This study retrospectively examines teaching practice within Israeli teacher education programs. A pilot study investigates the implementation of a novel teacher education program in Israeli academia, with a focus on the freedom it grants to institutions. This program emerged during the Covid-19 crisis when e-learning dominated. The study assesses 45 respondents' perceptions of teaching practice and the academia-school relationship through a combination of qualitative and quantitative methods. On the quantitative front, the study involved the examination of several questionnaires. These included a self-efficacy questionnaire, an attitude survey regarding teaching, an evaluation of professional identity, and an attitude questionnaire centered on practical experiences within schools. In the assessment of self-efficacy, we utilized a modified version of the General Self-Efficacy Scale (GSE). Additionally, the researchers crafted the other questionnaires. The study also encompassed an exploration of student satisfaction levels concerning collaboration during practical experiences, the acquisition of various skills during school-based practice, and the correlation between the teacher training program's different courses and practical work within school settings. The research covered the documentation and formative assessment of the design and alteration processes within teacher education based on the outlined changes. The study evaluated these processes through primary documents from the academic institution, which provided evidence of the change preparation. It also analyzes the goals, learning outcomes, and teaching methods for students specializing in education. The study highlights changes in teaching practice that foster connections between academia and the field, particularly in pedagogy. These changes focus on the intensified school-based experience, paired with e-teaching workshops. Findings reveal that in evaluating teaching practice competence, interpersonal skills and professional identity rank highly among skills gained during field experiences. The research also showcases the acquisition of essential teaching and class management skills. The study raises questions regarding the program's impact on institutions, particularly concerning its role in enhancing autonomy and relevance. The study evaluates the program’s potential as a catalyst for effective teacher education and its ability to attract mission-driven, motivated individuals to the teaching profession.
This paper delves into the challenges impeding effective curriculum implementation in Nigerian higher education institutions, ranging from inadequate funding to a brain-drain crisis. Recognizing the critical role of curriculum implementation in achieving national educational objectives, the study identifies these barriers highlighted concerning the misalignment between intended and implemented curricula, underscoring the need for strategic solutions. The paper then explores the prospects of Educational Resource Centres (ERCs) as catalysts for addressing these challenges. ERCs are portrayed as multifaceted entities capable of alleviating heavy academic loads, compensating for limited school facilities, and fostering inclusive education. The discussion emphasizes the alignment of ERCs with curriculum support, the provision of multimedia resources for diverse learning styles, and the pivotal role in dynamic instruction through advanced teaching aids. Furthermore, ERCs are seen as pivotal in providing educational support services, offering professional development opportunities for educators, and facilitating teachers' involvement in curriculum planning. It concludes by asserting the indispensable role ERCs play in reshaping the landscape of education, ensuring a future where curriculum implementation is not just a challenge but a collaborative journey that aids effective implementation which fosters achieving curriculum objectives that translate to attaining national developmental targets.
The objectives of this research were to study the components, relationships, and influences of factors affecting consumer’s decision to use telepharmacy in the health region 12, Thailand, and to develop a structural equation model of information technology acceptance, e-service quality, and trust affecting consumer’s decision to use telepharmacy in the health region 12, Thailand with the mixed methods research. The samples of qualitative research by in-depth interviews were drawn from key informants including pharmacists, technology experts, and consumers in the study area, totaling 24 persons. The population used in the research were persons aged 18 years and over in the health region 12 of Thailand, with a sample size of 420 persons, using a non-probability random sampling method. Data were collected by interviews and quantitative questionnaires. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and Structural Equation Modeling (SEM). The qualitative research results found that the components and relationship of various factors. The results obtained from the empirical data were consistent with the hypothesized model synthesized from the literature review. Related theories and research that were appropriate for generating a quantitative research concept. For the quantitative research result, it was found that the structural equation model developed was harmoniously consistent with the empirical data. The index values passed all acceptance criteria were 2/df = 0.287, CFI = 1.000, GFI = 1.000, AGFI = 0.989, RMSEA = 0.000, and RMR = 0.001, factors affecting consumer’s decision to use telepharmacy in the health region 12, Thailand through descending order of importance were trust, information technology acceptance, and e-service quality.
This study explores the implications of the current foreign language policy in Algeria by holding evidence from the Algerian government practices and the Algerians’ beliefs and views. The study also responds to the call of Maraf and Osam (2022a) to study neoliberalism as a possible outcome of the English wave in Algeria and considers further implications of linguistic imperialism as an additional outcome. To do so, the study follows a concurrent mixed methods research design that relies on the contribution of 200 Algerian university students who participated in a questionnaire (amongst 20 who participated in semi-structured interviews) who are affiliated with sixty-four Algerian universities, and 20 university teachers through semi-structured interviews. The study concludes that English is a tool leading to neoliberalism in Algeria and that English poses a threat of unnoticed linguistic imperialism that is already visible in the practices of certain youth groups. These conclusions are a roadmap for future problems similar to shadow education and language shift.
This research examined the relationship between job resources (social support, job autonomy, and colleague feedback) and innovative work behaviors of university teachers based on social exchange theory. The mediating role of psychological empowerment (meaning, competence, self-determination, impact) was also examined in the relationship between job resources and innovative work behaviors. Based on the established measurement scales, the questionnaire was used to collect data through quota sampling and purposive sampling methods. Empirical investigation was conducted with confirmatory factor analysis and structural equation modeling analysis. The results reveal that job resources were significantly and positively correlated with innovative work behaviors, and psychological empowerment mediated the relationship between job resources and innovative work behaviors.
