The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry

The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.

Introduction
English language teachers should understand how their current teaching beliefs and practices mesh with indigenous cultural approaches to teaching and learning in order to develop appropriate, culturally informed pedagogies for students [1,2]. Teachers' examination of their personal beliefs is especially important in areas where Eastern and Western cultures and ideologies mix on a regular basis, such as in Macau, China. Macau is a Special Administrative Region governed by China and a major international tourist and hospitality-oriented city known primarily for resorts, gambling, fine dining, and shopping. However, English comprehensive skills are gradually declining in Macau [3] and many working professionals are unable to use the English language to communicate with visitors. A large number of middle-aged adults entering hospitality industries as career switchers have had little or no prior education in English. As a result, Macau has a large number of adult residents who are unable to communicate effectively in English with travellers [4][5][6].
In order to work effectively in the hospitality industry, many residents enrol in different types of English language learning programs [7][8][9]. Recent data from the government indicated that more than 72% of Macau residents are in the workforce [10,11], with a significant portion of them working in the hospitality industry. To assist these groups of adult learners, adult English language learning programs have been established, such as the Direcção dos Serviços de Educação e Juventude (Department of Education and Juvenile Services; DSEJ), private local educational learning centres, higher education institutions, and community centres. The purpose of this research is to explore how English language teachers' personal beliefs influence their classroom practices at an adult education learning centre in Macau [12].
This study addresses four issues. First, English teachers' personal beliefs about language teaching and learning may influence their current classroom practice. Teachers may have personal beliefs about their teaching philosophy, teaching goals, their understanding of their role as teachers, and previous learning experiences. Students' learning in any learning environment is influenced by a comprehensive mix of variables. These variables may include how teachers instruct, or their pedagogical style. Both students and teachers entering the classroom have varying personalities, personal beliefs, personal preferences, and personal learning styles, which could positively or negatively influence the learning environment. Therefore, if teachers are able to share their sources of personal belief and receive feedback about language teaching and learning, their current classrooms will benefit from an improved learning environment.
Second, research about English teaching [13] has shown that it is helpful for teachers to express their understanding of classroom practices. This is because listening to peers feedback may encourage teachers to share their own teaching experiences. Such shared ideas may eventually be implemented by the teaching staff. Teachers are thus able to acquire empirical knowledge about English teaching and learning, which they can apply to their own classroom practices.
Third, Macau, where the researcher lives and works, is a Special Administrative Region governed by China. Macau is a major international tourist city known primarily for resorts, gambling, fine dining, and shopping. It is also a cultural centre, where Portuguese culture meets Chinese culture. Every year, Eastern and Western cultural attractions draw a large group of visitors who enjoy the historical heritage of the area [5]. However, there is a problematic trend in regard to Macau residents' usage of the English language. English comprehension skills have gradually declined in the current decade. More importantly in an international hospitality-oriented city, many working professionals are unable to use the English language to communicate with visitors [3].
During the late 1900s, a larger number of immigrants entered colonial Portuguese Macau than in any other period in its history [5,6,14,15]. Currently, many of these immigrants are reaching middle age. Therefore, there are three major groups in Macau: native adult Macau residents, young Macau-born residents, and immigrants. The government has indicated that a large number of middle-aged adults entering hospitality industries as career switchers have had little or no prior education in English. As a result, Macau has a large number of adult residents who are unable to communicate with travellers in English.
As a large number of Macau residents cannot communicate in English and in order to gain promotions in the hospitality industry, many residents enrol in different types of English language learning programs. Recent data from the government indicated that more than 72% of Macau residents are in the workforce [10,11]. In addition, recent data from the government also indicated that only 1.9% of Macau residents are currently unemployed [10,11]. To assist these groups of adult learners and their family members in attaining a higher socioeconomic level, adult English language learning programs have been established. Currently, many types of organisations provide English language learning programs for adults, such as the Direcção dos Serviços de Educação e Juventude (Department of Education and Juvenile Service), known as the DSEJ, private local educational learning centres, higher education institutions, and community centres.
Last, there is little qualitative research on teachers' personal beliefs about teaching the English language in Macau, particularly in the field of adult learning. Therefore, it is important to study the behaviours of teachers involved in adult English language learning programs. More importantly, this research provides the opportunity for teachers of an adult learning program to understand how their personal beliefs may influence their classroom practices.

Personal Belief System Theory
The personal belief system (PBS) theory developed by Kindsvatter et al. is used as a theoretical foundation for this study because it holds that teachers' PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice [2]. Belief is a sense or principle held by a group of people, as well as an opinion based on supported evidence, which impacts behaviours as a social phenomenon. Educators stress the need to encourage foreign language teachers to enhance their teaching and learning strategies. However, teachers state that there are grey areas in improving their current pedagogies. The most powerful influences on the enhancement of teaching and learning are instructors' understanding of their own teaching practices and of the foundations of teaching and learning. Kindsvatter et al. described two aspects of PBS upon which behaviour is based: the intuitive and the rational. This theory posits that teachers' personal beliefs and personal experiences influence their teaching behaviours, teaching styles, and pedagogies. These bases are further divided into two separate belief systems: unexamined beliefs and informed beliefs. Figure 1

