Articles

Senior High School Science Teachers’ Attitudes, Knowledge and Skills in Alternative Assessment

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This study investigated senior high school science teachers’ attitudes, knowledge, and skills in alternative assessment within the Philippine context. A descriptive-quantitative research design was employed to gather data from 60 senior high school science teachers. The findings reveal that the teachers generally possess a high level of knowledge and skills in using alternative assessment methods. They hold positive attitudes towards alternative assessment, recognizing its benefits in improving student learning and assessment effectiveness. Some reservations exist, such as time consumption and difficulty in grading. The study also found no significant differences in teachers’ knowledge and attitudes based on current location in teaching, age, highest degree, and years of teaching experience. In contrast, teachers who received in-service training on alternative assessment demonstrated a significantly higher level of knowledge compared to those who did not. These findings highlight the potential of alternative assessment in senior high school science education. The need for ongoing professional development and support to enhance teachers’ knowledge and skills in effectively implementing these methods is crucial. To strengthen the positive attitudes and knowledge base identified in this study, it is recommended that senior high school science teachers be provided with professional development opportunities focused on alternative assessment methods. Additionally, resources and materials should be developed to support them in designing, implementing, and evaluating these assessments. By integrating alternative assessment practices into the curriculum and teacher training programs, we can ensure these effective methods become a mainstay in senior high school science education. Further research into the effectiveness of various alternative assessment methods would provide valuable insights for continual improvement.

The Influence of Training Approaches in In-Service Teacher Training on the Implementation of the Competence-Based Curriculum in Public Primary Schools in Kilifi County, Kenya

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In-service teacher training plays a pivotal role in the successful implementation of the Competence-Based Curriculum (CBC) in public primary schools. As Kenya transitions to CBC, it is crucial to examine how different training approaches affect teachers’ ability to deliver and assess the new curriculum effectively. This study investigates the impact of various training methodologies on CBC implementation in Kilifi County, focusing on the prevalence and effectiveness of traditional versus innovative teaching strategies. The findings reveal a dominance of traditional teaching methods, such as group projects, discussions, and lectures, with 93.2% of respondents frequently using group projects and 89.8% employing discussions/presentations regularly. In contrast, innovative methods like gamified learning, problem-solving, and brainstorming are significantly underutilized, with 46.9%, 53.4%, and 69.7% of respondents, respectively, never using these techniques. Chi-square analysis indicates that interactive training approaches, including practical discussions and guided practice, have a substantial positive effect on instructional delivery, assessment, and professional growth, evidenced by p-values of 0.000, 0.009, and 0.003. Theoretical training with immediate feedback is significantly effective in instructional delivery and assessment (p = 0.000) but less impactful on professional development (p = 0.186). Engaging activities and mentorship are crucial for enhancing instructional delivery and assessment (p = 0.000 and p = 0.002), while adapting teaching styles and using technology show inconsistent effects. The study concludes that while traditional methods are prevalent, integrating interactive and innovative training approaches is essential for effective CBC implementation. Recommendations include prioritizing practical, hands-on training that aligns with CBC principles, promoting underutilized innovative methods, strengthening mentorship for inexperienced teachers, and emphasizing continuous professional development through seminars and workshops to improve CBC execution.

Workplace Learning and Collaborative Learning: Insights and Applications in Azerbaijan’s Education System

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This article explores the significance of workplace learning and collaborative learning, focusing on their applications within Azerbaijan’s education system. By analyzing global best practices and local contexts, the article identifies key strategies to enhance the professional development of educators and students. Workplace learning is examined as a mechanism for continuous professional growth through structured and unstructured experiences in educational settings. Collaborative learning is discussed as a dynamic process that enhances critical thinking, teamwork, and adaptability among students and educators alike. Findings emphasize the integration of collaborative methodologies into workplace environments, fostering innovation and adaptability in educational practices. The article also highlights the challenges that hinder the full implementation of these methods, including cultural barriers, resource limitations, and policy gaps. Actionable solutions, such as infrastructure development, targeted training programs, and cultural shifts toward teamwork, are proposed. These insights aim to contribute to the ongoing educational reforms in Azerbaijan, providing a roadmap for fostering a more inclusive and effective learning ecosystem.

Situation of Professional Development via Self-Directed Learning of Social Work Students in Hanoi National University of Education

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This article focuses on the current situation of professional development (PD) capacity through self-directed learning (including knowledge, awareness, intervention skills, professional attitudes) of social work students in Hanoi National University of Education (HNUE). To achieve this goal, we conducted a random survey of 135 students by observation methods, and questionnaires. Self-directed learning (SDL) is one effective tool to enhance professional learning (which is a key component of professional development, in addition to professional identity and professional practice) because it oriented a process for students to achieve the desired results. Research results show that students’ awareness, attitudes, and skills of professional development via self-directed learning are weak. Students are not aware of and understand how to develop their profession. The activities they did are just according to their intuition and do not have the necessary skills for PD. This leads to the recommendation for an educational group social work. This suggested group work aims to enhance awareness, attitudes, and skills of professional development through SDL of Social Work students in HNUE by providing knowledge, skills, and the way how to apply them to actual activities, promoting the capacity of the individual.