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The flipped classroom enables teachers to accommodate the different needs of their students. With in-class activities, learning gaps and strengths can be addressed individually, allowing a more personalized approach to teaching. This research assessed the potential influence of the Flipped Classroom utilization towards the mathematics achievement in Rational Functions competencies of the Grade 11 Computer Systems Servicing and General Academic Strand students of Talisay City National High School in Talisay City Division for the school year 2023-2024. A descriptivecorrelational research design was utilized in this study using a survey questionnaire and achievement test. There were 134 respondents in the sample, and it was selected using simple random sampling from the population of the students at Talisay City National High School. The data were statistically analyzed through percentage, frequency counts, weighted mean, and Pearson-r correlational test for significant relationships. The findings revealed that the level of acceptability in terms of the pedagogical aspect of the utilization of the flipped classroom significantly influences the student's academic achievement in Mathematics. The researcher highly recommends that the Flipped Classroom Utilization Enhancement Plan be implemented and could serve as a supplementary strategy in addressing the students' varied learning needs, particularly in mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arte, Individuo y Sociedad is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study evaluated the pedagogical academic impact of the teaching of Ohm's Law in a professional technical high school, with professional figure in electricity, using an electrical module versus the traditional method for the teaching-learning process of Ohm's Law. The results of 38 students in two trimesters of the second year of high school were analyzed by means of Student's t-test and a table of achievements in the evaluation of learning, as well as a student survey. The statistical and qualitative analyses revealed that the use of the electrical module as a tool for the Ohm's Law teaching-learning process is more effective in improving academic performance, student acceptance, mastery and achievement of learning required by the teacher. The challenge we are trying to solve with this study is to overcome the difficulty generated in students to assimilate technical knowledge without adequate pedagogy, as it can limit the performance and interest of students in fundamental subjects for a technical, technological or engineering career. Effective teaching should promote the understanding of previous concepts, foster interest and raise the motivation of adolescents who are currently crossing the baccalaureate education courses The specific objectives of the study were to statistically and qualitatively evaluate the academic pedagogical impact of teaching Ohm's Law using an electrical module versus the traditional method. It was determined that the teaching method with the greatest effectiveness both statistically and qualitatively is the use of the electrical module. In conclusion, the teaching of Ohm's Law using an electrical module in a technical-professional high school with professional figure in electricity is more effective than the traditional method in improving academic performance, student acceptance, mastery and achievement of required learning. The implementation of this method can contribute to the immediate academic and longterm professional success of students in the field of industrial technical engineering. [ABSTRACT FROM AUTHOR]

STEAM is a coupling of the well-known STEM-disciplines of science, technology, engineering and mathematics with the arts. This conception of education builds on the foundations of STEM-curricula but complements it with a focus on innovation, creativity, novelty etc. Those in favor of STEAM education emphasize the importance of this shifted focus in better preparing the future generations for the complex challenges to come. However, a portion of the discourse on STEAM tends to reduce this approach to education to a means towards market-oriented ends. In opposition to such a discourse and primarily informed by Koestler's work on imagination and discovery in science, art and other domains of human creativity, we develop and defend a pedagogical conception of imagination. By connecting this conception of pedagogical imagination to insights from Tyson Lewis and Peter Hyland, we propose a protocol-based educational practice which can be incorporated in STEAM education. [ABSTRACT FROM AUTHOR]

AbstractThe study explored the impact of teacher creativity as a mediator between internal strategic communication and feedback seeking behavior on teacher performance. The research employed a quantitative approach using a cross-sectional survey design, with 230 senior high school instructors in the Techiman North district of Ghana participating. Structural equation modelling was used to analyze the data, and the results showed that teacher creativity played a partial mediating role in both relationships. Additionally, the study found that internal strategic communication and feedback seeking behavior had significant direct effects on teacher performance.

AbstractResearch about the characteristics of effective teachers in general is abundantly available in the literature. However, there has been a dearth of linguistic studies conducted to examine the perception of students about the unique qualities of an effective English teacher in a foreign language context. This study examined the qualities of an effective English teacher as perceived by 72 BA in English and 42 MA in Teaching English as Foreign Language (TEFL) students at Bahir Dar University, Ethiopia using an interview and a questionnaire developed from CELTAS Syllabus and Assessment Guideline. The questionnaire data were analyzed using descriptive and inferential statistics, whereas the interview data were thematically analyzed. While the results revealed both congruent perceptions and differing concerns, the majority of the participants valued the linguistic quality of English teacher the most; they also held a belief that an effective English language teacher should have a multifariously instilled quality with the balanced combinations of the three categories. The data also showed a statistically significant difference between MA and BA students regarding their perceptions about the best qualities of an effective English teacher. Drawn from the results of this study, implications for teacher education policy and future research were presented.

