum, classification and selection of fusion forms of Internet and traditional face to face class, teaching differentiation supported by big data, the supply of teaching resources and the implementation of practical teaching. Therefore, an application framework with reference value and universal significance is formed, thus to offer an enlightenment to those reforms of curriculum system which promoted by the tremendous Internet tide.
Abstract: Under the background of "Internet +" promotion in China, the research on the curriculum system of professional education in colleges and universities is developing day by day. On the basis of summarizing the influence of various theories on the development of "Internet + "teaching mode, this paper takes the curriculum system of environmental design...
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Teachers’ Perception on Students’ Achievement Ability in Geography Competence Based Curriculum
Mukingambeho Delphine,
Muhire Innocent,
Manirakiza Vincent,
Imaniriho Dan,
Nyirishema Mahsen
Issue:
Volume 11, Issue 4, July 2022
Pages:
190-199
Received:
20 June 2022
Accepted:
20 July 2022
Published:
5 August 2022
DOI:
10.11648/j.edu.20221104.18
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Abstract: Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output and sometimes the expected competences are not acquired by the students. Therefore, this study aims at assessing teachers’ views about secondary school learners’ ability to achieve expected competences in Geography Competence Based Curriculum compared to students’ performance. It follows a quantitative cross-sectional design and used a structured questionnaire to collect data from 13 teachers of Geography as well as a test administered to 210 students of senior 5 and 6 who learn Geography as one of the major subjects. The study was conducted at Groupe Scolaire Mukamira, Groupe Scolaire Notre Dame des Apôtres de Rwaza, Groupe Scolaire Jabana, Groupe Scolaire Saint André, Blue Lakes International School and Gahogo Adventist Academy. Schools, teachers and students were purposively chosen and a census for small populations was applied to select respondents. Data analysis involves descriptive statistics by means of SPSS. The findings of the study reveal that teachers of all schools have enough confidence in their students’ ability to achieve expected CBC competences in Physical, Human and Economic Geography covered in senior 4 and 5. However, the test given to the students demonstrated that teachers’ confidence do not match with students’ performance at some schools. Therefore, there is a need to raise teachers’ awareness about their students’ achievement ability through continuous trainings and much efforts should be invested in students learning to maximize CBC high level achievement of expected competences.
Abstract: Rwanda secondary education is applying Competence--Based Curriculum (CBC) since 2015 in all teaching and learning subjects. CBC is envisioned to produce more skillful students capable of contributing to the development of the country. However, a number of problems have been pointed out, since the CBC implementation, challenging its presumed output ...
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Assessment of Teachers’ Attitude Towards Validation of Non-standardized Achievement Test in Secondary Schools in Borno State, Nigeria
Issue:
Volume 11, Issue 4, July 2022
Pages:
200-207
Received:
23 June 2022
Accepted:
19 July 2022
Published:
31 August 2022
DOI:
10.11648/j.edu.20221104.20
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Abstract: The purpose of this study was to access secondary teachers’ attitude towards the validation of non-standardized achievement test in Borno state, Nigeria. There were three objectives, three research questions, and two null hypotheses. This was tested at the alpha level of 0.05 significance. The U-test (Mann Whitney) was used to test hypothesis one while H-test was used to test hypothesis two. The study employed a survey research design with a population of 8100 teachers from Borno State’s four educational zones. 447 teachers were chosen using proportional sampling techniques. The data analysis revealed that the majority of teachers in Borno State have a negative attitude toward the validation of non-standardized achievement tests. 267 teachers out of 432 had negative attitude only 165 teachers have positive attitude towards validation of non-standardized achievement test. There was discernible difference in validation of non-standardized achievement test between teachers with difference qualification in secondary schools in Borno State (H=34.837, P = 0.001). The study also discovered that there is no discernible difference in the validation of non-standardized achievement between experience and inexperienced secondary school teachers in Borno State. (U=1.065, P= 0.287). It was concluded based on these findings that teachers in Borno State have negative attitude towards validation of non-standardized achievement test, teacher qualification influence validation of non-standardized achievement test in secondary schools in Borno State while years of experience did not influence validation of non-standardized achievement test. It was recommended that Seminar and workshops should be organized on regular bases for teachers to upgrade and update their proficiency skill in test construction and validation and to motivate them.
Abstract: The purpose of this study was to access secondary teachers’ attitude towards the validation of non-standardized achievement test in Borno state, Nigeria. There were three objectives, three research questions, and two null hypotheses. This was tested at the alpha level of 0.05 significance. The U-test (Mann Whitney) was used to test hypothesis one w...
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