Personal Belief System Theory
The personal belief system (PBS) theory developed by Kindsvatter et al. is used as a theoretical foundation for this study because it holds that teachers' PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice [2]. Belief is a sense or principle held by a group of people, as well as an opinion based on supported evidence, which impacts behaviours as a social phenomenon. Educators stress the need to encourage foreign language teachers to enhance their teaching and learning strategies. However, teachers state that there are grey areas in improving their current pedagogies. The most powerful influences on the enhancement of teaching and learning are instructors' understanding of their own teaching practices and of the foundations of teaching and learning. Kindsvatter et al. described two aspects of PBS upon which behaviour is based: the intuitive and the rational. This theory posits that teachers' personal beliefs and personal experiences influence their teaching behaviours, teaching styles, and pedagogies. These bases are further divided into two separate belief systems: unexamined beliefs and informed beliefs.    [2]. For instance, in a semester-based school, mid-December is always the end date of the fall semester. To give another example, when school principals step on the stage of a school auditorium, they typically deliver a long speech in front of everybody in the school. Therefore, teachers should have their own teaching styles, teaching curricula, and teaching pedagogies within their own cultures and school settings. When junior teachers and pre-service teachers enter a school, they can observe what veteran teachers do. They can also learn from veteran teachers' experiences and combine them with their own understanding in order to create their own teaching pedagogies. Teachers in an adult foreign language learning program may believe that memorising and dictating vocabulary are the primary strategies in regard suggested that, regardless of status, in-service teachers, pre-service teachers, junior teachers, and student teachers should examine personal beliefs that may influence their current or future teaching practices [2].

Traditional Practice
Kindsvatter et al. observed that traditional practices may differ between different cultures and settings. General practices and exercises used by large numbers of teachers and educational institutions tend to originate from traditional wisdom [2]. For instance, in a semester-based school, mid-December is always the end date of the fall semester. To give another example, when school principals step on the stage of a school auditorium, they typically deliver a long speech in front of everybody in the school. Therefore, teachers should have their own teaching styles, teaching curricula, and teaching pedagogies within their own cultures and school settings. When junior teachers and pre-service teachers enter a school, they can observe what veteran teachers do. They can also learn from veteran teachers' experiences and combine them with their own understanding in order to create their own teaching pedagogies. Teachers in an adult foreign language learning program may believe that memorising and dictating vocabulary are the primary strategies in regard to studying foreign languages, based on their own experiences or traditional practices of studying language. Therefore, teachers may fail to develop their own teaching strategies and practices [16].

Personal Needs
Personal needs might include classroom management and teachers' expectations of students. Kindsvatter et al. suggested that personal and mental health needs influence teachers' perceptions and behaviours [2]. Researchers found that teachers like to arrange interactive activities with foreign language learners by pairing them with other learners. Teachers are expected to have good classroom management and expectations for their own class in order to achieve their teaching goals. For instance, in a library class, all students should be silent and return all assigned books to the correct place. In addition, in a physical education class, all students should be lined up in order to ensure the teacher has direct and orderly control.

Pedagogical Principles
Pedagogical principles are hard to define in classrooms. One teacher's definitions are not the same as that of another. Some teachers believe punishment is a way of teaching, some believe assignments and homework are an effective method of teaching, and some believe interactions between peers constitute teaching. In fact, the pedagogical principles of English teachers could be shaped by their previous experiences as K-12 students. It is important for teachers to define what kinds of pedagogical principles to employ in order to develop activities for foreign language teaching [17]. However, regardless of type, teachers' pedagogical principles are influenced by their own personal beliefs [2].

Constructivist Approaches
Kindsvatter et al. stated that the basis of the constructivist approach is treating students as meaning creators. Definitions and examples of constructivist approaches vary from teacher to teacher. However, for foreign language teachers, students' meaning could come from their personal beliefs [2]. If a foreign language teacher believes that interaction is the way to learn a foreign language, it could be because of his or her positive experiences of learning a foreign language during K-16 schooling.

Teacher Effectiveness Practices
What are common techniques for foreign language teachers? Teachers may observe from other experienced teachers at their workplace, draw on previous learning experiences, and learn from books [13,17]. For foreign language teachers, techniques from their own teachers could be key to their own pedagogies. For example, if foreign language teachers engaged in interaction as a learning strategy during their K-12 experiences, they are more likely to use interaction as part of their own practice [2].

Research Findings
Kindsvatter et al. described research findings as discoveries through systematic methods of research into the content of education, instructional approaches, and learning effectiveness [2]. In general, experienced teachers usually read articles about teaching enhancements in order to open their minds to new ideas [2]. Junior foreign language teachers may not have enough teaching experience and time to access and integrate research findings into their own practices. Experienced teachers can discuss and share teaching and learning experiences with junior foreign language teachers so that they can discover effective practices for foreign language teaching. If the discussions and new teaching enhancements are meaningful and useful for the junior teachers, they may accept them and continue to change their practices. Because the discussions, enhancements, and experiences must be understood, they are defined as an informed beliefs system [18].

Scholarly Contributions
Kindsvatter et al. cited examples of teachers' scholarly contributions to academia, including the creation of essays, models, theories, and judgments. However, it could be difficult for junior foreign language teachers to produce such high-level, informed knowledge in the field. At least five years of education-related experiences are recommended before doing so [2].

