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skills</title> <meta name="description" content="Search results for: teaching skills"> <meta name="keywords" content="teaching skills"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teaching skills"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5460</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching skills</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5460</span> Preschool Teachers' Teaching Performance in Relation to Their Technology and 21st Century Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vida%20Dones-Jimenez">Vida Dones-Jimenez </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to determine the preschool teachers’ technology and 21st-century skills and its relation to teachers’ performance. The participants were 94 preschool teachers and 59 school administrators from the CDAPS member schools. The data were collected by using 21st Century Skill, developed by ISSA (2009), Technology Skills of Teachers Survey (2013) and Teacher Performance Evaluation Criteria and Descriptors (200) was modified by the current researcher to suit the needs of her study and was administered personally by her. The surveys were designed to measure the participants’ 21st-century skills, technology skills and teaching performance. The result of the study indicates that the majority of the preschool teachers are the college graduate. Most of them are in the teaching profession for 0 to 10 years. It also indicated that the majority of the school administrators are masters’ degree holder. The preschool teachers are outstanding in their teaching performance as rated by the school administrators. The preschool teachers are skillful in using technology, and they are very skillful in executing the 21st-century skills in teaching. It was further determined that no significant difference between preschool teachers 21st-century skill in regards to educational attainment same as with the number of years in teaching, likewise with their technology skills. Furthermore, the study has shown that there is a very weak relationship between technology and 21st-century skills of preschool teachers, a weak relationship between technology skills and teaching performance and a very weak relationship between 21st-century skills and teaching performance were also established. The study recommends that the preschool teachers should be encouraged to enroll in master degree programs. School administrators should support the implementation of newly adopted technologies and support faculty members at various levels of use and experience. It is also recommended that regular review of the professional development plan be undertaken to upgrade 21st-century teaching and learning skills of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20teacher" title="preschool teacher">preschool teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20skills" title=" 21st century skills"> 21st century skills</a> </p> <a href="https://publications.waset.org/abstracts/67918/preschool-teachers-teaching-performance-in-relation-to-their-technology-and-21st-century-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">399</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5459</span> Practice of Applying MIDI Technology to Train Creative Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhuo">Yang Zhuo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the integration of MIDI technology as one of the important digital technologies in music teaching, from the perspective of teaching practice, into the process of cultivating students' teaching skills. At the same time, the framework elements of the learning environment for music education students are divided into four aspects: digital technology supported learning space, new knowledge learning, teaching methods, and teaching evaluation. In teaching activities, more attention should be paid to students' subjectivity and interaction between them so as to enhance their emotional experience in teaching practice simulation. In the process of independent exploration and cooperative interaction, problems should be discovered and solved, and basic knowledge of music and teaching methods should be exercised in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=MIDI" title=" MIDI"> MIDI</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/167874/practice-of-applying-midi-technology-to-train-creative-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5458</span> Development of Creatively Integrated Teaching Skills Using Information and Communication Technology for Professional Teacher</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siwanit%20Autthawuttikul">Siwanit Autthawuttikul</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakob%20Koraneekid"> Prakob Koraneekid</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayamon%20Insa-ard"> Sayamon Insa-ard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to development creatively integrated teaching skills using Information and Communication Technology (ICT) for professional teacher in schools under the education area of the basic education commission, ministry of education both schools under the office of primary education and those under The office of secondary education in eight western region provinces of Thailand. This is useful in defining a vision for the school strategy and restructuring schools in addition, teachers will have developed skills in teaching creative integrated ICT. The research methodology comprises quantitative and qualitative data collection. The Baseline Survey, focus group for discussions and then the model was developed creatively integrated teaching skills using ICT. The findings showed that 7 elements were important: (1) Academy Transformation (2) Information Technology Infrastructure (3) Personal Development (4) Supervision, Monitoring and Evaluation (5) Motivating and Rewarding (6) Important factor affecting the success of teaching integrated with ICT were knowledge, skills, attitudes and (7) The role of the individual concerned. The comparison creatively integrated teaching skills before and after participating in the overall shows that the average creatively integrated teaching skills using ICT after attending the event is 3.27, and standard deviation was 0.56, higher than before which is 2.60 and the standard deviation was 0.56. There are significant differences significant statistically level of .05. The final average score of the evaluation plan design creatively integrated teaching skills using ICT teachers' average score was 26.94 at the high levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20curriculum" title="integrated curriculum">integrated curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title=" information and communications technology"> information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20in%20the%20western%20region" title=" teachers in the western region"> teachers in the western region</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/31204/development-of-creatively-integrated-teaching-skills-using-information-and-communication-technology-for-professional-teacher" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5457</span> Improving Learning and Teaching of Software Packages among Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Moridpour">Sara Moridpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To meet emerging industry needs, engineering students must learn different software packages and enhance their computational skills. Traditionally, face-to-face is selected as the preferred approach to teaching software packages. Face-to-face tutorials and workshops provide an interactive environment for learning software packages where the students can communicate with the teacher and interact with other students, evaluate their skills, and receive feedback. However, COVID-19 significantly limited face-to-face learning and teaching activities at universities. Worldwide lockdowns and the shift to online and remote learning and teaching provided the opportunity to introduce different strategies to enhance the interaction among students and teachers in online and virtual environments and improve the learning and teaching of software packages in online and blended teaching methods. This paper introduces a blended strategy to teach engineering software packages to undergraduate students. This article evaluates the effectiveness of the proposed blended learning and teaching strategy in students’ learning by comparing the impact of face-to-face, online and the proposed blended environments on students’ software skills. The paper evaluates the students’ software skills and their software learning through an authentic assignment. According to the results, the proposed blended teaching strategy successfully improves the software learning experience among undergraduate engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20software%20packages" title="teaching software packages">teaching software packages</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning%20and%20teaching" title=" blended learning and teaching"> blended learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title=" authentic assessment"> authentic assessment</a> </p> <a href="https://publications.waset.org/abstracts/160407/improving-learning-and-teaching-of-software-packages-among-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160407.