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All Journal International Journal of Qualitative Research Eureka: Journal of Educational Research Journal of Research in Education and Pedagogy
Paschal, Mahona Joseph
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Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Nurturing Professional Development in TESOL: A Community of Practice Perspective Gougou, Saman Ange-Michel; Paschal, Mahona Joseph
International Journal of Qualitative Research Vol. 4 No. 2 (2024): November
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijqr.v4i2.1403

Abstract

The focus of this paper was to explore the challenges facing the effectiveness of teaching the English Language in TESOL and assess the role of communities of practice groups in overcoming challenges facing the effectiveness of teaching the English Language in East and West Africa. The study employed qualitative research through a virtual ethnography approach. Data were collected through participative observation and interviews in communities of practices and platforms online. Findings established that lack of teaching materials, poor teaching environment, and lack of opportunities for a Community of Practice and professional development were among the challenges that have been hindering the effectiveness of teaching the English Language in the field of TESOL in East and West Africa. Online professional development offered by Community of Practice groups, sharing English teaching materials, and opportunities to support school-based teacher education and training were among the strategies revealed by Community of Practice used by teachers to improve their teaching in TESOL. As a result, the study recommends that cultivating communities of practice and sharing professional development opportunities provide a continuous learning support system for updating English teaching strategies and providing effective skill acquisition in a sustainable and inclusive educational system.
An appraisal of the implementation of the English language syllabus for French-speaking learners in Cameroon Talba, Baissana; Paschal, Mahona Joseph
Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v2i1.18

Abstract

The present paper set out to investigate the effectiveness of the implementation of the English Syllabus for French-speaking learners in some secondary schools in the Diamaré, Mayo Kani, and Mayo Tsanaga Divisions in the Far-North Region of Cameroon. The target schools were GBHS Maroua, GBHS Kaele, and GBHS Mokolo.  The main assumption was that the English language curriculum is not well implemented in the target schools. The study was carried out on a sample of 152 students, nine (09) English teachers and three (03) pedagogic inspectors. The instruments used for the collection of quantitative and qualitative data were questionnaire and interview, respectively. After the analysis of the data, the findings revealed the English language syllabus was appropriate in terms of goals, contents, and methods. However, teachers did not use the adequate methods suggested by the syllabus in their respective classrooms and they had negative attitudes toward the implementation of the syllabus. Moreover, some external and internal factors hinder the implementation of the syllabus. Thus, the English syllabus was not well implemented in those target schools. The study also made some recommendations for the good implementation of the syllabus by teachers such as the follow-up of teachers by the pedagogic inspectors to keep the former abreast with new approaches and methods; the incorporation of listening and oral skills in the examinations, and the provision of schools’ libraries with the adequate resources and internet facilities.
Between Policy Silence and Classroom Reality: Assessing Social and Emotional Learning in Public Secondary Schools in Nyamagana District, Tanzania Paschal, Mahona Joseph; Ngoboka, Kasara Belias; Joel, Night
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.164

Abstract

It was a general consensus that the function of the Education systems in the twenty-first century was not only to improve the learning achievements of students, but also to nurture their social and emotional growth. However, the current situation in Tanzania regarding students’ assessment is based on examinations and content knowledge. While Social and Emotional Learning (SEL) is widely acknowledged as having significant importance for students’ learning achievement and citizenship development, there is no knowledge regarding students’ SEL assessment in public secondary schools in Tanzania. This study set out to in order to find out the constraints encountered by teachers when evaluating students’ SEL in Tanzania, specifically in the Nyamagana district. The study was based on Social Cognitive Theory. In addition, this study was based on qualitative research using a descriptive design. Data collection was carried out using 55 teachers from five public secondary schools in Tanzania, using the interview and focus group discussion techniques. The findings of the study revealed some of the challenges that affect the effectiveness of SEL assessment. Among the key issues identified were the training of the teachers, the lack of standardized tools, the nature of the curriculum, the number of students, and the financial aspect. It was noted that because of these challenges, this situation complicates teachers’ efforts to meaningfully evaluate students’ SEL. Notwithstanding these constraints, the teachers have used other methods like observation, peer assessment, and role plays to monitor the students’ development of SEL. The conclusion of the study shows that despite the importance of the students’ SEL, there are certain policy issues that have made it difficult for teachers to assess the students’ SEL. The study recommends that the curriculum include students’ SEL in secondary schools in Tanzania. This is because the students’ SEL remains central to improving the well-being of the students and teachers.
Co-Authors Gougou, Saman Ange-Michel Joel, Night Ngoboka, Kasara Belias Talba, Baissana