Examined Practice
Kindsvatter et al. suggest that examined practices serve as a foundation for teachers to try different teaching practices in order to provide the best practice to students. Foreign language teachers should try to exercise several new practices and reflect on them [2].
Foreign language teachers working in adult educational learning environments should understand their current teaching practices and previous learning experiences as learners in order to develop proper pedagogies for students. If all teachers understand their own beliefs, they can build comfortable learning environments that respect students' needs. Students can also enjoy the benefits of new, meaningful, and suitable pedagogies in their foreign language learning experience [2].

Research Questions
The purpose of this research study is to explore the personal beliefs of five teachers at an adult English language-learning program in a private, local educational learning centre through the following research questions:

1.
What is the relationship between teachers' personal belief systems and their classroom practice? 2.
How do teachers' educational experiences as K-12 students affect their pedagogy in adult English language learning programs?

Methodology
A qualitative research design was used for this study. This design allowed the researcher to gain knowledge about the meaning of social phenomena, events, and English teachers' understandings of their teaching practice in an adult learning centre in Macau. The researcher conducted two individual interviews with each participant, completed observations, and took field notes. A qualitative research design allowed the researcher to inductively analyse the data and build themes, answer the research questions, and discuss the findings, in order to understand teachers' beliefs and their understanding of various teaching practices [19].

Participants
A convenience sampling strategy was used to locate English language teachers who were willing to share information about their educational experiences as students and how their experiences influenced their pedagogy and personal beliefs as teachers. The participants included five full-time employees with at least two years of English language teaching experience at an adult language learning centre in Macau. The sample was recruited through letters of invitation [19]. Detailed demographic information for the participants is shown in Table 1.

Data Collection
All participants took part in two individual interviews (pre-observation and post-observation). They were allowed to express their thoughts and feelings in either English or Cantonese. The pre-observation interview was held in a private room at the adult learning centre in Macau and lasted approximately 60 to 90 min. The interview questions focused on how participants recalled their experiences of learning English during the K-12 period and how they described and understood their current teaching experiences as English language teachers at a learning centre in Macau. The post-observation interviews were conducted after the researcher observed the participants in the classroom. This interview lasted approximately 60 to 90 min and was held in a private room at the adult learning centre in Macau [20][21][22].
Observation was employed as another form of data collection. During each observation, the researcher sat in the back corner of the classroom in order to avoid disturbing both the students and the teachers. The researcher observed one 60-min English class taught by each of the participants and used a field notebook to make notes during this time [23].

Data Analysis
A general inductive approach [24] to data analysis was used to analyse the collected data. The analysis process was guided by the objectives of the study whereby the researcher sought a better understanding of the participants' educational experiences as students and how their experiences influenced their pedagogy and personal beliefs as teachers. Data analysis began after all interviews were professionally transcribed and member checked [19,24].
Following the procedure of Thomas [24], the transcripts were reread multiple times, as prescribed by the theoretical framework of interpretivism [25]. Preliminary themes began to emerge from the multiple readings of the transcripts. The researcher employed a constant comparison, as described by Merriam [19] to develop descriptive themes from the emerging trends in the data [20][21][22].

Findings and Analysis
The analysis of the interviews, observations, and field notes yielded six themes. These themes are identified in Table 2.

Student Purpose and Self-Direction
The first theme identified among the participants' responses is related to the importance that teachers place on developing an understanding of student purpose and respecting their students' sense of self-direction. The teachers maintained that adult learners came to school with a clear and definitive purpose in mind. As Danny explained, "Adult learners come to our centre. They must have direction; they must have a purpose. Usually, adults usually do not come here randomly. They come here for a purpose." In addition to possessing a purpose, an understanding of one's purpose is an important component of the academic process. Amy noted, "They are all adults, they understand what they are doing here, and they have a purpose in coming to class." For some students, this purpose was related to personal aspirational goals; for others, it was linked directly to their career objectives. For example, Betty said, "[Students] come here for a purpose. Some for the company, some for their own job." This purpose serves as an important source of motivation and direction for adult learners. Teachers worked jointly with students to help them progress toward the achievement of their purpose. Three of the participants suggested that the primary responsibility of the teacher is to assist their students in achieving the purpose for which they are attending school. As Amy said, "The major influence of the current teaching experience is to see my previous students achieving their purpose." Most of the teachers argued that adult learners were self-directed and that learning was the student's choice and responsibility. Because of this belief, teachers reported that they chose not to adopt a punitive style, and worked to establish a balance of power in the classroom. Betty explained this concept: "I am here to guide them in being successful, but I am not here to teach them. They are all adults, and some of them are even older than me. How much they learn is totally up to them." Adult learners were viewed as capable and responsible students who should be entrusted to make their own educational choices.
Rather than ignoring the many external factors competing for the time and attention of adult learners, teachers took these responsibilities into account when working with this unique population of students. Adult learners were given leniency in regard to attending to their personal affairs and managing their time appropriately. Amy explained, "Adults come to school for knowledge and knowledge transfer. They are not children in secondary school. They understand what they need to do for work, for education, for their purpose, for their family, and so on." On the topic of student self-direction, Edwin stated, "This is all up to them. I am just a teacher; I can't force them to learn." Teachers took responsibility for presenting class materials and supporting student learning, but assigned students the responsibility of doing the work themselves.