This study summarizes the terminological concepts of methods according to different fields and specializations، such as advocacy، literary، and educational methods. In sum, methods are the different educational methods and arts that the educator and preacher follow towards the educated and called people in their upbringing and evaluation. This study showed that the teaching and learning process needs good methods that listen to ears and relax minds، and that help the educator and preacher know the easiest outlets and the quickest optimal paths that reach the souls of the educated and the called and win over their hearts. The successful educator and preacher is the one who chooses for himself the appropriate wise methods، from dialogue. To the story، from wisdom to advice، guidance، etc. This study showed the circles and fields of application of these methods، such as the family، school، mosque، and society. Therefore، whoever undertakes this lofty mission must choose for himself the appropriate methods that enable him to carry this great responsibility. [ABSTRACT FROM AUTHOR]

The goal is to comprehensively examine the main milestones of the life path and multifaceted activity of A. Voloshyn — President of Carpathian Ukraine, outstanding public-political, state, and cultural figure, recognized leader of the Ukrainian national and cultural movement in interwar Zakarpattia (Transcarpathia), with whose name the national revival of Zakarpattia Ukrainians in the first half of the 20th century is quite naturally associated. The next research me thods were used: biographical, prosopographical, problem-chronological, historical-comparative, and retrospective. The Scientific novelty consists in the objective determination of the role of A. Voloshyn in the history of Zakarpattia and the processes of Ukrainian state formation in the 20th century, highlighting the historical conditions for the formation of his worldview, national-cultural orientation, and political views, as well as church-religious, cultural-educational, pedagogical, social-political and statesmanship activities of A. Voloshyn. Conclusions. Thanks to the active work of A. Voloshyn, as the leader of the Ukrainian national and cultural movement in interwar Zakarpattia and the head of the autonomous government of Pidkarpatska Rus (Subcarpathian Rus) — Carpathian Ukraine, the proclamation of an independent Ukrainian state beyond the Carpathians became possible 85 years ago (on March 15, 1939) as one of the stages of Ukrainian state formation and a phenomenon in the recent Ukrainian history. [ABSTRACT FROM AUTHOR]

This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK, TPTCK, and TPCK, adapted from Liang et al., 2013. The analysis results indicated that teachers demonstrated a solid understanding of Content Knowledge (CK) and Pedagogical Knowledge (PK), signifying a strong grasp of the taught material and effective teaching techniques. However, concerning Pedagogical Content Knowledge (PCK), their understanding of how to teach specific content required further attention. Nevertheless, they exhibited a robust understanding of Technological Knowledge (TK), Technological Pedagogical Content Knowledge (TPTCK), and Pedagogical Content Knowledge (TPCK), although the level of understanding in TPCK was slightly higher than TPTCK. Meanwhile, the gender-based analysis showed significant differences in TPACK understanding between the genders in the TK, TPTCK, and TPCK components, but no significant differences were observed in the PK, CK, and PCK components. This highlights the importance of understanding gender differences related to specific aspects of technology, education, and content knowledge. Further research or in-depth analysis is needed to comprehend the underlying factors causing these differences and their implications within the educational context and curriculum development.

