A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Laeen, Shiva Jalayeri; Ayati, Mohsen; Sani, Hossein Jafari; Booreng, Mohammad Akbari

doi:10.5430/ijhe.v8n7p84

Cited by 6 publications

(6 citation statements)

References 14 publications

(29 reference statements)

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“…By localization, the interviewees generally referred to the use of local materials and resources for course development, which can meet individual learning needs. More importantly, localization will also involve making the local culture and linguistics an integral part of the internationalized curriculum (Laeen et al, 2019). Some of the comments were as follow.…”

Section: It Is Important To Develop Our Course or Program Based On Th...mentioning

confidence: 99%

Developing Vietnamese Learning Courses for International Learners: Lessons Learned from Teachers’ Perspectives

Hung¹

2023

JETSS

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Educational institutions have placed increasing importance on internationalizing their curricula over the past few decades as a determining strategy to prepare their learners for employment in the global economy. Internationalization of curriculum, particularly at the level of course development, provides an opportunity for teachers to infuse an international dimension into their courses to increase learners’ interest and motivation, and more importantly, to engage learners in authentic and critical regional and global issues that help them understand and analyze their place in this complex interconnected world. At the Center of Foreign Languages of Can Tho University in Vietnam, the program of teaching Vietnamese is designed to offer Vietnamese language courses to foreigners and overseas Vietnamese. This descriptive study was conducted with a group of 7 teachers at the Center who are teaching Vietnamese to international learners from various nationalities with the aim to understand the teachers’ perceptions of an effective internationalized course and to identify successful strategies to internationalize the courses. The results from the survey and a semi-structured interview revealed that localization and standardization are two significant factors affecting the success of internationalizing Vietnamese learning courses.

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Section: It Is Important To Develop Our Course or Program Based On Th...mentioning

confidence: 99%

Developing Vietnamese Learning Courses for International Learners: Lessons Learned from Teachers’ Perspectives

Hung¹

2023

JETSS

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“…Since the 1920s, the model of Tyler (1950) and Taba (1962) has greatly influenced the development of educational curricula. Developing educational curricula based on researching how to use local capacities and resources, as a driving force and inspiration for the educational curricula, and looking for methods and forms of organization, make the student's learning experience meaningful, richer in geography, history, culture, and personal experiences (Laeen et al, 2019).…”

Section: Intorduction 1curriculum Development Capacitymentioning

confidence: 99%

Affecting Factors in the Curriculum Development Capacity of Primary School Teachers in the Northern Mountainous Area of Vietnam

Nguyen¹,

Thu²,

Le³

et al. 2023

IJSSHR

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Since the implementation of the General Education Program Year 2018, schools and teachers have the autonomy in choosing teaching content, and teaching methodologies suitable to the practical conditions of local and schools. To meet the renovation requirements of world education and Vietnamese educational, teachers need to have the capacity to develop curriculum. Curriculum development is a process that is carried out continuously with the aim of reviewing, updating, supplementing and developing to meet the needs of society, scientific achievements and technology as well as labor market requirements. The purpose of this study is to discover the factors affecting the curriculum development capacity of primary school teachers in the Northern mountainous area of Vietnam. The exploratory factor analysis (EFA) method was used on the basis of the survey results from 261 primary school teachers. Since then, four factors affecting the program development capacity of primary school teachers have been identified: physical facilities (45.710%); the direction and supervision of managers (9,940%); the ability to understand the general education program year 2018 (7.046%) and the capacity to design lessons (4.875%). This is the premise that suggests some recommendations to improve the program development capacity for teachers in the Northern mountainous areas of Vietnam.

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“…This facilitation process through SMSs promotes the acquisition of skills. Such skills lead to the formation of societal identity which is capable of addressing societal needs (Kisaka, 2018 ; Laeen et al, 2019 ). In other words, teachers’ identities become highly dependent on how other people use digital technologies in various sectors for their own societal needs.…”

Section: Societal Identitiesmentioning

confidence: 99%

Can Teachers’ Identities Come to the Rescue in the Fourth Industrial Revolution?

Khoza

2021

Tech Know Learn

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Exploring teachers’ identities while teaching in the Fourth Industrial Revolution (4IR) is essential. Such assists teachers to reflect, improving their teaching through various networks. Identities are conscious thoughts interrogating subconscious thoughts that drive teachers to understand their personal needs. Eleven teachers, registered for a Master of Education degree at a university in South Africa, were purposively selected for this study. The objective of this study was to understand teachers’ identities while teaching mathematics in the 4IR. Focus-group discussions, reflective activities, and one-on-one semi-structured interviews, framed by a pragmatic case study, were used for data collection. The teachers’ identities revealed that the Three Tree Rings Theory with Currere was useful when applied as the teaching framework. Such application of the theories generated three categories of teaching identities within the 4IR. Categories were societal, professional, and personal identities. The university at which these participants were registered prescribed Moodle. However, the students mostly used social media sites such as Facebook and WhatsApp. As a result, students used digital technologies even during face-to-face classes. The study concluded that, although there were elements of both personal and professional identities, the societal identity was that which drove teaching. Consequently, this study recommends that teachers should learn to reflect on, in, and for their actions, in order to address the ‘what’, ‘how’, ‘who’, and ‘why’ questions of education, natural identity, and the 4IR/5IR.

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A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Cited by 6 publications

References 14 publications

Developing Vietnamese Learning Courses for International Learners: Lessons Learned from Teachers’ Perspectives

Developing Vietnamese Learning Courses for International Learners: Lessons Learned from Teachers’ Perspectives

Affecting Factors in the Curriculum Development Capacity of Primary School Teachers in the Northern Mountainous Area of Vietnam

Can Teachers’ Identities Come to the Rescue in the Fourth Industrial Revolution?

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