Instruction Tailored to Students' Needs
In providing instruction to adult English-language learners, teachers utilised a variety of educational methods. The second theme identified among the participants' responses related to the teachers' desire to make their instruction responsive to the needs of their students.
All of the teachers reported the belief that classroom instruction should be tailored to meet the students' needs. Edwin explained this idea: "Teachers should always think about how to develop modules that match the needs of their students." Danny reinforced this concept: "In this centre, I have learned about the idea of meeting students' needs and helping them to achieve their targets." In addition to meeting the individual needs of students, the teachers' instruction was also designed with industry-based demands in mind. By making sure that lessons were in line with the current needs dictated by the industry, teachers were able to help students acquire job-appropriate skills and competencies.
Teachers aided student comprehension by varying the methods through which they presented educational materials. During the observation of Cathy's classroom, a student expressed a lack of understanding of the brainstorming process. In order to help students successfully achieve their goals, Cathy gave examples by brainstorming on the whiteboard. Some teachers also utilised supplementary materials to serve as teaching aids in an effort to promote student comprehension. Danny designed some business and contemporary conversations in order to meet the needs of his students, such as telephone conversations and face-to-face interactive conversations with customers. Cathy strongly believed that teaching strategies should be flexible and contemporary: "I change my teaching materials almost bi-yearly in order to stay updated. News changes every day; if I continue to introduce old news or 10-year-old news, who wants to read it?" Creating clear and direct connections to the students' real lives helped to generate interest in materials and enabled students to apply lessons beyond the classroom.

Teachers as Life-Long Learners
The third theme identified from the participants' responses involved the ideology that the process of learning is life-long and that teachers should strive to continually expand their knowledge. The researcher identified two main topics from the data pertaining to the concept of teachers as life-long learners.
Most of the teachers expressed the belief that teachers should continually strive to learn and develop their skills. In discussing her interactions within the community of English language teachers, Cathy said, "If we can share educational and teaching experiences with each other, I think we can produce much better outcomes." The collaborative effort advocated by all teachers ultimately contributed to the improvement and refinement of the instruction provided by the teachers.
In addition to learning from other teachers, the participating teachers also expressed a willingness to learn from their students. Students were viewed by the teachers as being valuable resources for knowledge and continued professional development. To address this point, Amy stated, "I do not think I am a teacher here in the adult learning classroom. I am a student as well. I can learn new knowledge from my students. We share, we discuss, and we engage together as a group." Several participants also maintained that teachers should strive to be open-minded and willing to change. Danny argued, "I think teachers should try their best to change, in order to provide better environments for students. But if a teacher continues to be obstinate, it is kind of unfair to the students as well." The assertion was that teachers who refuse to adjust to the needs of their students ultimately provide a disservice to their students.

Importance of Caring and Support
The fourth theme identified among the participants' responses focused on the importance of caring about and supporting students. Care was described as the showing of concern for students' well-being and mastery of the material. Support was characterised as the demonstration of effort that goes above and beyond the mere presentation of material to ensure that students gain mastery of the lesson. In expressing this theme, the teachers discussed negative perceptions of their early educational experiences that were primarily due to a perceived lack of support from their teachers.
In discussing their K-12 education, most teachers indicated that their experiences had been somewhat negative. Cathy said she found that the grading system during her secondary school years contributed to a sense of "suffer(ing)". Edwin stated, "Well, of course I did (have negative experiences). Some people are just, you know, kind of mean. I disliked English because of the teacher. The teacher really matters for sure." Betty similarly said, "My secondary school, it was a nightmare. There was only memorisation. I did not have the space to express what I wanted to learn. Secondary school provided me with a bad example and made me determined to not exercise that kind of practice here." For other students, negative perceptions of their early educational experiences pertained mainly to workload and time. The teachers generally felt that the excessive amount of assigned work was made more difficult by the limited amount of time allotted for the courses. Danny shared that, in addition to feeling there was a shortage of time in school, "there was just too much homework." He added, "I felt very unhappy." Feelings of being rushed for time and having unreasonable workloads characterised most teachers' memories of their early educational experiences.
The teachers reported that through their student experiences with their teachers, they learned the importance of being caring and supportive instructors. Betty recalled, "I had an English teacher who only want[ed] to get her pay check. She did not prepare for class. I mean, if she did not want to do her job, what is the point of coming to school and poisoning her students?" Betty maintained that the motivation for teaching should not be externally driven. Instead, teachers should be motivated by a genuine desire to help students learn.
The teachers expressed a desire to be better teachers than those they encountered during their formative years. Danny reported, "My secondary school experience (was) very negative. Currently, I am a teacher; I would like to provide a positive environment in which to help my students learn English." Betty expressed a similar view, saying, "Sometimes, teachers can be very selfish. But I don't want to be that kind of teacher." As a result of their experiences, several teachers reported that they strove to provide support to their students. As Amy mentioned in her pre-observation interview, she believed spending time with students was significant. Therefore, after her lessons, she spent around 30 min providing additional assistance to her students. Betty similarly explained, "Like my general practice, I always stay after school, even if it is a late night. I want to understand the needs of my students." By making allowances to accommodate students and taking time to ensure that students were understanding the material, the teachers were able to demonstrate care and support for their students.

