WHAT
MAKES A GOOD EFL TEACHER?: 21st CENTURY ELT TEACHER COMPETENCIES
Prof. Dr. Arif SARIÇOBAN
Selçuk University, Turkey
Abstract
A variety of skills for good language teachers
to help students become organized, focused, attentive on in-classroom tasks,
and work/study orderly are needed. Some competencies such as subject-area (field)competencies,
professional competencies, socio-cultural competencies, research competencies, curriculum
competencies, lifelong learning competencies, emotional competencies,
communication competencies, information and communication technologies
competencies (ICT) and environmental competencies are believed to help facilitate, enhance, and maximize
the language learning for students and the teaching for teachers. Therefore,
English language teachers’ awareness of those skills should be increased during
their in-service education in the ELT departments and ELT Certificate courses
for foreign language teacher candidates in the field of linguistics, English
language and literature, translation and interpretation, and etc. Therefore,
this paper tries to focus on some important concepts such as foreign language teacher
competencies, models, and approaches in the field of foreign language teaching.
Key words:
teacher competencies,
models, approaches.
Chris
Jenks
Aalborg University –
Denmark
Critical approaches in ELT:
Current problems and future solutions
VOTER EDUCATION AND SUSTAINABLE DEMOCRACY:
IMPLICATIONS FOR SOCIAL STUDIES EDUCATION
Clarence O. Odey
Department of Social Science Education
University of Calabar
Calabar, Cross River State
odeyclare@unical.edu.ng
+2347060721477
Abstract
Elections in Nigeria have
steadily witnessed mass apathy. The disparity between the population of
eligible voters and registered voters as well as between registered voters and
accredited voters is alarming. Several misconceptions and malpractices have
trailed democratic practice in Nigeria overtime. Consequently, Nigeria’s 20-year
democratic experiment has largely remained infantile or nascent. So many
questions have been asked with regards to the challenges constraining
democratic governance in Nigeria. In this study, the authors focused on voter
education from the perspective of Social Studies Education. Using Vigotsky’s
constructivist theory, the authors argued that sustainable democracy can be
realised in Nigeria through effective voter education mainly on the part of
Social Educators. Data were collected form secondary sources of textbooks,
journals, newspapers and online materials. Content analysis was made as to how
voter education can be done for effectiveness in fostering sustainable
democracy through the instrumentality of Social Studies Education.
Key words: Democracy, elections, voter education, Social Studies
Education
ODEY, Clarence Odey holds a Bachelor of Education and a
Master’s degree both in Social Studies Education at the University of
Calabar. His on-going doctoral degree is in Peace and Conflict Studies at
the University of Nigeria, Nsukka.
Odey specialises in Social Studies Education, Peace Education,
Governance and Nation-building. Being well travelled, he has attended
notable national and international conferences, and has published in high
impact factor peer reviewed journals of international prestige. He currently
teaches in the Department of Social Science Education, University of
Calabar, Cross River State, Nigeria. He holds editorial posts in several
journals both in Nigeria and overseas.
Prof. Dr. Fahriye Altinay graduated from the Faculty of Communication. She
completed her master's degree in educational technology in the field of
educational sciences, in the field of distance education. She completed his
master's thesis subject as the subject of "communication barriers in
distance education". In 2008, she graduated from the Near East University PhD
program in Educational Management. The doctoral dissertation subject is
referred to as the adaptation of learning organizations and distance education
institutions. Later, she completed his doctorate program in Education
Technologies at Middlesex University in 2010. In her doctoral dissertation, she
focused on the subject of interaction in distance education, and worked on how
student and teacher participation can be achieved in the learning and teaching
process. In the field of educational technologies, especially in the field of
distance education, since 2002, she has been carrying out academic studies in
this field within the framework of international cooperation by sharing
scientific studies with the academic world. She has over 1000 citations.
Prof. Dr. Fahriye Altınay, since 2002, has been teaching undergraduate
courses such as school experience in the field of Educational Sciences,
instructional technologies and material design, classroom management, ethics
and ethics in education, social responsibility, scientific research methods, she
teaches postgraduate courses such as project management, education management,
contemporary education supervision, society, culture and education.
Full-time faculty member at Near East University, Prof. Dr. Fahriye Altinay works scientifically and administratively on issues such as higher education board, multicultural, quality studies, strategic planning, unimpeded informatics, and smart society. Prof. Dr. Fahriye Altınay is the Vice Director of the Graduate Education Institute, the Vice Chair of the Center for Social Research and Development, and the head of the Education Entrepreneurship and Innovation department.She also works as an editor and referee in international journals and books. Currently, she has been editor of books on online learning pedagogy and management, narratives in online education.Current scientific studies; Developing critical friends and skills online with international perspectives and practices, participation in online learning, online learning readiness of higher education institutions, education and distance education practices of disabled individuals in the pandemic period, open education resources, MOOCs, barrier-free tourism and education. The current projects she has been working on are the national database on the disabled, inclusive education practices, entrepreneurship, community analysis in the pandemic period.