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5456</span> Entrepreneurship Education as an Enhancement of Skills for Graduate Employability: The Case of the University of Buea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akumeyam%20Elvis%20Akum">Akumeyam Elvis Akum</a>, <a href="https://publications.waset.org/abstracts/search?q=Njanjo%20Thecla%20Anyongo%20Mukete"> Njanjo Thecla Anyongo Mukete</a>, <a href="https://publications.waset.org/abstracts/search?q=Fonkeng%20George%20Epah"> Fonkeng George Epah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the goal of higher education is to enhance graduate employability skills. Paradoxically, Cameroon’s graduate employability rate is far below the graduation rate. This worrisome situation caused the researcher to hypothesize that the teaching and learning experiences account for this increasing disparity. The study sought to investigate the effect on graduate employability of the teaching of organizational, problem-solving, innovation, and risk management skills on graduate employability. The study adopted a descriptive survey design with a quantitative approach. Data was collected by quantitative techniques from a random sample of 385 graduates using closed-ended structured questionnaire. Generally, findings revealed that entrepreneurship education does not sufficiently enhance graduate employability in the University of Buea. Specifically, the teaching of organizational skills does not significantly enhance their employability, as an average of 55% of graduates indicated that the course did not sufficiently help them develop skills for planning, management of limited resources, collaboration, and the setting of priorities. Also, 60% of the respondents indicated that the teaching of problem-solving skills does not significantly enhance graduate employability at the University of Buea. Contrarily, 57% of the respondents agreed that through their experiences in entrepreneurship education, their innovation skills were improved. The study recommended that a practical approach to teaching should be adopted, with attention to societal needs. A framework to ensure the teaching of entrepreneurship to students at the undergraduate level is recommended, such that those who do not continue with university studies after their Bachelor’s degree would have acquired the needed skills for employability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability" title="employability">employability</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate" title=" graduate"> graduate</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20skills" title=" innovative skills"> innovative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20skills" title=" organizational skills"> organizational skills</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-solving%20skills" title=" problem-solving skills"> problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management%20skills" title=" risk management skills"> risk management skills</a> </p> <a href="https://publications.waset.org/abstracts/176485/entrepreneurship-education-as-an-enhancement-of-skills-for-graduate-employability-the-case-of-the-university-of-buea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176485.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5455</span> The Effects of Big 6+6 Skill Training on Daily Living Skills for an Adolescent with Intellectual Disability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luca%20Vascelli">Luca Vascelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Iacomini"> Silvia Iacomini</a>, <a href="https://publications.waset.org/abstracts/search?q=Giada%20Gueli"> Giada Gueli</a>, <a href="https://publications.waset.org/abstracts/search?q=Francesca%20Cavallini"> Francesca Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20Cavallini"> Carlo Cavallini</a>, <a href="https://publications.waset.org/abstracts/search?q=Federica%20Berardo"> Federica Berardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to evaluate the effect of training on Big 6 + 6 motor skills to promote daily living skills. Precision teaching (PT) suggests that improved speed of the component behaviors can lead to better performance of composite skills. This study assessed the effects of the repeated timed practice of component motor skills on speed and accuracy of composite skills related to daily living skills. An 18 years old adolescent with intellectual disability participated. A pre post probe single-subject design was used. The results suggest that the participant was able to perform the component skills at his individual aims (endurance was assessed). The speed and accuracy of composite skills were increased; stability and retention were also measured for the composite skill after the training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%206%2B6" title="big 6+6">big 6+6</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20living%20skills" title=" daily living skills"> daily living skills</a>, <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title=" intellectual disability"> intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=precision%20teaching" title=" precision teaching"> precision teaching</a> </p> <a href="https://publications.waset.org/abstracts/115648/the-effects-of-big-66-skill-training-on-daily-living-skills-for-an-adolescent-with-intellectual-disability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5454</span> Developing an Instrument to Measure Teachers’ Self-Efficacy of Teaching Innovation Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huda%20S.%20Al-Azmi">Huda S. Al-Azmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing consensus that adoption of teachers’ self-efficacy measurement tools help to assess teachers’ abilities in specific areas in order to improve their skills. As a result, different instruments to assess teachers’ ability were developed by academics and practitioners. However, many of these instruments focused either on general teaching skills, or on the other hand, were very specific to one subject. As such, these instruments do not offer a tool to measure the ability of teachers in teaching 21<sup>st</sup> century skills such as innovation skills. Teaching innovation skills helps to prepare students for lives and careers in the 21<sup>st</sup> century. The purpose of this study is to develop an instrument measuring teachers’ self-efficacy of teaching innovation skills related to the classroom context and evaluating the teachers’ beliefs regarding their ability in teaching innovation skills. To reach this goal, the 16-item instrument measures four dimensions of innovation skills: creativity, critical thinking, communication, and collaboration. 211 secondary-school teachers filled out the survey to quantitatively analyze the quality of the instrument. The instrument’s reliability and item analysis were measured by using jMetrik. The results concluded that the mean of self-efficacy ranged from 3 to 3.6 without extreme high or low self-efficacy scores. The discrimination analysis revealed that one item recorded a negative correlation with the total, and three items recorded low correlation with the total. The reliabilities of items ranged from 0.64 to 0.69 and the instrument needed a couple of revisions before practical use. The study concluded the need to discard one item and revise five items to increase the quality of the instrument for future work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20skills" title=" innovation skills"> innovation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/95079/developing-an-instrument-to-measure-teachers-self-efficacy-of-teaching-innovation-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5453</span> Work Experience and Employability: Results and Evaluation of a Pilot Training Course on Skills for Company Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Javier%20Barraycoa">Javier Barraycoa</a>, <a href="https://publications.waset.org/abstracts/search?q=Olga%20Lasaga"> Olga Lasaga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Work experience placements are one of the main routes to employment and acquiring professional experience for recent graduates. The effectiveness of these work experience placements is conditioned to the training in skills, especially teaching skills, of company tutors. For this reason, a manual specifically designed for training company tutors in these skills has been developed. Similarly, a pilot semi-attendance course to provide the resources that enable tutors to improve their role as instructors was carried out. The course was quantitatively and qualitatively evaluated with the aim of assessing its effectiveness, detecting shortcomings and areas to be improved, and revising the manual contents. One of the biggest achievements was the raising of awareness in the participating tutors of the importance of their work and of the need to develop teaching skills. As a result of this project, we have detected a need to design specific training supplements according to knowledge areas and sectors, to collate good practices and to create easily accessible audiovisual materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=company%20tutors" title="company tutors">company tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20skills" title=" teaching skills"> teaching skills</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20experience" title=" work experience"> work experience</a> </p> <a