Dislike for Eastern Teaching Styles
Many distinctions exist between the teaching styles practiced by Western instructors and those practiced among Eastern teachers. The differences among these pedagogies extend to instructional styles, methods, and student-teacher interaction styles. The fifth theme to emerge from the data related to an overall dislike for the teaching style traditionally practiced by Eastern teachers. The researcher found three primary topic areas among the collected data that were related to the overall opposition to Eastern teaching styles.
All of the teachers discussed differences between Eastern and Western pedagogical practices and reported negative perceptions of Eastern teaching styles. Eastern teaching approaches tend to be characterised by a lecture format, in which the teacher presents information to passive, observant learners. Edwin argued that this style of instruction is not appropriate for adult learners and expressed a personal distaste for the style itself. He explained, "I have learned from university exchange experiences. I don't want to use the traditional Asian teaching approach. I can see how Western education works and I dislike the traditional Chinese teaching approach." Amy similarly noted, "Asian teachers like to use the top-down approach, (in) which students can only be the audience. Such a teaching approach is very negative. No voices can be expressed. Even if the teacher is wrong, the students can only listen." The teachers argued that the top-down approach limits the ability of the students to contribute meaningfully to their educational experiences and removes their ability to challenge the instructor.
In response to their experiences with the top-down approach, many teachers reported or were observed modifying or foregoing the practice in favour of other teaching styles. Some teachers expressed an outright rejection of the top-down approach for their adult learners. Amy argued, "(My students) are in their adulthood. Some of them are even older than me. What is the point of using the top-down approach again?" By eschewing traditional Eastern teaching methods in favour of other methods, the teachers maintained that they were able to better serve the needs of their adult students.

Preference for Interactive Teaching Methods
The final theme the researcher identified was a general preference for teaching methods that involved close interaction between teachers and students. The participants described their use of instructional techniques that inspired the students to more fully interact with the lessons and with each other.
Most of the teachers reported a preference for interactive teaching methods over the top-down style typically practiced by Chinese teachers. The teachers indicated that they liked to incorporate role-playing and peer learning to increase student engagement. Danny argued, "Learning English should be interactive." These activities can serve as an important motivational tool for students as well. Amy reported, "In terms of classroom motivation and behaviour, I try my best to create interactive activities in the classroom."

Discussion
The purpose of this study was to capture the personal experiences and beliefs of five English language teachers participating in an adult English language-learning program for second language speakers in Macau, China. The research questions were designed to investigate how the teachers' experiences and personal belief systems influenced their pedagogical choices.

Student Purpose and Self-Direction
Many of the jobs in Macau require a basic knowledge of the English language. Simple phrases and words can be learned quickly through interactions with customers, family, or friends; yet, there is still a very nascent understanding of the language. For most students, the purpose of learning English as a second language is to gain promotions in their industry, which is why they must enrol in English language learning programs. The teachers understood their students' motivation to learn English, which coincides with Kindsvatter et al.'s [2] discussion of a teacher's convergence of personal beliefs and the creation of a motivational environment in which to learn. The role of personal beliefs influenced the teachers' actions regarding what types of teaching practices and strategies best served different learning groups [26]. The teachers understood that academic rigor in institutions may affect students' abilities to learn, making teachers a propitious group to implement proper teaching practices and strategies within their classrooms [27][28][29] Teachers were interested in their students' underlying need to successfully complete their coursework in order to achieve their career and occupational goals. Kindsvatter et al.'s [2] research on teachers' personal beliefs produced data that assist in comprehending student goals of matriculating and completing a course [30][31][32]. An analysis of the theory and results from this research revealed that teachers hold beliefs related to students' purposes, especially when the students come from a different cultural and academic background. However, all of the participants agreed that when developing curriculum and teaching plans, the purpose of their students should be the prime consideration [33].

Tailored Instruction to Meet Student Needs
The teachers suggested that instruction should be tailored to meet the students' career-related educational needs, making lessons more applicable to real-world situations. For adult students, workplace English indicates a business-oriented direction for teaching in an adult learning facility. It was found that teacher participants tailored their instruction to meet their students' needs, which consequently matched their personal beliefs, coinciding with the second theme of this study [34]. According to Kindsvatter et al. [2], teachers' intuitive belief systems inform their decision-making processes with experience-based impressions, which determines that their instruction be based on the most effective strategies, methods, techniques, and behaviours. The teachers expressed a need to change their teaching methods and tools to meet their students' needs and developed individualised forms of instruction to meet those criteria [35].
Once the students' purpose and motivations were understood, teachers described the interactive methods they employed to engage their students and meet their needs in regard to learning situational English [30][31][32]. It is important for teachers to understand their teaching strategies. When teachers do not have a clear notion about a new teaching strategy that is suggested by others, they will not apply it in their classrooms. Some teachers made adjustments to their curricula in order to present vocational English for a student who was teaching English in a school, and a combination of vocational and practical English for students in the hospitality industry [36]. These modifications were tailored to the students' needs, thus allowing the teachers to create a motivational learning environment [2].