FUTURE
OF EDUCATION AND ONLINE EDUCATION
This presentation gives
insights on the future of education. In addition to this, different aspects of
education, especially online education will be discussed. In this presentation,
the value of learning, learners, ways of teaching, the role of higher
education, role of teachers and learner engagement, current research tendencies
and inclusive education will be explained. The value adding projects and social
responsibility in education will be examined.
Biodata
Jonathan Chitiyo PhD is an
Assistant Professor of Special Education at the University of Pittsburgh at
Bradford in USA. His research interests include inclusive education,
development of special education systems in developing countries, and
implementation of different school-based practices. He has published his
research in several journals and his work has been extensively referenced in
numerous journals. He currently serves as an Editor for the International
Journal of Whole Schooling and as associate editor for a couple of journals
Evidence based
practices in schools: What every educator should know?
Abstract
Over the past decade, the use of
Evidence Based Practices (EBPs) in schools has garnered attention across the
globe. As a result, several governments have enacted laws that require teachers
and other educational practitioners to use EBPs when working with students.
Despite the increasing calls promoting the use of EBPs, implementation is still
very low and many of the practices are not sustained upon implementation. One
potential issue linked with EBPs has to do with their sustainability. This
limitation is intricately linked to student outcomes. More specifically, the
lack of sustainability of EBPs is negatively associated with student learning
outcomes. This presentation will provide an overview of the factors that may be
responsible for the low implementation and lack of sustainability of different
EBPs in educational settings. Suggestions about how the implementation and
sustainability of EBPs can be enhanced will also be discussed.
BIO-DATA
Dr. Noorjahen N. Ganihar is a Professor,
Chairperson & Dean Faculty of Education, Karnatak University, Dharwad,
Karnataka State, India. She has held many positions in the university and
outside. She has a MA, M.Ed Gold medalist, Ph.D , P G. Diploma in Educational
Management, P G. Diploma Human Resource
Management, P G. Diploma in Higher Education. She has guided 30 students
of Ph.D, conducted 10 projects funded by various agencies, published 14 books
in various subjects for UG and PG level. She has conducted 3 University Grants
Commission workshops on Capacity Building for Women Managers. She has attended
WCCI conferences held at Wollongong- Australia, Manila-Philippines, Antalya-Turkey,
Paes-Hungery , Sandiego-USA, Budapest-Hungery. She has also presented papers at
Srilanka, Dubai and Malaysia. She has published various papers at national and
international level. She was also a board member of WCCI international.
Presently she is a President of WCCI international. She has attended online
conference at Sandiego-USA in 2020.
WOMEN EMPOWERMENT
Dr
Noorjahen N. Ganihar
Professor,
Chairperson &Dean Faculty of Education
Karnatak
University DHARWAD-01
Karnataka
State INDIA
Email:
nnganihar@rediffmail.com
The present paper is thematic
in nature and deals with women empowerment. Women empowerment is the much-talked about issue today. Women
empowerment is not limited to urban, working women but women in even remote
towns and villages are now increasingly making their voices heard loud and
clear in society. Women empowerment can be defined as a process leading to
enhancing women’s control over financial, human and intellectual resources in
society. In any nation, the women empowerment can be measured by extent of
their involvement in social, economic and political fields. Women can be
empowered only when all the factors such as self-worth of women, their right to
control their own lives, their ability to bring about social change, are
addressed simultaneously. Women empowerment adds to confidence of women in
their ability to lead meaningful and purposeful lives. Without women’s
empowerment, we cannot remove injustice and gender bias and inequalities. If
empowered with equal opportunities in different spheres of life such as social,
economic and political, the women will have the choice to lead a publicly
active life which may also bring about a positive change in the society. We
need to create conducive environment in the society so that the women become
confident enough to be able to articulate their thoughts and become more
productive in their actions. They are required to be given equal opportunities
to be involved in taking decisions for their family as well as society and the
country altogether. Contemporary societies across the world have been exposed
to the major processes of transformation on social and economic development
front. However, these processes have not been implemented in a balanced way and
have augmented gender imbalances throughout the world in which women remained
the ultimate sufferer. The situation has adversely affected the pace of women
empowerment. Therefore, we require a completely transformed society in which
equal opportunities of growth can be suitably provided to women so that they
can co-exist with their male counterparts contributing equally in all the
factors responsible for the growth of society in a larger sense.