Search

This article reports an analysis of teacher students' teaching achievement in designing lesson plans, improving teaching practice, and developing teacher competency. The research followed a mixed method research design, combining quantitative and qualitative data. It further employed a one-group pretest-posttest design in a quasi-experimental approach with the participants observed to obtain the needed data for further statistical analysis. The findings reveal that Tadaluring Microteaching Learning Model (TMLM), with its five-component microteaching cycle (e.g. syntax, social systems, principles of reactions, support systems, and effects of models) helps teacher students improve teaching achievement in Microteaching course by providing extra resources of experience to improve lesson plan design, teaching practice implementation, and teacher competence enhancement. This study also examines the experiences of both supervisors and teacher students in implementing the five components of the TMLM microteaching cycle. It reports that teacher students are able to design good lesson plans after participating in the TMLM microteaching cycle. It further shows the five components of the TMLM microteaching cycle aroused the teacher students' positive attitude and motivation to create and improve teaching practice during peer teaching sessions while improving their personality and social competence at the same time. This study provides a better understanding that the use of TMLM's five components in the microteaching cycle can support teacher students' teaching performance effectively in the future.

Background: Caring for persons with profound intellectual and multiple disabilities (PIMD) demands specific expertise. Tacit knowledge seems to play an important role, but little is known about its nature, including what is necessary for its development and transfer. Aim: To gain understanding of the nature and development of tacit knowledge between persons with PIMD and their caregivers. Method: We conducted an interpretative synthesis of literature on tacit knowledge in caregiving dyads with persons with PIMD, persons with dementia or infants. Twelve studies were included. Results: Tacit knowledge is about caregivers and care-recipients becoming sensitive and responsive to each other's cues and together crafting care routines. Learning takes place in a constant process of action and response that transforms those involved. Conclusion: Building tacit knowledge together is necessary for persons with PIMD to learn to recognise and express their needs. Suggestions are made for ways to facilitate its development and transfer.

Every branch of science needs visitors' attention during the poster presentation session at conferences, symposiums, seminars, etc. In particular, participants in the chemistry and biochemistry conference need more visual tools to explain their research work in detail. Presence of smartphones and the ability of 2D barcodes will allow chemical reactions or processes to be shown in the form of a movie, animation or augmented reality (AR). Therefore, the next generation of posters will be more interested in this view. Here, the ability of 2D barcodes or QR codes to help researchers to catch more attention in their research work was presented during a poster presentation session. In this way, the visitors showed positive attitudes to the applicability of such tools. Also, some information including the number of poster visitors and interesting topics in the conference can be collected easily which is useful for the scientific and organizing committee of conferences. As a result, biochemistry conference posters can be presented in new ways, based on animation images or video, to capture the attention of viewers and deepen their understanding of poster concepts.

Background: Parents' knowledge of their child with profound intellectual and multiple disabilities (PIMD) is seen as crucial in the support and care for their child. The aim of this study was to explore the nature and transferability of this knowledge. Method: We conducted an interpretative synthesis, searched PubMed, CINAHL, Philosopher's Index and PsycINFO and included fourteen studies. Results: Parents' knowledge was based on their long-lasting and special bond with their child and described as an intuition, a gut feeling, a sixth sense and a sense of knowing. Parents applied their knowledge as experts in interpreting their child's intended communication, well-being and pain, and as advocates opposing the more objectivist approach of medical professionals. Showing by example and passing on narratives were seen as important ways of transferring this knowledge. Conclusions: Suggestions are made on how to apply and retain parents' knowledge to improve care and support for people with PIMD.

This study was descriptive qualitative study aimed to investigate the problems of applying student centered syllabus in vocational high schools in Kendal regency, Central Java, Indonesia. The subjects of the study were twenty English teacher in vocational high schools in Kendal. The data were collected through observations, questionnaires, and interviews. The collected data further were analyzed using inductive analysis in which the researchers looked for the pattern of the data and the meaning of the data. Based on the data, there are three points concluded. The first was the English teaching and learning process in vocational high schools in Kendal had applied the student-centered syllabus. The second, in designing the students-centered syllabus the teachers found difficulties in having a model of the student-centered syllabus as a guideline in adapting and designing their own syllabus, describing the learning indicators, and formulating learning activities alligned with the student-centered learning. The third, the teachers faced difficulties in terms of encouraging their students to participate actively during the teaching and learning, and requiring a lot of time in implementing the student-centered syllabus. Thus, even though the teachers had already applied the student-centered syllabus in their teaching, they still found difficulties in implementing it. In conclusion, they need a model of student-centered syllabus for being a guideline in designing their syllabus and workshops to train them the ways to implement the student-centered syllabus successfully in their teaching.

Catch 'em young for imparting hands-on rigorous academic training. This is what has been relentlessly pursued while dealing with the undergraduate students of business management who are to be thoroughly exposed to the whole gamut of quality work life. Whether they opt for corporate career or pursue masters or choose be an entrepreneur, their exposure to the dynamics of quality management must be ensured most likely at student level. Needless to say that the student is more adaptive to change of attitude, behavior, learning etc., and is prone to imbibing the changes without any resistance. One of the collaborative approaches gaining popularity globally is the Student Quality Circle (SQC), an initiative for raising the bar of quality learning and quality teaching. To the best of our knowledge, Quality Circle very much in the vogue, does exist at scores of manufacturing units in Kingdom of Saudi Arabia but this has not yet taken roots in the academic field. This research is essentially a pilot study done at College of Business Administration, Salman bin Abdul-Aziz University, Al-Kharj. The concept "student's quality circle" has been proved quite effective to a larger extent and its encouraging findings will prompt other colleges to opt for it. The study has done an objective analysis of pre and post session implementation of student quality circle and it has carefully measured its empirical impact on student's traits, attitude, learning, extracurricular activities, individual versus team chemistry, leadership, incubation of quality mind set, total quality environment, and student faculty relationship etc.