Conceptual Field tests were attempted on sandy soils with three trimming frameworks at India for a very long time during 2011-2013. The trials were executed in split plot plan by relegating h2o dissolvable phosphorus composts in primary plot and suggest ed portion of phosphorus in sub-plot with three replications. The most extreme practical yield of rice, child corn and Chickpea were recorded with the utilization of . The most extreme efficient yield of progressive harvests - wheat, mustard and groundnut were recorded with the application of treatment. Practically comparable patterns were seen as far as side-reaction yield, supplement take-up and leftover soil richness status. Every one of the degrees of in compound manures were discovered to be similarly successful for grain yield, straw yield, supplement take-up, and leftover soil richness.
Currently, the use of digital technologies in the field of education is also in demand by teachers and students. Teachers must master not only the traditional form of teaching in the classroom, but also the use of computers and digital laboratories, platforms and mobile applications. In the course of the study, having familiarized ourselves with various sources of information, we came to the conclusion that this issue is very relevant for research. One of the online programs Edpuzzle has been studied on how it works effectively in terms of math teaching methodology. This is a digital technology that will help teachers develop video guides, special exercises and explanations on topics, and provides statistics for the teacher to track student progress. This article describes why it is effective and instructions for use in school. American students learn the whole subject easily and free of charge on the basis of an inverted classroom using the Edpuzzle platform. This idea of teaching mathematics has many benefits not only for schoolchildren, but also for use in universities. In order to assess the contribution of the Edpuzzle platform to improving the quality of education, we considered two main groups in the study: Control class 10d, class 10E conducted our research in the form of an experiment. Research to analyze the research work of scientists abroad and in the country and to study the effectiveness of digital technology in the wkl on the basis of experience.
Teaching and learning are two basic processes underlying the activity of students and teachers nowadays. The learning process puts both parties toward each other,what it teaches, and what it takes, the teacher and the student. Today training students to teach themselves, and their education, equipping them with the skills of independent work with the most advanced methods of conscious, sustainable, active, and creative learning takes great importance. The purpose of this topic is to know the importance of usage of all skills during a lesson hour. The teacher is free to use a variety of methods and strategies for teaching and learning to suit the needs of students in different classes. He combines these methods during the learning process and adapts according to the increasing development of linguistic competence and independence of student development, the consistency of this process. Teaching has at its center the method of communication, task-based methods, functional methods, and situations as real life, etc. These methods are realized through various strategies and techniques, according to language skills (listening, speaking, reading, writing). Teachers and students collaborate on the organization of teaching and learning. To facilitate teaching/learning, the teacher finds efficient ways to organize communication activities and provides and suggests source materials for students. In contemporary teaching, the teacher does not only play the role of teacher but also plays the role of supervisor. Together they establish cooperative relations in the process of learning.The teacher clarifies the students and takes their understanding of what happens in the classroom. This means clarifying the rules of the line of work and the responsibilities of students in the process of activities. The teacher suggests and provides the use of audiovisual means, electronic, and helps students to use various forms of information technology within and outside the classroom. It gives students the website in accordance with their age and educational requirements. In teaching, an hour should be applied to all four language skills strategies, but they escalate from level to level depending on the objectives. Setting the students in the spotlight makes the student participate actively in linguistic interaction, preparing them for a new phase of their education or being able to face the demands of the labor market.
Teacher education plays a critical role in shaping the quality of education and national development. This study explores the challenges and opportunities in enhancing the quality of teacher education in Nigeria. The findings reveal significant challenges, including inadequate infrastructure, outdated curriculum, limited resources, and insufficient professional development opportunities for teachers. However, opportunities for improvement exist through curriculum reforms, investment in infrastructure and resources, and enhanced professional development initiatives. Addressing these challenges and seizing the opportunities can lead to the transformation of teacher education, ultimately improving the overall quality of education in Nigeria. This study provides valuable insights for policymakers, teacher training institutions, and other stakeholders to drive evidence-based reforms in teacher education.