href="https://publications.waset.org/abstracts/61376/work-experience-and-employability-results-and-evaluation-of-a-pilot-training-course-on-skills-for-company-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5452</span> Practice, Observation, and Gender Effects on Students’ Entrepreneurial Skills Development When Teaching through Entrepreneurship Is Adopted: Case of University of Tunis El Manar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hajer%20Chaker%20Ben%20Hadj%20Kacem">Hajer Chaker Ben Hadj Kacem</a>, <a href="https://publications.waset.org/abstracts/search?q=Thouraya%20Slama"> Thouraya Slama</a>, <a href="https://publications.waset.org/abstracts/search?q=N%C3%A9jiba%20El%20Yetim%20Zribi"> Néjiba El Yetim Zribi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyzes the effects of gender, affiliation, prior work experience, social work, and vicarious learning through family role models on entrepreneurial skills development by students when they have learned through the entrepreneurship method in Tunisia. Authors suggest that these variables enhance the development of students’ entrepreneurial skills when combined with teaching through entrepreneurship. The article assesses the impact of these combinations by comparing their effects on the development of thirteen students’ entrepreneurial competencies, namely entrepreneurial mindset, core self-evaluation, entrepreneurial attitude, entrepreneurial knowledge, creativity, financial literacy, managing ambiguity, marshaling of resources, planning, teaching methods, entrepreneurial teachers, innovative employee, and Entrepreneurial intention. Authors use a two-sample independent t-test to make the comparison, and the results indicate that, when combined with teaching through the entrepreneurship method, students with prior work experience developed better six entrepreneurial skills; students with social work developed better three entrepreneurial skills, men developed better four entrepreneurial skills than women. However, all students developed their entrepreneurial skills through this practical method regardless of their affiliation and their vicarious learning through family role models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affiliation" title="affiliation">affiliation</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20skills" title=" entrepreneurial skills"> entrepreneurial skills</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20models" title=" role models"> role models</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20through%20entrepreneurship" title=" teaching through entrepreneurship"> teaching through entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=vicarious%20learning" title=" vicarious learning"> vicarious learning</a>, <a href="https://publications.waset.org/abstracts/search?q=work%20experience" title=" work experience"> work experience</a> </p> <a href="https://publications.waset.org/abstracts/164745/practice-observation-and-gender-effects-on-students-entrepreneurial-skills-development-when-teaching-through-entrepreneurship-is-adopted-case-of-university-of-tunis-el-manar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5451</span> Blended Learning and English Language Teaching: Instructors' Perceptions and Aspirations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasha%20Alshaye">Rasha Alshaye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Blended learning has become an innovative model that combines face-to-face with e-learning approaches. The Saudi Electronic University (SEU) has adopted blended learning as a flexible approach that provides instructors and learners with a motivating learning environment to stimulate the teaching and learning process. This study investigates the perceptions of English language instructors, teaching the four English language skills at Saudi Electronic University. Four main domains were examined in this study; challenges that the instructors encounter while implementing the blended learning approach, enhancing student-instructor interaction, flexibility in teaching, and the lack of technical skills. Furthermore, the study identifies and represents the instructors’ aspirations and plans to utilize this approach in enhancing the teaching and learning experience. Main findings indicate that instructors at Saudi Electronic University experience some challenges while teaching the four language skills. However, they find the blended learning approach motivating and flexible for them and their students. This study offers some important understandings into how instructors are applying the blended learning approach and how this process can be enriched. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skills" title=" English language skills"> English language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20teaching" title=" English teaching"> English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructors%27%20perceptions" title=" instructors' perceptions"> instructors' perceptions</a> </p> <a href="https://publications.waset.org/abstracts/115948/blended-learning-and-english-language-teaching-instructors-perceptions-and-aspirations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115948.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5450</span> Analysing Stem Student Interests in Developing Critical Thinking Skills in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ramzan">Muhammad Ramzan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title="STEM education">STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20process" title=" teaching and learning process"> teaching and learning process</a> </p> <a href="https://publications.waset.org/abstracts/186778/analysing-stem-student-interests-in-developing-critical-thinking-skills-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186778.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5449</span> Experiential Learning: A Case Study for Teaching Operating System Using C and Unix</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamshuddin%20K.">Shamshuddin K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Nagaraj%20Vannal"> Nagaraj Vannal</a>, <a href="https://publications.waset.org/abstracts/search?q=Diwakar%20Kulkarni"> Diwakar Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Raghavendra%20Nakod"> Raghavendra Nakod</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most of the universities and colleges Operating System (OS) course is treated as theoretical and usually taught in a classroom using conventional teaching methods. In this paper we are presenting a new approach of teaching OS through experiential learning, the course is designed to suit the requirement of undergraduate engineering program of Instrumentation Technology. This new approach has benefited us to improve our student’s programming skills, presentation skills and understanding of the operating system concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title="pedagogy">pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=OS" title=" OS"> OS</a>, <a href="https://publications.waset.org/abstracts/search?q=C" title=" C"> C</a>, <a href="https://publications.waset.org/abstracts/search?q=UNIX" title=" UNIX"> UNIX</a> </p> <a href="https://publications.waset.org/abstracts/21738/experiential-learning-a-case-study-for-teaching-operating-system-using-c-and-unix" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">606</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5448</span> Training the Competences for the 'Expert Teacher': A Framework of Skills for Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Cramerotti">Sofia Cramerotti</a>, <a href="https://publications.waset.org/abstracts/search?q=Angela%20Cattoni"> Angela Cattoni</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Biancato"> Laura Biancato</a>, <a href="https://publications.waset.org/abstracts/search?q=Dario%20Ianes"> Dario Ianes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The recognition of specific standards for new professionals, within the teaching profile, is a necessary process in order to foster an innovative school vision in accordance with the change that school is experiencing. In line with the reform of the national education and training system and with the National Training Plan for teachers, our Research and Development department developed a training project based on a framework (Syllabus) of skills that each 'Expert Teacher' should master in order to fulfill what the different specific profiles request. The syllabus is a fundamental tool for a training process consistent with the teaching profiles, both to guide the to-become teachers entering in service and to provide the in-service teachers with a system of evaluation and improvement of their skills. According to the national and international literature about professional standards for teachers, we aggregated the skills of the syllabus in three macro areas: (1) Area of professional skills related to the teacher profile and their continuous training; (2) area of teaching skills related to the school innovation; (3) area of organizing skills related to school participation for its improvement. The syllabus is a framework that identifies and describes the skills of the expert teacher in all of their roles. However, the various skills take on different importance in the different profiles involved in the school; some of those skills are determining a role, others could be secondary. Therefore, the characterization of the different profiles is represented by suitably weighted skills sets. In this way, the same skill could differently characterize each profile. In the future, we hope that the skills development and training for the teacher could evolve in a skills development and training for the whole school staff ('Expert Team'). In this perspective, the school will, therefore, benefit from a solid team, in which the skills of the various profiles are all properly developed and well represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framework" title="framework">framework</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/90160/training-the-competences-for-the-expert-teacher-a-framework-of-skills-for-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5447</span> ESP: Peculiarities of Teaching Psychology in English to Russian Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20A.