Reconstituting the Curriculum

Islam, M. R.; Zatzman, Gary M.; Islam, Jaan S.

doi:10.1002/9781118867877

Cited by 13 publications

(5 citation statements)

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“…Within the four-month stretch of its implementation, teacher training was delivered in two virtual approaches: synchronous & asynchronous, both formed the newer version of ensuring structural continuity and trainees' adaption. Data collection took place through systematic document analysis and multi-stage interview, both powerful tools to investigate and process trainees' feelings, experiences, beliefs, and insights (Islam et al, 2014).…”

Section: Methods and Proceduresmentioning

confidence: 99%

Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings

Padilla-Valdez,

Umbara,

Fananta

2023

IJELS

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Initiatives to ensure the continuity of training programs within the COVID-19 environment had been regarded emergent and discretionary particularly in laid-back settings. The training initiative to improve the professional practice of 35 public primary school teachers in Sumba, one of the remotest islands of Nusa Tenggara, Indonesia fitted this mold. The call for a responsive training that grounds teachers’ teaching and the context of their professional training remained a vantage point for systemic exploration. Qualitatively designed, this study explored the practicality of combining the virtual and the conventional teacher training mode. It hinged on a 1-year training period, of which five months charted the implementation of the face-to-face or conventional mode and the next seven months spanned the implementation of both virtual and conventional training modes. Guided by the systemic analysis approach, data collection emerged into two timelines. Phase 1 data collection framed the conceptualization of the virtual-contextual model and Phase 2 data collection grounded the operational features of the alternative-virtual framework. For validity triangulation, three external master trainers of trainers (MTOT) scrutinized the frameworks and a school site mentor, the overseer of the training program. Likewise, data from related trial studies formed integral part in the revisions of the training models. Formative and summative trainee artifacts such as lesson plans, teaching and learning materials, reflection notes, self- and peer reviews as well as interview typescripts were pooled, thematically coded, and inductively analyzed. Moreover, demonstration teaching tasks were assessed and were used to explain teacher practice orientations and improved changes. The findings yielded four (4) combined delivery strategies featuring the virtual-contextual model: (1) virtual synchronous training and asynchronous training; (2) teacher and peer interactive activities and formative support from the school-based mentor; (3) online and direct feedback from virtual trainers and school-based mentor; and (4) workplace formative-summative assessment and intermittent incentives with parallel extrinsic reinforcement. In conclusion, the combined outcomes of these four strategies propelled a layered yet mutable or alterable teaching attributes in the aspects of pedagogical content knowledge (PCK), namely: curriculum knowledge, learning instruction, understanding how students learn, and specific content mastery.

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Section: Methods and Proceduresmentioning

confidence: 99%

Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings

Padilla-Valdez,

Umbara,

Fananta

2023

IJELS

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“…For the institution, engagement and enhancement-the product of local and global fusion serves the system a multi-level exposure to local to the global spheres. It has been argued that renewed human thoughts and organized ways of doing configure through active experience, experimentation (Kolb, 1984) and sooner creative production and social formation begin to emerge (Islam, Zatman, & Islam, 2014). Here, sophisticated levels of thinking develop.…”

Section: Shaping the Asian Intellectualsmentioning

confidence: 99%

Education in Southeast Asia: Shaping the Asian Intellectuals

Padilla-Valdez

2019

SALTeL

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With the view that the quality of human resource is the greatest transformational assest, the education of the Asian region strives in building a critical mass of k-economy citizens. Stimulating the educational system to move toward this direction resonates the seriousness of Asian institutions in seiving their traditions, overcoming their intricacies, and embracing uncertainties with positive anticipation. The presence of a critical mass of academics postulates the urgency of changing organizational needs, and correspondingly increasing their absorptive capacity as they respond to the intense competitive pressures being generated by an increasingly global economy. This paper explores the transitional changes the education system have rendered to boost regional integration. More specifically, it highlights the initiatives higher education institutions have adapted as they align their development thrusts to regional and national expectations. Likewise, it challenges local intellectuals to develop a macro perspective of flexibility while the changing educational priorities converge toward acceptable global practice.

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“…Ibn Khaldun agreed with the explanation of Abu al-Hasan al-Mas'udi (896-956) discussing the decline of the Umayyads, in that many of the 'caliphs' were more concerned about their worldly pleasures, ruled with tyranny, blindness, and power was "passed to their wasteful descendants who were only concerned with the gratification of their desires and with sinful pleasures" and so on, which is how the "caliphate is transformed into royal authority." 54 One can see that Ibn Khaldun's model of the Caliphate is the original caliphate, the one that was ruled by the "most righteous" and not monarchial heirs. Ibn Khaldun's model, unlike Hobbes', Muhammad, whose influence catapulted 1000 years of unparalleled boost in knowledge.…”

Section: Application Of the Modelsmentioning

confidence: 99%

“…The latter problem of government structure (representation, parties, etc.) leads to the possibility of substantial disparity between peoples' true power across countries or the same country at different periods in time 6 …”

Section: International Journal Of Political Theorymentioning

confidence: 99%

Contrasting Political Theory in the East and West: Ibn Khaldun versus Hobbes and Locke

Islam¹

2016

IJPT

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Recent developments in our globalized world are beginning the scholarly world to answer the question pertaining to the relationship between Islam-a "faith"-and politics and governance. In order to understand the Islamic worldview from the perspective of Ibn Khaldun, with whom many modern Islamists would agree with, a comparison is made with early progenitors of liberalism and the social contract, John Locke and Thomas Hobbes. By understanding the fundamental differences between the theorists, and how Ibn Khaldun's is completely separate from the western tradition, it becomes easier to understand exactly why Islamic models of governance are at direct odds with the west. The main difference between the two models of governance is the use of a fundamental criteria determining right from wrong, as opposed to Hobbes' and Locke's theories being based purely on assumption that the validity of their respective arguments is based upon the theory's acceptance among the people. In other words, western political theorists lack the consistency and justification for their theories, at least from the Islamist point of view.

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Reconstituting the Curriculum

Cited by 13 publications

References 0 publications

Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings

Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings

Education in Southeast Asia: Shaping the Asian Intellectuals

Contrasting Political Theory in the East and West: Ibn Khaldun versus Hobbes and Locke

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