TED University, Ankara, The COVID-19 pandemic has brought unprecedented challenges to the field of education, particularly for teacher educators who are responsible for preparing future teachers. This paper proposes a remote collaborative reflection model for teacher educators to navigate the challenges posed by the pandemic and transform them into opportunities for growth and innovation. The model emphasizes the importance of reflection and collaboration among teacher educators to adapt teaching practices, enhance professional development, and promote student-centered learning in a remote teaching environment. Through virtual platforms and online tools, teacher educators can engage in collective reflection, share experiences, and co-create knowledge to improve their teaching practices and support the learning needs of pre-service and in-service teachers. This paper discusses the key components of the remote collaborative reflection model and its potential impact on teacher education during the pandemic and beyond.
This study aims to compare teacher performance indicators in Turkey and the United States. The abstract highlights the importance of understanding and evaluating teacher performance in different educational contexts and explores the similarities and differences between the two countries. The study examines various performance indicators, such as teacher qualifications, professional development opportunities, evaluation frameworks, and student achievement outcomes. By analyzing existing data and conducting a comparative analysis, the study provides insights into the strengths and challenges of teacher performance assessment in Turkey and the United States. The findings contribute to the field of education policy and can inform efforts to improve teacher effectiveness and enhance educational outcomes in both countries.
This research paper presents a comparative analysis of teacher performance indicators in two distinct educational contexts: Turkey and the United States. Teacher performance evaluation is crucial for maintaining high-quality education systems and ensuring effective teaching practices. The study examines the teacher evaluation frameworks and performance indicators utilized in both countries, exploring the similarities, differences, and underlying factors that influence their implementation. A mixed-methods approach is employed, incorporating document analysis and expert interviews to gather comprehensive data. The findings shed light on the strengths and weaknesses of teacher performance evaluation systems in each country, providing valuable insights for policymakers and educators seeking to enhance teaching quality and professional development.
The current methodological issues of the organization of qualified pedagogical practice of students of higher educational institutions and the importance of the theory and practice of the organization of qualified pedagogical practice of students today are highlighted. In addition, qualified pedagogical practice allows students to apply theoretical knowledge in practice, and the application of acquired theoretical knowledge in their pedagogical activity, for those who have just started work, the practice acts as a connecting link between theoretical knowledge and practical activity, and recommendations are given for finding solutions to existing problems.
This article presents the theoretical and methodological prerequisites for the formation and development of fractal pedagogy. In addition, the scientific justification of the principles of fractal pedagogy, its features and principles are considered and given. The result of the research is to determine the structure of personal and professional self-development of the teacher (motivational, design, activity-practical, reflexive, emotional volitional components).
The presented research is considered as a variant of understanding the problem of personal and professional self-development of a teacher from a new perspective. Fractal methodology applicable to the problem of self-development of the teacher can be the Foundation for various psychological and pedagogical research in their perspective.
Learning is an active communication between students and the teacher, so it does not have a one-way property. Basically, the success of the process of teaching a foreign language directly depends on the teacher. Each teacher, based on his professional experience, chooses methods and techniques of work. Language teaching approaches and methods have cast light on the language teaching theory and practice.
There are still many controversies about their usefulness and appropriateness. This article tries to analyze the
effectiveness of one of the most influential teaching methods: Grammar-translation Method, in order to have
a better understanding and application in the future teaching practice. Using theoretical materials made in
this sphere, it is obvious that, there is no inherent contradiction between grammar instruction and
communicative approach, and a sort of explicit grammar instruction can complement communicative
language teaching to raise learners’ conscious awareness of the form and structure of the target language
The role of the educator and his responsibilities will determine the importance of the attention paid by society and the public to the work of educating the younger generation. In the process of implementing the "National Program of Personnel Training" in our country, the responsibility of teachers to society in educating and educating the younger generation will continue to grow.