%20Redkina">Ekaterina A. Redkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The necessity and importance of teaching professionally oriented content in English needs no proof nowadays. Consequently, the ability to share personal ESP teaching experience seems of great importance. This paper is based on the 8-year ESP and EFL teaching experience at the Moscow State Linguistic University, Moscow, Russia, and presents theoretical analysis of specifics, possible problems, and perspectives of teaching Psychology in English to Russian psychology-students. The paper concerns different issues that are common for different ESP classrooms, and familiar to different teachers. Among them are: designing ESP curriculum (for psychologists in this case), finding the balance between content and language in the classroom, main teaching principles (the 4 C’s), the choice of assessment techniques and teaching material. The main objective of teaching psychology in English to Russian psychology students is developing knowledge and skills essential for professional psychologists. Belonging to international professional community presupposes high-level content-specific knowledge and skills, high level of linguistic skills and cross-cultural linguistic ability and finally high level of professional etiquette. Thus, teaching psychology in English pursues 3 main outcomes, such as content, language and professional skills. The paper provides explanation of each of the outcomes. Examples are also given. Particular attention is paid to the lesson structure, its objectives and the difference between a typical EFL and ESP lesson. There is also made an attempt to find commonalities between teaching ESP and CLIL. There is an approach that states that CLIL is more common for schools, while ESP is more common for higher education. The paper argues that CLIL methodology can be successfully used in ESP teaching and that many CLIL activities are also well adapted for professional purposes. The research paper provides insights into the process of teaching psychologists in Russia, real teaching experience and teaching techniques that have proved efficient over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESP" title="ESP">ESP</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL" title=" CLIL"> CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=content" title=" content"> content</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology%20in%20English" title=" psychology in English"> psychology in English</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian%20students" title=" Russian students"> Russian students</a> </p> <a href="https://publications.waset.org/abstracts/34576/esp-peculiarities-of-teaching-psychology-in-english-to-russian-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">609</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5446</span> L2 Exposure Environment, Teaching Skills, and Beliefs about Learners’ Out-of-Class Learning: A Survey on Teachers of English as a Foreign Language </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susilo%20Susilo">Susilo Susilo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the process of foreign language acquisition, L2 exposure has been evidently assumed efficient for learners to help increase their proficiency. However, to get enough L2 exposure in the context of learning English as a foreign language is not as easy as that of the first language learning context. Therefore, beyond the classroom L2 exposure is helpful for EFL learners to achieve the language tasks. Alongside the rapid development of technology and media, English as a foreign language is virtually used in the social media of almost all regions, affecting the faces of Teaching English as a Foreign Language (TEFL). This different face of TEFL unavoidably intrigues teachers to treat their students differently in the classroom in order that they can put more effort in maximizing beyond-the-class learning to help improve their in-class achievements. The study aims to investigate: 1) EFL teachers’ teaching skills and beliefs about students’ out-of-class activities in different L2 exposure environments, and 2) the effect on EFL teachers’ teaching skills and beliefs about students’ out-of-class activities of different L2 exposure environments. This is a survey for 80 EFL teachers from Senior High Schools in three regions of two provinces in Indonesia. A questionnaire using a four-point Likert scale was distributed to the respondents to elicit data. The questionnaires were developed by reffering to the constructs of teaching skills (i.e. teaching preparation, teaching action, and teaching evaluation) and beliefs about out-of-class learning (i.e. setting, process and atmosphere), which have been taken from some expert definitions. The internal consistencies for those constructs were examined by using Cronbach Alpha. The data of the study were analyzed by using SPSS program, i.e. descriptive statistics and independent sample t-test. The standard for determining the significance was p < .05. The results revealed that: 1) teaching skills performed by the teachers of English as a foreign language in different exposure environments showed various focus of teaching skills, 2) the teachers showed various ways of beliefs about students’ out-of-class activities in different exposure environments, 3) there was a significant difference in the scores for NNESTs’ teaching skills in urban regions (M=34.5500, SD=4.24838) and those in rural schools (M=24.9500, SD=2.42794) conditions; t (78)=12.408, p = 0.000; and 4) there was a significant difference in the scores for NNESTs’ beliefs about students’ out-of-class activities in urban schools (M=36.9250, SD=6.17434) and those in rural regions (M=29.4250, SD=4.56793) conditions; t (78)=6.176, p = 0.000. These results suggest that different L2 exposure environments really do have effects on teachers’ teaching skills and beliefs about their students’ out-of-class learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belief%20about%20EFL%20out-of-class%20learning" title="belief about EFL out-of-class learning">belief about EFL out-of-class learning</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20exposure%20environment" title=" L2 exposure environment"> L2 exposure environment</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20of%20English%20as%20a%20foreign%20language" title=" teachers of English as a foreign language"> teachers of English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20skills" title=" teaching skills "> teaching skills </a> </p> <a href="https://publications.waset.org/abstracts/62695/l2-exposure-environment-teaching-skills-and-beliefs-about-learners-out-of-class-learning-a-survey-on-teachers-of-english-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62695.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5445</span> Innovation of Teaching Methods in Vocational Education with Popularity Development Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Zeng">Hong Zeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the process of popularization of higher education, it is necessary to innovate teaching methods in order to make the students cultivated suitable for the needs of social development. This paper discusses the limitations and shortcomings of the traditional teaching method of teaching approach to a person's aptitude, personality, and interest and introduces the new teaching method of teaching approach to a person's personality. The teaching approach to a person's personality is a target teaching method that aims to develop students' potential and cultivate professional talents. Therefore, teachers should be professional and can adopt modern teaching methods from the Internet so that students can clearly understand the course and the knowledge structure. Finally, the students using new teaching methods can enhance their motivation to study and quickly acquire professional skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=personality" title=" personality"> personality</a>, <a href="https://publications.waset.org/abstracts/search?q=target%20education" title=" target education"> target education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a> </p> <a href="https://publications.waset.org/abstracts/153037/innovation-of-teaching-methods-in-vocational-education-with-popularity-development-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5444</span> Improving the Emergency Medicine Teaching from the Perspective of Faculty Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin-Min%20Ge">Qin-Min Ge</a>, <a href="https://publications.waset.org/abstracts/search?q=Shu-Ming%20Pan"> Shu-Ming Pan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emergency clinicians usually get