Teacher knowing or not knowing about students

Amin, Nyna; Vithal, Renuka

doi:10.15700/saje.v35n3a1078

Cited by 6 publications

(4 citation statements)

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“…The common part of the ethnoscience studies was focused on teachers' level (see Table 4) that might originate from the assumption that teachers' knowledge is an important key in the learning process. Teachers' engagements in learning facilitate their students' learning (Sgouros, G. & Stavrou, 2019;McNeal, P., Petcovic, H. & Reeves, 2017;Amin & Vithal, 2015). Furthermore, the minority of the ethnoscience studies were carried out on K-7 until K-10 level because the students were in their critical age stages.…”

Section: Resultsmentioning

confidence: 99%

A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia

Kasi

Samsudin

Widodo

et al. 2021

Tadris

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This study aims to review the ethnoscience studies in science education in Indonesia thematically. From 2010 to 2020, the databases contained 71 relevant articles of ethnoscience studies. These studies belonged to the content analysis theme parameters of method/design, sample, data collection, data analysis, topic, result, recommendation, and location. The results indicated that most of the ethnoscience studies explored the effect of integrating ethnoscience with the lessons to investigate students’ achievement and attitudes towards science. Correspondingly, the investigated studies mostly used Research and Development (R D) and experimental research design. The preferred data collecting techniques were tests (multiple-choice/description), questionnaires, and observation. Moreover, seventh and eighth graders of junior high school commonly employed the argumentation activities in physics, chemistry, biology, and basic concept of science topics. This study suggests the teachers employ different methods (e.g., ethnoscience) to improve concept understanding, problem-solving skills, critical thinking skills, and motivation in learning science from the primary school level. Furthermore, resources from cultural activities in Indonesia are beneficial for integrating ethnoscience in learning.

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Section: Resultsmentioning

confidence: 99%

A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia

Kasi

Samsudin

Widodo

et al. 2021

Tadris

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“…Keeping these two factors in mind and having in mind Amin's (2008) concern about how hostility of her participants made her task of producing data problematic, I decided to get in touch with two previous trainee student-teachers who worked as KM teachers in my locality. These teachers were familiar with me as they had been my students when they were doing their training at the teacher education institute where I work as lecturer.…”

Section: Choosing a Research Sitementioning

confidence: 99%

“…Moreover, building a rapport with them was not a huge problem. The literature abounds with arguments that put forth that building relationship between the researcher-researched is crucial in allowing the ethnographer to be able to produce data (Amin, 2008;Blackledge and Creese, 2010;Feldman, Bell and Berger, 2003;Heller, 2008a;Wanat, 2008;Woods, 1986). Yet, with children I had no issues in regard to building a rapport, as the moment I stepped in either class, most of the children were all over me, fawning on me, sharing their food, seeking hugs and kisses, wanting to be noticed (The relationship of the researcher-researched will be discussed at a later stage).…”

Section: The Field Speaksmentioning

confidence: 99%

2. The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Multilingual Educational System

Mahadeo-Doorgakant¹

2023

Multimodality and Multilingualism

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This has been such an incredible journey of growth on all levels, filled with ups but mostly lots of downpoints which often lead me to believe I would not live to see the end of this journey.My acknowledgements will thus be different because I want to start by thanking the and sole first person who actually made this journey possible, and and who is actually holding the pen to write down these words, that is myself. Had it not been for the sheer courage and determination not to give up despite all the challenges and personal crises faced during this journey, I would not have reached this stage where I am presently writing these words for you to read. Before thanking anyone else, I believe that I should thank myself for holding on, even when the ship sank at different intervals.Next, I would want to thank Professor Michael Samuel, my supervisor for having believed I could make it till this turning point. He saw in me the potential that I perhaps had never seen and not only guided me in the completion of this study but challenged me mentally to give the very best of myself till the end. I would also like to put on record the support of my local supervisor, Dr Nita Rughoonudun-Chellapermal for having given her all to try and help me through with her feedback.Apart from my supervisors and myself there have been a precious few who have stood by my side at different walks of my life and I wish to acknowledge their contribution in the completion of this PhD.My head of department: Mrs Radha Rani Baichoo, who like a mother, supported me through this journey, making allowances for my absence whenever I sought leave and reducing my workload to the minimum allowed so that I could find time to devote to my study. Never have I known as selfless a person as Mrs Baichoo, who although being on the same journey as me and needing as much time to devote to her work, never grudged at the extra work that I sometimes left to her when I went on leave. Like a mother in times of need, she was there understanding and caring to know that I needed the breather she gave when necessary. For the person you are, Mrs Baichoo, thank you from the bottom of my heart.My friends: Shalini, Raj and Evelyn, who not only listened to me when I ranted about the challenges I met but also became my critical group when I wanted to talk about my study, thus affording me the opportunity to be reflexive. Thank you for being the backbone on whom I could rely when I reached a point in life where there seemed to be absolutely no one upon whom I could rely.My chums: Shalini and Arvina for always being there if ever I wanted to complain about the difficulties I was facing in regards to the writing of the PhD, or anything else in life. Thank you for being my family when I had none.My colleagues: Hyleen and Pascal for having offered last minute assistance and accepting to go through parts of my draft and guiding me through the cumbersome task of editing my work.My best friend: Avi for having encouraged me to start this journey and for having given me the last push to en...

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“…17,23 Empathy and knowledge of one's learners are vital in enabling the teacher to create an environment where these open and truthful conversations can occur and foster trust and understanding. 24,25 Furthermore, the study aimed to provide insight into the existing gaps in skills development, dissonance and motivation to facilitate the conversations that require professional courage. 26,27 Identifying factors contributing to the LO teachers' sense of vulnerability is vital in understanding their choices of content, the boundaries of the school culture, the availability of a support system and the level of respect and trust that exist in the space where they need to implement these difficult conversations.…”

Section: Introductionmentioning

confidence: 99%

Courageous conversations in the Life Orientation classroom and teacher vulnerability

Villiers

Jager

2021

The Journal for Transdisciplinary Research in Southern Africa

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Teacher knowing or not knowing about students

Cited by 6 publications

References 0 publications

A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia

A Thematic Review on Exploring Ethnoscience in Science Education: A Case in Indonesia

2. The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Multilingual Educational System

Courageous conversations in the Life Orientation classroom and teacher vulnerability

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