The article examines the issues of a communicative approach to working with text in the lessons of Russian as a foreign language. The basis of this method is described in the work of A.A. Akishina and O.E. Kogan “Learning to teach". Russian is a foreign language teaching methodology, i.e. techniques that help to teach the Russian language more successfully and effectively. The book, in particular, examines the variety of methods for working with a foreign language text: strengths and weaknesses, common problems that concern teachers throughout the history of teaching. The modern understanding of how to teach is outlined, the psychological foundations of the assimilation of the Russian text by students are described, how the teacher can influence the audience, which exercises are best used in each case and what the teacher can expect. Specific recommendations on how to avoid shortcomings in the work on grammar, vocabulary and phonetics, what methods of work can be used for the successful development of educational and authentic texts, techniques for developing students' skills of creation, listening, reading, writing. For a novice teacher, to realize their role in the learning process, to understand the psychology of students, to organize the learning process, to choose effective types of work is the main task in teaching. The task of the book is to help everyone who enters the audience as a teacher to realize their pedagogical activity and improve it.
There is an issue which can be the subject of a further research that is: most learners of EFL do not actually have any needs at all. They are learning English because they have to rather than because they want or need to. This is particularly true of young learners, who are not going to need to communicate in English for many years to come (if at all). In such cases, the teacher is unlikely to be able to create much intrinsic motivation to learn English in general but can create the need in an engaging classroom task in which the students need to find a way of communicating in English in order to successfully complete the task. This can lead to readiness for acquisition provided the students are motivated by the teacher to read extensively as well. Thus, there should be more place for needs analysis because when we do not run the first principle to create and produce better materials, the rest will always be under great doubt. Every new teacher should consider starting their year applying needs analysis in small scales and then decide what the best is for themselves and their learners.
This article is directly related to the issues of higher education systems, science, practice and innovation, recognizing the study of the foundations of effective management between higher education systems and practice as a primary task, and their relevance in this article requires studying the problem of integration between. It follows that the most important main task of effective integration of universities with the objects of industrial practice systems is to determine the role and importance of production in the training system.
This article is devoted to a brief account of the life and scientific legacy of the great thinkers of the tenth and eleventh centuries, Abu Nasr al-Farabi and Abu Ali Ahmad ibn Muhammad Ya'qub ibn Miskawayh. Philosophers have left a bright mark in science and in the history of Islamic philosophical thought with their philosophical views and teachings. Farobi is known as the "Second Teacher" ("Muallim saniy"), and Miskawayh is known as the "Third Teacher" ("Muallim-salis"). This means that the high titles are a clear example of the appreciation given to their contribution to Muslim Arab philosophy. On the basis of the philosophical teachings of the thinkers, the role of the Mashhaiyun movement in the ethics of the Middle East Muslim East is highlighted.
The emotional experiences of teachers in the classroom have a significant impact on their well-being, job satisfaction, and instructional effectiveness. However, there is a need for a reliable and valid measure to assess these emotions comprehensively. This paper presents the development and validation of the Teacher Academic Emotions (TAE) Scale, a self-report instrument designed to assess the range of emotional experiences of teachers in the context of their teaching practices. The scale was developed through a rigorous process, including item generation, expert review, pilot testing, and psychometric analysis. The final version of the TAE Scale consists of multiple dimensions, capturing positive and negative emotions experienced by teachers during instructional activities. The psychometric properties of the scale, including reliability and validity, were examined through a large-scale survey of teachers. The findings demonstrate that the TAE Scale is a reliable and valid instrument for assessing teacher academic emotions. The scale has implications for teacher professional development, well-being, and the understanding of the complex interplay between emotions and teaching practices.
This study explores the integration of pedagogy and technology within teacher development programs at Zimbabwe Open University (ZOU), shedding light on practices and addressing associated issues. With technology becoming increasingly pervasive in education, understanding how pedagogy and technology intersect is crucial for effective teacher training. Through qualitative analysis and empirical insights, this research elucidates the strategies, challenges, and successes encountered in integrating pedagogy and technology at ZOU. The findings offer valuable insights for educators, policymakers, and institutions navigating the complexities of technology-enhanced pedagogy in teacher development.