teaching qualification after graduating from medical universities without special faculty training in China mainland. Emergency departments are overcrowded places, with large numbers of patients suffering undifferentiated illness. In the field of emergency medicine (EM), improving the faculty competencies and developing the teaching skills are important for medical education, they could enhance learners outcomes and hence affect the patients prognosis indirectly. This article highlights the necessities of faculty training in EM, illustrates the qualities a good clinical educator should qualify, advances the skills as educators in an academic setting and discusses the ways to be good clinical teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergency%20education" title="emergency education">emergency education</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20training" title=" faculty training"> faculty training</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20medicine" title=" emergency medicine"> emergency medicine</a> </p> <a href="https://publications.waset.org/abstracts/10119/improving-the-emergency-medicine-teaching-from-the-perspective-of-faculty-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5443</span> Inquiry on the Improvement Teaching Quality in the Classroom with Meta-Teaching Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahlan%20Surat">Shahlan Surat</a>, <a href="https://publications.waset.org/abstracts/search?q=Saemah%20Rahman"> Saemah Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=Saadiah%20Kummin"> Saadiah Kummin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When teachers reflect and evaluate whether their teaching methods actually have an impact on students’ learning, they will adjust their practices accordingly. This inevitably improves their students’ learning and performance. The approach in meta-teaching can invigorate and create a passion for teaching. It thus helps to increase the commitment and love for the teaching profession. This study was conducted to determine the level of metacognitive thinking of teachers in the process of teaching and learning in the classroom. Metacognitive thinking teachers include the use of metacognitive knowledge which consists of different types of knowledge: declarative, procedural and conditional. The ability of the teachers to plan, monitor and evaluate the teaching process can also be determined. This study was conducted on 377 graduate teachers in Klang Valley, Malaysia. The stratified sampling method was selected for the purpose of this study. The metacognitive teaching inventory consisting of 24 items is called InKePMG (Teacher Indicators of Effectiveness Meta-Teaching). The results showed the level of mean is high for two components of metacognitive knowledge; declarative knowledge (mean = 4.16) and conditional (mean = 4.11) whereas, the mean of procedural knowledge is 4.00 (moderately high). Similarly, the level of knowledge in monitoring (mean = 4.11), evaluating (mean = 4.00) which indicate high score and planning (mean = 4.00) are moderately high score among teachers. In conclusion, this study shows that the planning and procedural knowledge is an important element in improving the quality of teachers teaching in the classroom. Thus, the researcher recommended that further studies should focus on training programs for teachers on metacognitive skills and also on developing creative thinking among teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20thinking%20skills" title="metacognitive thinking skills">metacognitive thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=conditional%20knowledge" title=" conditional knowledge"> conditional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-teaching%20and%20regulation%20of%20cognitive" title=" meta-teaching and regulation of cognitive"> meta-teaching and regulation of cognitive</a> </p> <a href="https://publications.waset.org/abstracts/51180/inquiry-on-the-improvement-teaching-quality-in-the-classroom-with-meta-teaching-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51180.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5442</span> Children with Autistic Spectrum Disorders in Co-Taught Classes in Greece: Teachers’ View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tryfon%20Mavropalias">Tryfon Mavropalias</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Alevriadou"> Anastasia Alevriadou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Co-teaching is a relatively recent model of providing teaching services to students with disabilities in Greece. According to recent studies, it seems that the largest number of students who take part in the Greek co-teaching programme are children with Autistic Spectrum Disorders (ASD). The aim of the suggested study is to investigate the effectiveness and usefulness of co-teaching to students with ASD as well as skills students with ASD develop during co-teaching in primary education classes. To conduct the research, quantitative method of research was used, with the means of research being a questionnaire including open and close type questions. The sample of this research consists of 142 primary school co-teachers from all over Northern Greece (71 general education teachers and 71 special education teachers). Given the results, it was concluded that co-teachers believe that including and educating children with Autistic Spectrum Disorders in the general class benefits those who autism is measured from the middle to the upper end of the spectrum. Additionally, children develop social skills first, followed by emotional and cognitive skills. Ultimately, educators declared that they are prepared only to a limited degree to effectively support students with Autistic Spectrum Disorders in general classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autistic%20spectrum%20disorders" title="Autistic spectrum disorders">Autistic spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=co-teaching" title=" co-teaching"> co-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=co-teachers" title=" co-teachers"> co-teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=co-taught%20class" title=" co-taught class"> co-taught class</a> </p> <a href="https://publications.waset.org/abstracts/87022/children-with-autistic-spectrum-disorders-in-co-taught-classes-in-greece-teachers-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">359</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5441</span> Pre-Service Science Teachers’ Attitudes about Teaching Science Courses at the Faculty of Education, Lebanese University: An Exploratory Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suzanne%20El%20Takach">Suzanne El Takach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research study explored pre-service teachers’ attitudes towards 6 courses taught in 3rd till 6th semesters at the Faculty of Education, Lebanese University, during the academic year 2015-2016. They assessed science teaching courses that are essential for teacher preparation for Science at the primary and elementary level. These courses were: Action Research I and II in Teaching Science, New trends in Teaching Science, Teaching Science I and II for the elementary level and Teaching Science for Early Childhood Education. Qualitative and Quantitative Data were gathered from a) a survey questionnaire consisting of 23 closed-ended items; some were of Likert scale type, that aimed at collecting students’ opinions on courses, in terms of teaching, assessment and class interaction (N=102 respondents) and b) a second questionnaire of 10 questions was disseminated on a sample of 39 students in their last semester in science and Mathematics, in order to know more about students’ skills gained, suggestions for new courses and improvement. Students were satisfied with science teaching courses and they have admitted that they gained a good pedagogical content knowledge, such as, lesson planning, students’ misconceptions, and use of various teaching and assessment strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20in%20higher%20education" title="assessment in higher education">assessment in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=LMD%20program" title=" LMD program"> LMD program</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20attitudes" title=" pre-service teachers’ attitudes"> pre-service teachers’ attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-PCK%20skills" title=" pre-PCK skills"> pre-PCK skills</a> </p> <a href="https://publications.waset.org/abstracts/98355/pre-service-science-teachers-attitudes-about-teaching-science-courses-at-the-faculty-of-education-lebanese-university-an-exploratory-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5440</span> An Innovative Approach to Improve Skills of Students in Qatar University Spending in Virtual Class though LMS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shahid%20Jamil">Mohammad Shahid Jamil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study we have investigated students’ learning and satisfaction in one of the course offered in the Foundation Program at Qatar University. We implied innovative teaching methodology that emphasizes on enhancing students’ thinking skills, decision making, and problem solving skills. Some interesting results were found which can be used to further improve the teaching methodology. To make sure the full use of technology in Foundation Program at Qatar University has started implementing new ways of teaching Math course by using Blackboard as an innovative interactive tool to support standard teaching such as Discussion board, Virtual class, and Study plan in My Math Lab “MML”. In MML Study Plan is designed in such a way that the student can improve their skills wherever they face difficulties with in their Homework, Quiz or Test. Discussion board and Virtual Class are collaborative learning tools encourages students to engage outside of class time. These tools are useful to share students’ knowledge and learning experiences, promote independent and active learning and they helps students to improve their critical thinking skills through the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blackboard" title="blackboard">blackboard</a>, <a href="https://publications.waset.org/abstracts/search?q=discussion%20board" title=" discussion board"> discussion board</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learning" title=" independent learning"> independent learning</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title=" problem solving"> problem solving</a> </p> <a href="https://publications.waset.org/abstracts/33707/an-innovative-approach-to-improve-skills-of-students-in-qatar-university-spending-in-virtual-class-though-lms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33707.