A STUDY OF TEACHERS’ PEDAGOGICAL KNOWLEDGE AND PRACTICES IN BUILDING STUDENTS’ CHARACTER
Abstract
- The main aim of this study to study the junior teachers’ pedagogical knowledge and practices in building students’ character in Basic Education Middle/ High (Branch) and High Schools in Hlaing Thar Yar Township, Yangon Region. Quantitative and qualitative research methods were used in this study. Two sets of questionnaire were used to collect data. This questionnaire consisted of demographic data, Yes or No items, Four-point Likert scale and open-ended questions. By using cluster sampling method, (246) junior teachers from the selected schools in Hlaing Thar Yar Township were chosen as the participants. Among them, 4 junior teachers and 6 middle school students were purposively selected for qualitative study. Descriptive Statistics was used to tabulate the mean values and standard deviations for groups of items. Then, one-way ANOVA, post-host test by Tukey and Independent Samples t-Test were used to evaluate and tabulate whether there were significant differences among demographic descriptions. Pearson product moment correlation was used for the analysis of data. Questionnaires were validated by six experienced teacher educators from Department of Educational Theory. The reliability coefficient of the questionnaire was 0.83. It was found that most of the participant junior teachers had above satisfactory level in pedagogical knowledge and their actual practices were high level. There were significant differences in junior teachers’ pedagogical knowledge for building civic virtue and citizenship according to their school location at p <.05, in building trustworthiness and civic virtue and citizenship according to their gender at p <.05 and in building caring according to their teaching subjects at p <.05. There were significant differences in junior teachers’ actual practices for building civic virtue and citizenship according to their academic qualification at p <.05 and for building responsibility according to their teaching service at p <.05. According to the open-ended questions and interview, most of junior teachers provided relevant responses. It can be recognized that their opinions were consistent and supportive to the quantitative findings.
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Year
- 2020
Author
-
Shwe Yee Hnin
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)