Science teacher educators have a complex role in preparing future science teachers, giving them the content and pedagogical and technological knowledge. This research examines using a gamified laboratory simulation tool (Labster), where access was given to a cohort of science pre-service teachers (PST s) in the third year of their Initial Teacher Education for a semester. A mixed-method approach was adopted to generate data for this case study. Schulman's pedagogical content knowledge provided the theoretical background, whilst Makransky and Petersen's (2019) framework was deployed to identify factors in implementing Labster, including usability, motivation, and perceived use. The data determined that despite the ongoing engagement and interest in games and gamification in the wider community, the perceived engagement and interest were not reflected in the responses of the undergraduate science PST s in the study. PST s reported that they did not feel that it improved their content knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Narcotics, Alcohol, Psychotropics and Addictive Substances (NAPZA) are the causes of human anxiety disorders, a psychological, pedagogical and physical disorder that affects an individual's existence in social life. The presence of Islamic boarding schools is a forum for rehabilitating drug users spiritually which affects their spiritual and physical health. The purpose of this research is to find an effective drug rehabilitation model design through a religious approach in Islamic boarding schools as reference for policy makers in implementing the drug rehabilitation model. This research was conducted at Ar-Rahman Islamic Boarding School Palembang, Tetirah Dzikir Islamic Boarding School Yogyakarta, Al-Islamy Kulon Progo Islamic Boarding School, Hafara Yogyakarta Rehabilitation Institution, Ainul Yakin Gunung Kidul Islamic Boarding School, and Utsman Bin Affan Qur'anic Healing Riau Islamic Boarding School which implements the concept of a rehabilitation Islamic boarding school with religious power in it. The research method used is descriptive qualitative. The data sources used consist of primary data sources through in-depth interviews with managers of rehabilitation Islamic boarding schools, National Narcotics Agency, victims of drug users, communities around Islamic boarding schools. Secondary data sources are in the form of guidelines for the management of drug rehabilitation Islamic boarding schools and reports on the rehabilitation process. The data analysis technique refers to the concept of Miles and Huberman with the stages of domain analysis, tacsonomic analysis, componential analysis, discovery cultural themes. The results of this study indicate that religiosity power therapy is proven to be able to rehabilitate drug users through the stages of activities in it in the form of qur'anic healing, verbal-careful-deed dhikr, night prayers, congregational prayers, safar, pilgrimages, bathing in repentance, spiritual rituals, seminars and religious motivation. The sociopedagogical form of religiosity power therapy model practiced in these six Islamic boarding schools starts from the initial acceptance which includes registration, rapid test, urine test and service orientation of the intake program. Then proceed with the program orientation with detoxification or stabilization, exercise, rest, and health checks. In the next stage, the patient can join the program, namely joining the rehabilitation program from community therapy, spiritual therapy, psychological therapy, social therapy, and medical therapy. Or after the toxification is complete, you can also choose another alternative, namely outpatient care. The program then underwent a recognition period and program re-entry by providing skills, both soft skills and hard skills. And the last is the complete program determined by the counselor to be able to go home. Theoretically-practically, the results of this study contribute to the importance of collaborative therapeutic practice between medical, religious-practice, and pedagogical for drug victims. For policy makers, it can be considered as a way of providing moral and material support to educational institutions/drug rehabilitation institutes, so that these community institutions can function more in solving drug-related problems.

It is incontrovertible that African, and in particular, isiXhosa children’s oral songs play a significant role in the educational and instructional facets given their propensity to contribute to children’s cognitive development when used and applied meticulously. Bearing that in mind, this article aimed to unravel two selected children’s oral isiXhosa songs in respect of their didactic and pedagogical components. The principal objective, among others, was to determine their latent interplaying meanings. The sociocultural theory of learning was deployed to examine the two songs while the songs themselves served as a primary source of data subsumed under qualitative research methodology. The examination and discussions maintained that isiXhosa children’s oral songs contain educational and instructional dimensions that may not be privy to everyone, and as such, it is consequential that they continue to be probed. The closing remarks underlined the deficit in the evaluation of isiXhosa children’s songs concerning their didactic and pedagogical facets.

Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians’ acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians’ training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges.