Teachers as Life-Long Learners
Life-long learning was an ideology that was expressed by all of the participants in this study. The participants expressed a sense of being supported within a learning community that understood learning as a continuous process. A community of learning reflects an external environment in which teachers are able to strive to become better teachers through peer collaboration and the sharing of best practices. The teachers understood that collaboration was a preferred method of continuous learning, which allowed them to be more successful in their delivery of concepts to their students. This finding is congruent with the rational components of teachers' personal belief systems, including constructivist approaches, teacher effectiveness, research findings, scholarly contributions, and examined practice [2]. The teachers were involved in developing their pedagogy through continuous learning and collaboration with other teachers in order to be successful in meeting students' needs. Teachers collaborated in regard to their experiences and insights within and outside the classroom [37]. One teacher described this perception of collaboration through her own personal beliefs, stating that, by sharing "education and teaching experience with each other, we can produce much better outcomes." A willingness to accept new information was important for teachers in regard to contributing to their experiences, as well as feeling that their experiences were being thoughtfully received and validated by their peers. Being open-minded about a student's needs allows for individual attention and adaptation of pedagogy and curriculum to meet those needs. The decisions teachers make to adjust aspects of their teaching suggests that they understand that "effective decisions inevitably precede effective teaching" [2]. An effective decision-making process for these successful teachers was to remain open to the needs of their students and collaborate with other teachers in order to understand the best practices for their classroom and prevent past experiences in the classroom from obfuscating their judgment [30][31][32].

Importance of Caring and Support
As seen in the previously mentioned findings, teachers base their daily decision-making on their past experiences with formative education, contemporary pedagogical methods, and collaborative learning. The teachers reported that these combined experiences taught them the importance of being caring and supportive teachers, which involved being concerned about their students' mastery of the coursework. Because "assumptions and beliefs are the basis for much of our everyday behaviour" [2], early educational experiences influenced how teachers approached their pedagogy and suggests why they had a constructivist approach to lesson planning and individualised instruction.
Participants were likely to stay for additional office hours to assist students with special needs. The participants' behaviours corresponded to the constructivist approach found in Kindsvatter et al.'s theoretical framework. Students were regarded as meaning creators, seeking success and aiming to obtain mastery of their coursework. The teachers were facilitators, offering caring and supportive instruction to help their students meet these goals. All of the teachers believed that their learning experiences, care, and support from teachers were key to success [30][31][32].

Dislike for Eastern Teaching Styles
If teachers have negative beliefs about teaching practice, they are less likely to apply this practice in their classrooms [34,36,38]. The teachers in this study expressed a dislike for the top-down approach found in Eastern teaching styles, and which was directly experienced by the teachers when they were students. Students in traditional Eastern classrooms tend to be silent and listen to their teachers as an audience [2].
Echoing the above, one participant described assignments, homework, and classroom tasks as the critical tools for learning in traditional Asian classrooms. Because teachers understood their experiences and the negative associations directly linked to those experiences, they avoided excessive assignments that could decrease student motivation. Having these experiences also played an important, formative role in the development of pedagogy [2]. Many teachers described their preference for teacher-student interactions that allow students to express their opinions in the classroom and increase motivation. A rejection of the Eastern teaching styles that had formed negative impressions allowed the teachers to create a motivational learning environment to meet the students' needs and purpose [30][31][32].

Preference for Interactive Teaching Methods
The participants of this study described a preference for interactive teaching methods in their classes, which are in direct contrast to the Eastern method of teaching, characterised by a lecture format and excessive classwork. In Eastern classroom environments, students are collectively engaged as a group and asked to share with each other; however, when they listen to their teachers, they tend to be obedient and sit as an audience. Researchers have concluded that the beliefs and experiences teachers bring into a classroom are potentially different from their students; therefore, they require some adjustment [39]. The teachers found that passive behaviour may be an obstacle to gaining knowledge through engagement in the classroom [30][31][32].
The behaviours of students were viewed as intuitively based; therefore, many of the participants engaged students in different types of learning activities, such as role-playing, in order to connect with their students in more appropriate learning [30][31][32]. The teachers improvised methods of delivery to increase classroom participation and engagement with the material [2].
Personal experiences and beliefs shaped the pedagogy of the participants in this study [2], which allowed them to embrace Western and reject Eastern styles of teaching. The final theme illustrates the application of a culmination of learning how to best instruct students through proven methods that engage and motivate them, so that students persist in class and succeed in obtaining personal goals [14][15][16].

Limitations
The present study focused on English teachers at a local private language learning centre for adult students, omitting in-service teachers in other types of teaching environments, as well as pre-service teachers and student teachers. The location in Macau, China was limited to a single school and a small sample of adult educators. Another limitation of this study was a lack of examination of the adult learning facility's policy and the administrative powers that create such policies. Understanding the overarching guidelines and the teachers' compliance with those guidelines may help to achieve a complete picture of the educational structure for an adult-only learning facility. Furthermore, these policies and procedures may differ from Western standards and examining them may result in a better understanding of the political environment that drives many educational policies.

