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The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere. © 2019, Eskisehir Osmangazi University.

This study was carried out to examine the determinants of early initiation in deviance. The interest of the study was to identify the extent to which stress and depression, religious factors, school factors and early victimization contribute to the early initiation among deviants. The samples consist of 240 male inmates from Serendah Cure and Care Rehabilitation Centre. A questionnaire was administered to the sample. It requires information of deviant’s background and the frequency of circumstances in terms of stress and depression, religious factor, school factor and early victimization affected them before the prohibited substance onset. The results have shown that the combination of changes in religious factors, early victimization, stress and depression and school factors contribute 43.3 percent changes in the age of prohibited substance initiation among deviants. Particularly, an increment in the combination of religious factors, early victimization, stress and depression and school factors contribute a 43.3 percent earlier in the initiation age among deviants.

This study aimed to explore Inclusive Pedagogy Literacy among the academic community at the Institute of Teacher Education (Institut Pendidikan Guru). The focus of the study is the application of Inclusive Pedagogy in teaching and learning in the classroom. The samples were chosen among the lecturers at the Institute of Teacher Education through purposive sampling based on their involvement in their major teaching specialization for the subject of special education, language specialization, music studies, physical education and sports science, Islamic education and visual arts education. Qualitative methods involving interview techniques, observation and reflection of teaching have been fully utilized in data collection. Data were analyzed by inductively to get the theme in line with the objectives of the study. The findings showed that the elements such as the ability of students, provision of equal learning opportunities, the active involvement of students, and the diversity of students’ capability are the themes to taking into account by the respondents. Implications of the findings of the study suggest that the inclusive pedagogy literacy among the academic community is in a position to provide added value to students’ knowledge. Awareness of inclusive pedagogy will help in preparing students as a novice teacher to be able to formulate a coherent activity based on clinical experience and effective teaching.

The transition from the teacher education institution to life in a real classroom has been characterized as a type of reality shock in which beginning teachers realize that the ideals they formed while training may not be appropriate for the realism they are faced with during their first year of teaching (1). Unfortunately, this concern is not fully addressed in schools in Malaysia as beginning teachers have the same responsibility as a teacher with many years of service. It is suggested that it is not until they have survived the initial shock of the first year that novices are able to begin to concentrate on the important areas of long-term planning, overall student goals, and individual students" needs (2). This article examines challenges that novice teachers in Malaysia face in their early experience of teaching through a review of significant literature. Based on recent studies from the literature, these challenges are discussed and future direction for research in this field is suggested.

There has been increasing interest in exploring what language teachers believe about teaching (Borg 2006). Often these beliefs are expressed in terms of metaphors (Richards 1998; Woodward 1991). Richards (1996) asserts that teachers’ personal principles would reflect their teaching approach in which these principles guide the teachers’ instructional decisions. Teaching principles are commonly built upon teachers’ beliefs, educational input, training, and experience, which reflect the teachers’ roles and influence the instructional decisions and pedagogical practice. In recent years, there has been a growing interest in research about teaching and its association with teachers’ beliefs or vice versa. Nevertheless, there has been little recent research connecting the choice of metaphors and the teachers’ beliefs in relation to classroom practice. Hence, this chapter presents the findings of a study on teachers’ teaching metaphors and their pedagogical representations. The central focus of this chapter is on the teachers’ peripheral beliefs about teaching and the extent to which educational trends of teaching English language in the ESL classroom are established through such beliefs.

This study was aimed at investigating creativity in messy play among preschool children. The concern was to identify three stages of messy play that can stimulate preschoolers in deriving their creativity and, similarly, to observe the creative ability exhibited by preschool children during the whole of messy play activities. Participants consisted of two preschool principals and a total of eight children 5 or 6 years of age from two selected preschools in Selangor, Malaysia. An interview was conducted with the principals, which along with their verbal answers were taken into account and transcribed into data. Three stages of messy play activities that vary in material were engaged by the eight children. They were interviewed, observed, and recorded in video while the activities were carried out. Outcomes collected were transcribed and analyzed based on the development of young children’s creativity. The study was based on qualitative research methodology. We found stages of messy play are practicable to develop preschool children in the development of creativity. Moreover, the creative ability in preschoolers has been comprehensively testified through all stages of messy play. To sum up, it is certain that messy play does entice preschool children’s creativity. Further proposal of research could target on children aged 4 years and younger to investigate their creativity through messy play, plus further aspects of young children’s development that could be enhanced through messy play.

Over the past 20 years, there has been increasing interest in exploring what language teachers believe (Borg, 2006). Often these beliefs are expressed in terms of metaphors (Richards, 1998; Woodward, 1991), but there has been little recent research connecting the two strands. The present study is based on the personal reflections of a group of 72 trainee teachers in a Malaysian University after a three-month practicum in local high schools. In these reflections, as well as currently fashionable constructs such as facilitator and motivator, these students often described their perceptions of the role of the language teacher using various metaphors. The wide range of metaphors volunteered by these trainee teachers were coded into various categories, such as terms relating to facilitating, mentorship, entertaining and kinship. This presentation will discuss a number of these, and also quote some of the trainees’ comments in support of their chosen metaphor, which thereby revealstheir underlying beliefs about teaching and learning. Relating their professional activity to other roles illuminates not only what teachers themselves believe, but also reinvigorates notions of (language) teaching itself. One of the implications of this study is that teacher educators, both in the specific setting and in relatable contexts elsewhere, can incorporate such metaphors into their programmes and in this way reimagine, refine and redefine the role of the language teacher for the benefit of their students, and themselves.

The aim of the study was to investigate how learners of English as a foreign language (EFL) interacted during task completion using two different communication task types i.e. jigsaw and decision-making. The focus of investigations was the dynamics of learner interaction and the kind of oral discourse generated by the participants. The data for the study comprised transcribed recordings of learner interactions working on given tasks. They were qualitatively analyzed focusing on the social processing. Findings revealed that the participants attempted task completion collaboratively. The collaborative interaction was characterized by argumentative episodes. However, close examination showed that the participants engaged in more intensive argumentative negotiations which were highly collaborative during decision-making task completion than during task completion of the jigsaw task type. The results suggest that communication task types elicited collaborative interaction episodes with argumentative negotiations and these kinds of interactions are believed to be important particularly for learners at the tertiary level. Keywords : oral discourse, collaborative interaction, argumentative episodes, communication tasks Normal 0 21 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:EN-US; mso-fareast-language:EN-US;}