This article notes that the purposeful, organized organization of didactic games in elementary grades is of great importance for the development of artistic creative abilities of younger schoolchildren. Also, the issues of using effective ways for the development and formation of talented, artistically creative children in this area were brought to attention. In this case, didactic games were shown by teaching under create conditions for the development of artistic and aesthetic taste, positive moral qualities, physical health, aesthetic education, and worldview in other students. Children with special talents are a national treasure for the future of every country. For this, it is acceptable to use a number of methods and ways to detect children with special creativity. In the learning process, interaction with students, their involvement in active interactive training, assessment of creative products, individualization of interactive learning methods, training tools, enrichment in content and form are of great importance. At this time, it was pointed out that there are ample opportunities to develop useful personalities for society by timely discovering the potential in them. The important importance of the correct writing of the scenarios of didactic games, the correct conduct of the distribution of roles, the need to reveal in advance what artistic creative abilities the students have, the pedagogical and psychological foundations in this direction are shown. The article examines that didactic games are of particular importance in teaching the subjects “Azerbaijani language”, “Life science”, “Fine arts”, “Music”, especially in primary school. In the course of teaching these subjects, along with the development of artistic creative abilities in younger schoolchildren through the correct selection of topics and the organization of didactic games on national and moral values, they acquire such moral qualities as patriotism, humanity, friendship, companionship, collectivism. It is true that didactic games are educational in nature. According to the direction studied in the article, along with the educational aspects of didactic games, it also plays a role as a tool in revealing the talent qualities of young schoolchildren. The purpose of the article is to mentions the didactic game scenario with the participation of students who have the ability to draw, recite poetry, and act in the direction of the formation of national and moral values. It was shown with examples what roles should be given to students, in what direction their talents should be revealed, it was noted that the measurement of the talents level of students studying in primary grades, starting from a young age, the development of artistic creative abilities is important for the future development of talented young people. Development of scenarios for the organization of didactic games, taking into account their age and individual characteristics, the correct development of the pedagogical, psychological foundations for this work is to achieve the disclosure of students’ artistic creative abilities. It is the clarification of ways, directions for revealing the artistic creative abilities of students by organizing didactic games in elementary grades of general education schools. It is also to achieve the progress of talented students in this regard, starting from an early age.

The article presents an assessment questionnaire aimed at testing the students’ current level of intercultural competence. It comprises 72 items that were formulated in accordance with the objectives of intercultural education. The items were adapted from an assessment tool developed by the Pestalozzi Program and from a manual developed by the Council of Europe. The second part of the article presents the key findings of the observation stage of the pedagogical experiment and highlights the main areas of improvement during the formation stage of the pedagogical experiment. It also presents one good practice exemplar that was implemented in order to increase the students’ level of awareness on human rights and equal treatment, with a focus on the Roma minority. The activity aimed to raise students’ awareness of human rights as well as their ability to react to discrimination and hate speech in public space.

This work investigated into the Information and Communication Technology (ICT) pedagogical competency possessed by secondary school Chemistry teachers. The investigation was carried out in Onitsha Education Zone of Anambra State. Gender and school type (public and private) were considered. The study adopted descriptive survey design; population of the study included ninety-five (95) Chemistry teachers in the zone. A sample size of thirty-seven (37) Chemistry teachers made up of 15 male and 22 females in 18 public and 19 private secondary schools was used. The sample was selected using multistage sampling procedure. Three research questions and two null hypotheses guided the study. For data collection, two instruments were used; Chemistry Teachers' Competency Observational Rating Scale (CTCORS) was adapted while Teachers Self-Rating Scale on ICT Competency (TSRSICTC) was developed. The instruments used gone through face validation. Also, these instruments were tested for internal consistency using Cronbach Alpha to obtain its reliability coefficients. The reliability coefficients for CTCORS was 0.796 while TSRSICTC was 0.761. The data gathered was analyzed with Statistical Package for the Social Sciences (SPSS). The mean and standard deviation are the statistical metrics used to answer the research questions while t-test was used to test the research hypotheses. The research findings revealed that the extent of Chemistry teachers' competency in pedagogical ICT usage in Onitsha education zone was fair. Gender has no significant influence on Chemistry teachers' use of pedagogical ICT competencies in senior secondary schools in Onitsha Education Zone. However, school type has no significant influence on pedagogical ICT competency in the aforementioned education zone. In accordance with our research findings, it was recommended that in order to enhance Chemistry teachers' competency in ICT usage in secondary schools, ICT program should be made; mandatory during the teacher's preparation course, prerequisite for teachers' recruitment. Also, state-of-the-art of ICT gadgets and the internet facilities should be made available to public and private secondary schools at large. [ABSTRACT FROM AUTHOR]

Copyright of ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M. is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper deals with the pedagogical change and curricular innovation required to develop holistic learners. The teacher has to break the barriers of traditional approach and become a facilitator to develop the four language skills i.e. listening, speaking, reading and writing. The teacher needs to develop autonomy in the curriculum and go beyond the textbook and be pragmatic in pedagogical approach. My seventeen years of experience in teaching language and communication skills to the undergraduate and professional learners has identified the lacunae in language teaching that is learner autonomy and holistic approach to language. Some of the learners possess fear towards language learning and lack confidence to master it. This is where the teacher becomes a mentor, motivator and facilitator. The teacher has to empathize with the learners and identify the needs of the learner before planning the curriculum and delivering it in the classroom. The teacher shouldn’t be the sole speaker hampering the development of the learners but a guide in developing the skills and confidence in the language. For this, there should be more tasks based sessions involved in the language classroom and also meet the contemporary needs of the learner. English is a global language and thereby the teacher needs to adapt to the multicultural linguistic approach and evolve at holism. Language has to be treated as an art when using creatively and science when defining the nuances of the language. The language teacher should not only be proficient in language but also innovative in customizing curriculum according to the needs of the learner. Thus the paper explores the methods to develop innovative language curriculum to empower the learners. [ABSTRACT FROM AUTHOR]