Implications for Future Research
Information from this study may be helpful for the development of effective strategies for policymakers, teachers, school leadership, and teacher educators, who assess pedagogy and curriculum and implement teaching strategies directly into a classroom environment [18,29,40]. The findings can be extrapolated beyond the region in which the study took place and can help administrators at English language learning institutions and language learning centres in other regions of China. In addition, secondary school teachers and administrators may find this study to be beneficial because of the contribution it makes to personal belief systems. As many local teachers do not have experience in understanding personal beliefs and teacher educational development programs, the study's findings could be beneficial for teachers, regardless of their teaching subjects.
Teachers might directly benefit from understanding the findings of this research because they can use them to understand the source of the connection between personal beliefs and classroom practices. From the findings of this study, teachers may gain a better understanding of their personal beliefs and teaching practice behaviours, which may encourage teachers and administrators to establish training programs that compare past teaching practice with more sensitive and current practices. Novice, pre-service, and student teachers may greatly benefit from understanding how their personal belief systems affect their classroom knowledge and strategies. The influence of peers and experienced teachers abrogates the novice teacher's education in contemporary pedagogy, thereby affecting their ability to make effective decisions within the classroom that befit the situation. Furthermore, experienced teachers are better equipped with years of experience, training, and personal development, as opposed to novice teachers, because their decision-making is based on multiple perspectives and is not as easily swayed [15,33,38,41,42].
Professional development programs may benefit from the findings of this study through the development of approaches that engage teachers in thinking about the learning purposes of their adult students. Moreover, the programs could introduce strategies for engaging students in order to enhance their workplace knowledge of English through interactive teaching. The participants expressed an increase in student engagement from classroom activities, especially when those activities provided appropriate solutions to daily occupational needs. In addition, the participants recognised their students' needs and tailored their classroom activities toward personal interactions with peers, which allowed them to practice their newfound skills with a foreign language [3,30].

Recommendation for Future Research and Conclusion
Upon completion of the preliminary analysis, PBS theory provided a lens through which to further interpret the data. Teachers' belief systems may impact their teaching behaviours, teaching style, and pedagogy [2]. A PBS has the unique position of leading teachers toward an understanding of the large number of issues with and implications of their teaching. Beliefs and practices become congruent with each other [34]. This concept becomes more important when developing and implementing pedagogies, as well as improving daily teaching practices [43]. Conversely, teachers' beliefs may not be reflected in their classroom practices. Because contextual factors, time constraints, and teaching activities were found to influence a teacher's ability to adhere to personal beliefs and pedagogy, both congruence and incongruence in the classroom were factors that lent a better understanding of personal beliefs and classroom practices.
PBS theory is a two-tiered approach with a structural backbone of theoretical concepts. It includes two bases: the intuitive and the rational. Furthermore, each of these bases can be divided into two separate belief systems: unexamined beliefs and informed beliefs [2].
The findings of this study describe how teachers utilise their personal belief systems to engage their students with the classroom material through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This research study contributes to personal belief system theory and broadens the extant understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influence their understanding about teaching, as well as their classroom practices [2], which are directly related to the findings of this study.
Future research could incorporate the observations of and interviews with students within the program for a better understanding of how they apply knowledge in their daily lives. Furthermore, the interviews could take place prior to the beginning of the session and at completion. Because the courses were not graded, unbiased opinions of students' achievements may emerge and lend a better understanding of the efficacy of an interactive classroom environment. The interviews could explore teaching styles and personal attitudes toward the teachers. Additionally, expanding the sample through quantitative instruments may allow researchers to extrapolate these findings to a larger population or an entire teaching community. A combination or mixed methods study could juxtapose the perceptions of the teachers with the students, making for a more comprehensive study of the classroom environment in a private English language learning facility [8,9].
Future researchers could focus on pre-service, student, or novice teachers of the English language and their personal belief systems prior to engaging with other teachers and students in an English language adult learning facility. Having these nascent perceptions may grant insight into areas of teacher development courses within and outside universities. Researchers in other countries throughout Asia could replicate this study in other similar facilities and contribute to the findings of this study, which expands upon the current literature describing teachers' personal belief systems in a classroom environment [8,9].
Teachers actively seek to understand the purpose and needs of their students enrolled in the class. In addition, teachers understand their roles as facilitators of knowledge acquisition. Because these students were adult learners, most were not enrolled to learn vocational English, but to acquire situational English that could be applied in their workplace. The findings of this study described teachers utilising their personal belief systems to engage their students with the material through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This research study contributes to personal belief system theory and broadens the extant understanding of the perspectives and concepts of English teaching and supervision [8,9].


Deficiency of Prognostic Competence in Younger School Students With Persistent Learning Difficulties

The problem of anticipation occupies an important place in psychological research. Through anticipation, a school student is able to control the learning activity; the mental processes acquire qualitative changes associated with the function of consciousness. In terms of forecasting development, the younger school age has a special place. Social responsibility, widening the circle and complicating the content of meaningful relationships with people raises the requirements for anticipating the consequences of their own actions and actions of younger school students. The aim of the research is to study experimentally the prognostic competence of junior school students with persistent difficulties in learning and identifying the specifics of their forecasting in important spheres of life for a child. Materials and Methods: As a diagnostic tool, the author’s method “Ability to forecast in the situations of potential or real violation of social norms” was used. The study involved 80 primary 8-10 year old school students studying in the Republic of Tatarstan and the Republic of Mordovia. Results: It revealed deficiency of cognitive and speech-communicative spheres of prognostic competence of junior school students with persistent difficulties in learning; the lack of forecasting in the field of learning, which includes educational cooperation and educational communication of the child; the predominance of the pessimistic attitude and generalization of the forecast, passive position of school students in the forecast future situations. Discussion and conclusion: The data obtained in the study does not contradict the results of earlier studies, confirming that for schoolchildren with learning difficulties it is harder to predict the development of events in educational activities, and on the contrary, they were more successful in predicting relations with peers. Children with persistent learning difficulties find it more difficult to recognize the emotions of participants in the events, the forecast is more passive and pessimistic. The features of prognostic competence revealed in the study make it possible to form individual programs for the development of the prognostic abilities of schoolchildren with persistent learning difficulties.

