Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge aff...Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge affects every aspect of the teaching act.This paper tries to explore teachers' personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers' professional development.展开更多
Introduction: Cervical cancer is one of the commonest cancers of the female genital tract and accounts for about a hundred and ninety thousand deaths each year, most of which occur in developing countries. Early cervi...Introduction: Cervical cancer is one of the commonest cancers of the female genital tract and accounts for about a hundred and ninety thousand deaths each year, most of which occur in developing countries. Early cervical screening methods have contributed to the fall of cervical cancer deaths in the developed world. This is different in developing countries where people have limited knowledge about this disease condition and the screening methods for prevention. This study determined the knowledge and practice of cervical cancer screening among female secondary school teachers in Nnewi North Local Government Area of Anambra State. Method: This was a cross-sectional descriptive study in which self-administered questionnaires were returned by 142 respondents and results were analyzed using Statistical Package for Social Sciences version 17. Results: The mean age of the respondents was 35.6 ± 1.76 years. A high proportion of the respondents were aware of cervical cancer 106 (74.6%). About 44 (41.5%) knew of cervical cancer screening by Pap smear, out of which only 20.5% had done a pap smear. The most common reasons given for not doing the test were;not deeming the test necessary, not knowing where the test could be done and feeling of not being at risk of developing cervical cancer. Conclusion/Recommendation: Though the level of awareness of cervical cancer screening was high, the level of uptake of Pap smear was still very low. A national cervical cancer Pap smear campaign should be intensified to change the negative perception towards Pap smear test.展开更多
Background: The aim of the study was to evaluate the knowledge, attitude and practices on child adoption among infertile women in Douala (Cameroon). Methods: It was a prospective descriptive study of six months durati...Background: The aim of the study was to evaluate the knowledge, attitude and practices on child adoption among infertile women in Douala (Cameroon). Methods: It was a prospective descriptive study of six months duration at the General Hospital and the Dawn Medical Foundation Clinic. Patients of the gynecologic unit presenting with infertility were included. A questioner was administer to each patient with the following variables: Age, marital status, profession, level of education, past gynecologic history, number of children, type and the duration of infertility. Their knowledge, attitude and practice toward child adoption were investigated. Data collected was analyzed using the statistical software EPI-INFO 6.04 and R. p value < 0.05 was considered to be statistically significant. Results: Among the 300 women included, 269 (89.7%) had already heard about adoption, 62.1% through the media. Seventeen percent knew who to meet in order to adopt a child in Cameroon. Two hundred and thirty patients (76.7%) were in favor of adoption but 48.7% of them didn’t want to adopt a child. One percent of patient had adopted a child. The attitude towards adoption was significantly influenced by the duration of infertility of more than 10 years (p = 0.0014). Among women who have at least one child 9.4% wanted adoption against 21.4% who did not want adoption (p = 0.0305). Among women aged between 25 and 30 years, 28.2% wanted to adopt a child against 79.1% who did not want it (p = 0.000). Eighty five percent of women who had secondary infertility did not want to adopt against 44.7% who wanted it (p = 0.0003). Conclusion: The level of knowledge is high in educated patient. However, many women don’t know the right procedure and the structures in charge of adoption. Their attitude is favorable but the practice of adoption remains low.展开更多
English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These profess...English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.展开更多
This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according t...This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.展开更多
文摘Teachers play an important role in the successful implementation of the current curriculum innovation and their personal practi cal knowledge is a decisive factor in their teaching and that teachers' knowledge affects every aspect of the teaching act.This paper tries to explore teachers' personal practical knowledge of a college English teacher and her reading class.It shows how to present her teaching contents,design teaching methods and activities in order to accomplish her teaching tasks and teaching goals.The study combines narrative analysis of the reading design with a process inquiry about teaching and learning.Hopefully,the findings would shed some light on teach ers' professional development.
文摘Introduction: Cervical cancer is one of the commonest cancers of the female genital tract and accounts for about a hundred and ninety thousand deaths each year, most of which occur in developing countries. Early cervical screening methods have contributed to the fall of cervical cancer deaths in the developed world. This is different in developing countries where people have limited knowledge about this disease condition and the screening methods for prevention. This study determined the knowledge and practice of cervical cancer screening among female secondary school teachers in Nnewi North Local Government Area of Anambra State. Method: This was a cross-sectional descriptive study in which self-administered questionnaires were returned by 142 respondents and results were analyzed using Statistical Package for Social Sciences version 17. Results: The mean age of the respondents was 35.6 ± 1.76 years. A high proportion of the respondents were aware of cervical cancer 106 (74.6%). About 44 (41.5%) knew of cervical cancer screening by Pap smear, out of which only 20.5% had done a pap smear. The most common reasons given for not doing the test were;not deeming the test necessary, not knowing where the test could be done and feeling of not being at risk of developing cervical cancer. Conclusion/Recommendation: Though the level of awareness of cervical cancer screening was high, the level of uptake of Pap smear was still very low. A national cervical cancer Pap smear campaign should be intensified to change the negative perception towards Pap smear test.
文摘Background: The aim of the study was to evaluate the knowledge, attitude and practices on child adoption among infertile women in Douala (Cameroon). Methods: It was a prospective descriptive study of six months duration at the General Hospital and the Dawn Medical Foundation Clinic. Patients of the gynecologic unit presenting with infertility were included. A questioner was administer to each patient with the following variables: Age, marital status, profession, level of education, past gynecologic history, number of children, type and the duration of infertility. Their knowledge, attitude and practice toward child adoption were investigated. Data collected was analyzed using the statistical software EPI-INFO 6.04 and R. p value < 0.05 was considered to be statistically significant. Results: Among the 300 women included, 269 (89.7%) had already heard about adoption, 62.1% through the media. Seventeen percent knew who to meet in order to adopt a child in Cameroon. Two hundred and thirty patients (76.7%) were in favor of adoption but 48.7% of them didn’t want to adopt a child. One percent of patient had adopted a child. The attitude towards adoption was significantly influenced by the duration of infertility of more than 10 years (p = 0.0014). Among women who have at least one child 9.4% wanted adoption against 21.4% who did not want adoption (p = 0.0305). Among women aged between 25 and 30 years, 28.2% wanted to adopt a child against 79.1% who did not want it (p = 0.000). Eighty five percent of women who had secondary infertility did not want to adopt against 44.7% who wanted it (p = 0.0003). Conclusion: The level of knowledge is high in educated patient. However, many women don’t know the right procedure and the structures in charge of adoption. Their attitude is favorable but the practice of adoption remains low.
文摘English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.
文摘This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.