The article analyzes certain moments of life and mentality peculiarities of two outstanding sons of the Tatar people – Gaziz Gubaydullin and Galimjan Ibragimov, who have taken an important place in world historiography with their talent, scientific, literary and journalistic activities. Along with the analysis of individual creative achievements of the individuals under study, the main emphasis in the work is on examining the series of events associated with the socio-political and ethno-cultural realities of the 1920s–1930s. Moreover, the defining characteristic of the activities of the described people is the problem of their relevance, since it is this factor that serves as an attractive moment for studying their lives. The presented episodes of private life in the biography of the declared individuals, favourable or tragic occasions become significant and of particular interest in the light of the characteristics of the national mentality specifics of the Tatar political discourse.

Without neglecting other competencies, pedagogical competence and professional competence are absolute competencies possessed by an educator (teacher). This study aims to determine the efforts made by PPKn teachers in developing pedagogic competence and professional competence during the new normal covid-19. This study uses a qualitative approach with a descriptive type of research. Data collection techniques using interview and documentation techniques. The results showed that the efforts made by PPKn Madrasah Tsanawiyah Negeri teachers in Mataram City in developing pedagogic competencies and professional competencies were: (1) Attending education and training; (2) Participate in MGMP activities; (3) Participate in online workshops or seminars; (4) Seek and follow the development of information through electronic media, and; (5) Reading books or scientific journals.

The African worldview of Ubuntu predates Vygotskian theory, but the Ubuntu view that the community defines the person aligns uncannily with Vygotsky's biosocial proposition and contemporary conceptions of deaf ontology and epistemology. Unlike prevailing Euro-American thought, Ubuntu accentuates the view that it is not any physical or psychological characteristic of the individual that defines personhood. Instead, Ubuntu aphorisms, the containers of meaning in African epistemology, indicate that the reality of the communal world is at least equal if not superior to individual life histories. The author teases out similarities between Vygotskian thought and Ubuntu, illustrating deaf children's development along a different axis, facilitated by a holistic, diversified biosocial process in which neither their deafness nor disability indicates inferiority or coloniality. Grounded on the African principle No language is complete without other languages , the present article contributes to a nascent indigenous theorization of contemporary deaf education. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several recently published international relations and criminal justice writings, textbooks, and supplements focus on using science fiction and fantasy texts to teach social science theories. This article investigates how science fiction and fantasy examples affect student learning compared to documentary films. We use mixed methods to conduct two studies on the use of science fiction and fantasy in political science and criminal justice classrooms. In the first study, we divide up a large lecture class, comparing how examples from the HBO series Game of Thrones versus documentary films affect student learning about the United Nations and peacekeeping. Our second study uses a combination of interviews and surveys to assess how students apply various criminological theories to the 1997 film Gattaca versus a documentary. Our research reveals that science fiction and fantasy examples neither help nor harm student learning. However, incorporating examples from fictional worlds may alienate some students, affecting their enjoyment of class and perception of preparedness. Most importantly, we find that the use of fictional examples creates an interpretive barrier in the classroom. Thus, we recommend judicious use of science fiction and fantasy examples. When fictional examples are used, we encourage student preparation and extensive debriefing. [ABSTRACT FROM AUTHOR]

One of the serious problems faced by the world of education in this digital era is the low ability of teachers in mastering Information and Communication Technology which has the impact for the quality of learning. This study aimed to enhance the professionalism of Arabic language teachers through the online learning system in Teacher Professional Education program. Qualitative descriptive method was used. The students in the Arabic Teacher Professional Education program at LPTK UIN Sunan Ampel were being the subject of the research. The data was collected through interviews with 5 lecturers, questionnaires distributed to 17 students, observations on the implementation of online learning, and documentation of student assignments. Then it was analyzed critically with data analysis techniques developed by Miles, Huberman, and Saldana. The results showed that the online lectures of Teacher Professional Education students at the LPTK UIN Sunan Ampel which integrated pedagogic and professional materials as in the curriculum structure of Arabic Teacher Professional Education in the online learning system could increase the professionalism of Arabic language teachers which integrated technological, pedagogical and content knowledge can develop teacher competence. The results of this study was intended to increase the quality of online learning in the Teacher Professional Education program and the professionalism of the teachers.