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5439</span> An Electronic and Performance Test for the Applicants to Faculty of Education for Early Childhood in Egypt for Measuring the Skills of Teacher Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Gehan%20Azam"> Gehan Azam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study presents an electronic test to measure teaching skills. This test is a part of the admission system of the Faculty of Education for Early Childhood, Cairo University. The test has been prepared to evaluate university students who apply for admission the Faculty. It measures some social and physiological skills which are important for successful teachers, such as emotional adjustment and problem solving; moreover, the extent of their love for children and their capability to interact with them. The test has been approved by 13 experts. Finally, it has been introduced to 1,100 students during the admission system of the academic year 2016/2017. The results showed that most of the applicants have an auditory learning style. In addition, 97% of them have the minimum requirement skills for teaching children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20test" title="electronic test">electronic test</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title=" early childhood"> early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20student" title=" teacher student"> teacher student</a> </p> <a href="https://publications.waset.org/abstracts/75221/an-electronic-and-performance-test-for-the-applicants-to-faculty-of-education-for-early-childhood-in-egypt-for-measuring-the-skills-of-teacher-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5438</span> Enhancing Academic and Social Skills of Elementary School Students with Autism Spectrum Disorder by an Intensive and Comprehensive Teaching Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyawan%20Srisuruk">Piyawan Srisuruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Janya%20Boonmeeprasert"> Janya Boonmeeprasert</a>, <a href="https://publications.waset.org/abstracts/search?q=Romwarin%20Gamlunglert"> Romwarin Gamlunglert</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamaporn%20Choikhruea"> Benjamaporn Choikhruea</a>, <a href="https://publications.waset.org/abstracts/search?q=Ornjira%20Jaraepram"> Ornjira Jaraepram</a>, <a href="https://publications.waset.org/abstracts/search?q=Jarin%20Boonsuchat"> Jarin Boonsuchat</a>, <a href="https://publications.waset.org/abstracts/search?q=Sakdadech%20Singkibud"> Sakdadech Singkibud</a>, <a href="https://publications.waset.org/abstracts/search?q=Kusalaporn%20Chaiudomsom"> Kusalaporn Chaiudomsom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanatiporn%20Chonprai"> Chanatiporn Chonprai</a>, <a href="https://publications.waset.org/abstracts/search?q=Pornchanaka%20Tana"> Pornchanaka Tana</a>, <a href="https://publications.waset.org/abstracts/search?q=Suchat%20Paholpak"> Suchat Paholpak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: To develop an Intensive and comprehensive program (ICP) for the Inclusive Class Teacher (ICPICT) to teach elementary students (ES) with ASD in order to enhance the students’ academic and social skills (ASS) and to study the effect of the teaching program. Methods: The purposive sample included 15 Khon Kaen inclusive class teachers and their 15 elementary students. All the students were diagnosed by a child and adolescent psychiatrist to have DSM-5 level 1 ASD. The study tools included 1) an ICP to teach teachers about ASD, a teaching method to enhance academic and social skills for ES with ASD, and an assessment tool to assess the teacher’s knowledge before and after the ICP. 2) an ICPICT to teach ES with ASD to enhance their ASS. The project taught 10 sessions, 3 hours each. The ICPICT had its teaching structure. Teaching media included: pictures, storytelling, songs, and plays. The authors taught and demonstrated to the participant teachers how to teach with the ICPICT until the participants could display the correct teaching method. Then the teachers taught ICPICT at school by themselves 3) an assessment tool to assess the students’ ASS before and after the completion of the study. The ICP to teach the teachers, the ICPICT, and the relevant assessment tools were developed by the authors and were adjusted until consensus agreed as appropriate for researching by 3 curriculum of teaching children with ASD experts. The data were analyzed by descriptive and analytic statistics via SPSS version 26. Results: After the briefing, the teachers increased the mean score, though not with statistical significance, of knowledge of ASD and how to teach ES with ASD on ASS (p = 0.13). Teaching ES with ASD with the ICPICT could increase the mean scores of the students’ skills in learning and expressing social emotions, relationships with a friend, transitioning, and skills in academic function 3.33, 2.27, 2.94, and 3.00 scores (full scores were 18, 12, 15 and 12, Paired T-Test p = 0.007, 0.013, 0.028 and 0.003 respectively). Conclusion: The program to teach academic and social skills simultaneously in an intensive and comprehensive structure could enhance both the academic and social skills of elementary students with ASD. Keywords: Elementary students, autism spectrum, academic skill, social skills, intensive program, comprehensive program, integration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academica%20and%20social%20skills" title="academica and social skills">academica and social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20autism" title=" students with autism"> students with autism</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20and%20comprehensive" title=" intensive and comprehensive"> intensive and comprehensive</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20program" title=" teaching program"> teaching program</a> </p> <a href="https://publications.waset.org/abstracts/174702/enhancing-academic-and-social-skills-of-elementary-school-students-with-autism-spectrum-disorder-by-an-intensive-and-comprehensive-teaching-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5437</span> Research and Innovations in Music Teacher Training Programme in Hungary</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Benedek">Monika Benedek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improvisation is an integral part of music education programmes worldwide since teachers recognize that improvisation helps to broaden stylistic knowledge, develops creativity and various musical skills, in particular, aural skills, and also motivates to learn music theory. In Hungary, where Kodály concept is a core element of music teacher education, improvisation has been relatively neglected subject in both primary school and classical music school curricula. Therefore, improvisation was an important theme of a one-year-long research project carried out at the Liszt Academy of Music in Budapest. The project aimed to develop the music teacher training programme, and among others, focused on testing how improvisation could be used as a teaching tool to improve students’ musical reading and writing skills and creative musical skills. Teacher-researchers first tested various teaching approaches of improvisation with numerous teaching modules in music lessons at public schools and music schools. Data were collected from videos of lessons and from teachers’ reflective notes. After analysing data and developing teaching modules, all modules were tested again in a pilot course in 30 contact lessons for music teachers. Teachers gave written feedback of the pilot programme, tested two modules by their choice in their own teaching and wrote reflecting comments about their experiences in applying teaching modules of improvisation. The overall results indicated that improvisation could be an innovative approach to teaching various musical subjects, in particular, solfege, music theory, and instrument, either in individual or in group instruction. Improvisation, especially with the application of relative solmisation and singing, appeared to have been a beneficial tool to develop various musicianship skills of students and teachers, in particular, the