This article deals with the representations of flora in Gabriela Mistral's Poema de Chile. For this purpose, the argumentation will use the theoretical category of landscape. In this regard, the analysis will focus mainly on the critical reading of the poem "Flowers" and other texts of the same book. First, the naturalistic discourse is studied mainly in the review of the interconnection between vegetal and rocky beings. Second, the pedagogical discourse is added to the naturalistic one through the part of the poem dedicated to the lullaby. Third, the articulation of the naturalistic and pedagogical is expressed at the end of the poem with the reflection on the social. The reading hypothesis argues that the representation of flowers functions as a provocative sign that allows access to a transformative vision of the negativities that afflict the invisibilized subjects: the voice of the mama-ghost configures an agency that seeks to overcome exclusions and relies on the natural landscape to do so. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Orientación Educacional is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians' acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians' training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges. [ABSTRACT FROM AUTHOR]

This descriptive correlational study was conducted to determine the technological, pedagogical, and content knowledge (TPACK)of teachers teaching Science as the basis for In-Service Training Design Development. This was conducted in all secondary schools in the District of Dueñas. The subject of the study is all the thirty teachers teaching Science in the District of Dueñas. The results reveal that the teachers' TPACK as an entire group is high as well as when they are grouped according to their profile such as their major field of specialization, length of service, and educational attainment, except for the content knowledge of teachers under their length of service which is an average level. The technological knowledge of the teachers is slightly correlational to the length of service, while their pedagogical knowledge has a slight relationship to their educational attainment. Furthermore, their content knowledge has a slight relationship to their major field of specialization and length of service. A positive, moderate, and significant relationship exist between Science teachers' technological and pedagogical knowledge, while negligible correlation and not significant between technological knowledge and content knowledge. A positive, moderate and highly significant relationship exists between Science teachers' pedagogical, and content knowledge levels. The In-service training design for Science teachers was developed from the results of the survey questionnaire covering technological, pedagogical, and content knowledge. [ABSTRACT FROM AUTHOR]

This theoretical field study tried to provide detailed data related to co-curricular activities and their objectives and role in learners' life, and the formation and refinement of their personality socially, academically and professionally..., in addition to that, it sheds light on the role of the Moroccan curriculum in introducing the concept of co-curricular educational activity and emphasizing its importance in teaching and learning according to a tight pedagogical approach, which evokes the various circumstances involved in the teaching-learning process, especially at the level of the two problems of consolidating the concept of education and values, and consolidating the concept of positive and scientific openness to the external environment of school. The study also tried to bring the visions about the working conditions and mechanisms for the implementation and success of co-curricular activities through educational clubs, in addition to identifying a set of constraints and difficulties that prevent the activation of refresher programs in school spaces and outside, and at the same time addressing the problem of lack of diligence in completing and renewing them according to Modern pedagogical approaches that are compatible with the learner's mentality and current conditions, which are characterized by the change and transformations in various fields. Finally, this article was concluded by presenting findings, proposals and recommendations that would contribute to raising the effectiveness of co-curricular educational activities in Morocco. [ABSTRACT FROM AUTHOR]

The present work presents research on the use of literature with children with Attention Deficit/Hyperactivity Disorder, prioritizing its characteristics in the school environment. The main context of this research is to show a better educational development of the child, with the help of reading, where it can be used as a development tool for students with ADHD. The methodology used in this work was the bibliographical research, through theorists that approach the theme of the research line. Considering that education is responsible for the construction of students' knowledge, the student as the main aid in the classroom, has the role of encouraging and showing the new to the student, performing a pedagogical work that is often challenging in relation to the student with hyperactivity. But for that to happen, it is necessary that the formation starts with the family, because it has the fundamental importance in this educational process. Faced with so many uncertainties, attention deficit disorder is a diagnosis that presents several difficulties, being able to punctuate some as more relevant, such as: impulse control, organization, inattention, restlessness, impulsivity, among others. [ABSTRACT FROM AUTHOR]