aural, musical reading and writing skills, and creative musical skills. Furthermore, improvisation seemed to have been a motivating teaching tool to learn music theory by creating a bridge between various musical styles. This paper reports on the results of the research project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=improvisation" title="improvisation">improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=Kod%C3%A1ly%20concept" title=" Kodály concept"> Kodály concept</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20school" title=" music school"> music school</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school" title=" public school"> public school</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/102174/research-and-innovations-in-music-teacher-training-programme-in-hungary" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5436</span> Teaching English Language through Religious English Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Smriti%20Mary%20Gupta">Smriti Mary Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article intends to show how literature may be used in language classes to develop student’s knowledge of English. First, we examine the evolution of literature in the language classroom, then we give account of some reasons that justify its use in language classes, of the role of reading in language development, and of the way poetry is treated in the ESL classroom. This paper aims to emphasize the use of literature as a popular tool to teach language skills (i.e. reading, writing, listening and speaking), language areas (i.e. vocabulary, grammar and pronunciation) as well as moral teachings, which is the necessity in present time. Reason for using religious literary texts in foreign language classroom and main criteria for selecting suitable religious literary texts in foreign language classes are stressed so as to make the reader familiar with the underlying reasons and criteria for language teachers, using and selecting religious literary texts. Moreover, religious literature and teaching of language skills, benefits the different genres of religious literature (i.e. poetry, fiction and drama), and also gaining knowledge of a particular religion through language teaching but some problems had been observed by language teachers within the area of English through religious literature (i.e. lack of preparation in the area of literature teaching in TESL/TEFL programs, absence of clarity in objectives defining the role of literature in ESL/EFL), language teachers not having the background, training and appropriate knowledge in religious literature, lack of pedagogically-designed teaching material that can be used by language teachers in a classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=religious%20literature" title="religious literature">religious literature</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20literature" title=" teaching literature"> teaching literature</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20of%20language%20skills" title=" teaching of language skills"> teaching of language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20competence" title=" literary competence"> literary competence</a> </p> <a href="https://publications.waset.org/abstracts/36840/teaching-english-language-through-religious-english-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">525</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5435</span> An Exploration of Promoting EFL Students’ Language Learning Autonomy Using Multimodal Teaching - A Case Study of an Art University in Western China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dian%20Guan">Dian Guan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the wide application of multimedia and the Internet, the development of teaching theories, and the implementation of teaching reforms, many different university English classroom teaching modes have emerged. The university English teaching mode is changing from the traditional teaching mode based on conversation and text to the multimodal English teaching mode containing discussion, pictures, audio, film, etc. Applying university English teaching models is conducive to cultivating lifelong learning skills. In addition, lifelong learning skills can also be called learners' autonomous learning skills. Learners' independent learning ability has a significant impact on English learning. However, many university students, especially art and design students, don't know how to learn individually. When they become university students, their English foundation is a relative deficiency because they always remember the language in a traditional way, which, to a certain extent, neglects the cultivation of English learners' independent ability. As a result, the autonomous learning ability of most university students is not satisfactory. The participants in this study were 60 students and one teacher in their first year at a university in western China. Two observations and interviews were conducted inside and outside the classroom to understand the impact of a multimodal teaching model of university English on students' autonomous learning ability. The results were analyzed, and it was found that the multimodal teaching model of university English significantly affected learners' autonomy. Incorporating classroom presentations and poster exhibitions into multimodal teaching can increase learners' interest in learning and enhance their learning ability outside the classroom. However, further exploration is needed to develop multimodal teaching materials and evaluate multimodal teaching outcomes. Despite the limitations of this study, the study adopts a scientific research method to analyze the impact of the multimodal teaching mode of university English on students' independent learning ability. It puts forward a different outlook for further research on this topic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20university" title="art university">art university</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20education" title=" EFL education"> EFL education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20pedagogy" title=" multimodal pedagogy"> multimodal pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/176520/an-exploration-of-promoting-efl-students-language-learning-autonomy-using-multimodal-teaching-a-case-study-of-an-art-university-in-western-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5434</span> Effective Teaching Pyramid and Its Impact on Enhancing the Participation of Students in Swimming Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salam%20M.%20H.%20Kareem">Salam M. H. Kareem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Instructional or teaching procedures and their proper sequence are essential for high-quality learning outcomes. These actions are the path that the teacher takes during the learning process after setting the learning objectives. Teachers and specialists in the education field should include teaching procedures with putting in place an effective mechanism for the procedure’s implementation to achieve a logical sequence with the desired output of overall education process. Determining the sequence of these actions may be a strategic process outlined by a strategic educational plan or drawn by teachers with a high level of experience, enabling them to determine those logical procedures. While specific actions may be necessary for a specific form, many Physical Education (PE) teachers can work out on various sports disciplines. This study was conducted to investigate the impact of using the teaching sequence of the teaching pyramid in raising the level of enjoyment in swimming classes. Four months later of teaching swimming skills to the control and experimental groups of the study, we figured that using the tools shown in the teaching pyramid with the experimental group led to statistically significant differences in the positive tendencies of students to participate in the swimming classes by using the traditional procedures of teaching and using of successive procedures in the teaching pyramid, and in favor of the teaching pyramid, The students are influenced by enhancing their tendency to participate in swimming classes when the teaching procedures followed are sensitive to individual differences and are based on the element of pleasure in learning, and less positive levels of the tendency of students when using traditional teaching procedures, by getting the level of skills' requirements higher and more difficult to perform. The level of positive tendencies of students when using successive procedures in the teaching pyramid was increased, by getting the level of skills' requirements higher and more difficult to perform, because of the high level of motivation and the desire to challenge the self-provided by the teaching pyramid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title="physical education">physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=swimming%20classes" title=" swimming classes"> swimming classes</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20process" title=" teaching process"> teaching process</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pyramid" title=" teaching pyramid"> teaching pyramid</a> </p> <a href="https://publications.waset.org/abstracts/112082/effective-teaching-pyramid-and-its-impact-on-enhancing-the-participation-of-students-in-swimming-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5433</span> English for Specific Purposes: Its Definition, Characteristics, and the Role of Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karima%20Tayaa">Karima Tayaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Bouaziz"> Amina Bouaziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid expansion in the scientific fields and the growth of communication technology increased the use of English as international language in the world. Hence, over the past few decades, many researchers have been emphasizing on how the teaching and learning of English as a foreign or as an additional language can best help students to perform successfully. English for specific purpose is today quite literally regarded as the most global language discipline which existed practically in every country in the world. ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose which is a set of skills that learners currently need in their work or will need in their professional careers. It has had an early origin since 1960’s and has grown to become one of the most prominent of English language teaching today. Moreover, ESP learners are usually adults who have some quittances with English and learn the language so as to communicate and perform particular profession. Related activities are based on specific purposes and needs. They are integrated into subject matter area important to the learners. Unlike general English which focuses on teaching general language courses and all four language skills are equally stressed, ESP and practically needs analysis determine which language skills are the most needed by the learners and syllabus designed accordingly. This paper looked into the origin, characteristics, development of ESP, the difference between ESP and general English. Finally, the paper critically reviews the role of needs analysis in the ESP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20general%20purposes" title=" English for general purposes"> English for general purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20specific%20purposes" title=" English for specific purposes"> English for specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20analysis" title=" needs analysis"> needs analysis</a> </p> <a href="https://publications.waset.org/abstracts/43586/english-for-specific-purposes-its-definition-characteristics-and-the-role-of-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5432</span> Vocational Teaching Method: A Conceptual Model in Teaching Automotive Practical Work</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Ahmad">Adnan Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusri%20Kamin"> Yusri Kamin</a>, <a href="https://publications.waset.org/abstracts/search?q=Asnol%20Dahar%20Minghat"> Asnol Dahar Minghat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Khir%20Nordin"> Mohd. Khir Nordin</a>, <a href="https://publications.waset.org/abstracts/search?q=Dayana%20Farzeha"> Dayana Farzeha</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Nabil"> Ahmad Nabil </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to identify the teaching method practices of the practical work subject in Vocational Secondary School. This study examined the practice of Vocational Teaching Method in Automotive Practical Work. The quantitative method used the sets of the questionnaire. 283 students and 63 teachers involved from ten VSS involved in this research. Research finding showed in conducting the introduction session teachers prefer used the demonstration method and questioning technique. While in deliver the content of practical task, teachers applied group monitoring and problem-solving approach. To conclude the task of automotive practical work, teachers choose re-explain and report writing to make sure students really understand all the process of teaching. VTM-APW also involved the competency-based concept to embed in the model. Derived from factors investigated, research produced the combination of elements in teaching skills and vocational skills which could be used as the best teaching method in automotive practical work for school level. As conclusion this study has concluded that the VTM-APW model is able to apply in teaching to make an improvement with current practices in Vocational Secondary School. Hence, teachers are suggested to use this method to enhance student's knowledge in Automotive and teachers will deliver skills to the current and future workforce relevant with the required competency skilled in workplace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocational%20teaching%20method" title="vocational teaching method">vocational teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20task" title=" practical task"> practical task</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preferences" title=" teacher preferences"> teacher preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20preferences" title=" student preferences"> student preferences</a> </p> <a href="https://publications.waset.org/abstracts/8306/vocational-teaching-method-a-conceptual-model-in-teaching-automotive-practical-work" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5431</span> Teacher Characteristics That Influence Development of Oral Language Skills among Pre-Primary School Pupils: Case Study of Nairobi City County, Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Okelo">Kenneth Okelo</a>, <a href="https://publications.waset.org/abstracts/search?q=Esther%20Waithaka"> Esther Waithaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20Mweru"> Maureen Mweru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Development of oral language skills is a precursor to writing and reading acquisition. Oral skill is a means of communication through which people express their desires, ideas, excitements, amusements, disappointments and exchange information. In addition, oral skills have been found to be an important tool for thinking and concept development in children. Research carried out in industrialised countries have identified some appropriate teaching strategies used to enhance acquisition of oral language skills such as repetition, substitution, explanation, contrast, exemplification and code-switching. However, these studies’ geographical locations do not reflect the diversity of the Kenyan society. In addition, studies conducted in Kenya in the past have not established why pre-primary school teachers are not using appropriate teaching strategies. The purpose of this study was to find out whether teachers’ experience, academic qualification and type of training influences their choice of teaching strategies in the development of oral language skills inside and out of the classroom in selected preschools in Kibra Sub-County, Nairobi County. In addition, this study aimed at finding out the strategies used by teachers in Kibra Sub-County to promote oral skills development among pre-primary school children. The study was guided by Holdaway’s theory of language acquisition. Descriptive survey design was employed during this study. Questionnaires and observation schedules were used to collect data. Eighty-three (83) preschool teachers were sampled using multistage sampling methods for observation. Data was analysed using SPSS version 20. The researcher carried out content analysis on the qualitative data. The main descriptive methods used were tabulation of frequencies and percentages. Chi squire test was the inferential statistic used to test the relationship between variables. The main findings of the study indicate that teaching strategies that were mostly used by pre-primary school teachers were code-switching, examples, repetition, substitution and explanation. While questions, direction, expansion of children words and contrast were the least used teaching strategies when teaching oral language skills. The study revealed that the there is a slight correlation between the type of training of teachers and the teaching strategies as most of DICECE trained teachers used more teaching strategies when teaching oral skills compared to other teachers. The findings also revealed that there was a partial significant correlation between teacher’s academic qualifications and a few teaching strategies. A similar correlation was also observed between teaching experience and a few teaching strategies. Since the strategies used by pre-primary school teachers under the study were less than half of the recommended teaching strategies to promote oral skills, the study recommends that teachers should be encouraged to use more in structural strategies to improve children’s oral language skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenya%20early%20childhood%20education" title="Kenya early childhood education">Kenya early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenya%20education" title=" Kenya education"> Kenya education</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20language%20skills%20acquisition" title=" oral language skills acquisition"> oral language skills acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/84024/teacher-characteristics-that-influence-development-of-oral-language-skills-among-pre-primary-school-pupils-case-study-of-nairobi-city-county-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84024.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teaching%20skills&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=teaching%20skills&page=3">3</a></li> <li class="page-item"><a class="page-link" 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