Introduction
The importance of forecasting issues for psychology reflects the age frame in which the study of anticipation processes takes place (Nichiporenko, 2006). Various aspects of forecasting are studied in early ontogeny (Sergienko, 1997), at the younger school age , in adolescence (Ulanova, 2015), in senior school students (Karpov) and students (Akhmetzyanova, 2016;. The contribution of Soviet/Russian science to the development of the phenomenon of anticipation was studied by Nadin (2015). Regulation of behavior by Regush (2003) cannot be carried out without constructing a model of the future, or in other words, an acceptor of the action results, which makes it possible to compare the obtained results of the subject action with the social norms of a certain group. This aspect of regulation is provided by the processes of anticipation (forecasting), which acts as a component of perception. The plan for constructing a holistic perception of objects determines the knowledge of the environment and the identification of social risks for forecasting events. In her research,  revealed that due to anticipation (forecasting) the junior school student is able to control educational activity; the act of communication is accompanied by the forecasting of one's own behavior and actions of others. Sheeran et al. (2014) identified the elements of risk, such as risk assessment, perception, anticipatory and prospective emotions associated with changes in the intentions of people and their behavior. Forecasting with an incomplete set of factors was studied by Gusev and Okunev (2017). The consequences of early processing of social anxiety on the cognitive symptoms are reflected in the study by Mills et al. (2014).
In modern psychological studies, junior school age is regarded as a stage of special significance (Gavrilyuk, 2006). On the one hand, it is extremely important for the subsequent development on the eve of the adolescent crisis; on the other, the increased demands of today's society for the position of a school student reveal the drawbacks and deviations that are the result of development in preschool childhood (Matveeva, 2010). The increased interest of modern psychology to anticipation is determined by a variety of functions it performs in various spheres of life at different age stages. The younger school age has a special place in terms of the forecasting development. In the educational activity, there is a process of accumulation and systematization of knowledge, such neogenesis as self-analysis, internal plan of actions is formed.
In educational activity, there occur the most significant transformations of mental, primarily cognitive, processes of the child, as well as changes in the content and ways of interaction with others -the basis of personal development (Vlasova, 2016). The most important social institution in the younger school age is, along with the family, school; relations with school are the main form of the child's relationship with society (Skvortsova, 2015). The social status of the school student determines the most important spheres of the child's relationship. The teacher becomes a leading figure in the life world of the junior school student; he acts as the main representative of society, the bearer of social and cultural norms (Bayanova et al., 2016;Artemieva, 2016). The attitude of the teacher mediates the attitude toward learning, the relationship with peers within the school and to a certain extent outside its walls. Academic success of a junior school student, including assessment of his achievements by a teacher, becomes an important factor in the child's family situation.
Theoretical analysis of the sources on the problem of forecasting (Nichiporenko, 2006;Akhmetzyanova, 2016), empirical studies (Akhmetzyanova, 2016 allows us to assert that prognostic competence of a junior school student consists of the ability to forecast in learning, in relations with the teacher, with peers, in relations in family, with adults, in relations realized in the Internet space, as well as in the attitude to their own health. Each of these areas of relations places special demands on anticipating the future, forecasting the consequences of their own behavior and actions of other people (Denisova, 2012), and also provides special conditions for the implementation and formation of prognostic abilities.
Family relations, which change in connection with the child's new social status of a school student, continue to be a significant sphere of socialization for a younger school student. Relations with adults are not limited to relations with teachers and adult family members; expanding social contacts in the circle of communication include other adults, the interaction with whom is still less controlled by the parents of the student. As a separate sphere of socialization of a modern child, we consider relations in the Internet space; this issue is the realization of the understanding of childhood as a specific historical category. For today's junior school student, information technologies, which are the source of serious threats, present great opportunities for development. The considerable time that children spend on computers and smartphones requires considering computer games and relationships in social networks as a separate sphere of the junior school student .

Problem statement
At present, the study of prognostic competence in children of primary school age presents not only the research task, but also a social mission of scientists to model success of socialization processes, to prevent the initial process of the deviant behavior formation in primary school age children.

Research questions
We assume that junior school students with persistent difficulties in learning and mastering the academic programme will have deficiency of prognostic competence, especially in the field of educational activities. Probably, the cognitive function of prognostic competence will not be developed well enough, since forecasting is closely related to cognitive activity and the formation of a student's forecast is largely determined by his cognitive development and cognitive potential.

Purpose of the study
The aim of the research was the experimental study of the prognostic competence of junior school students with persistent difficulties in learning and identifying the specifics of their forecasting in the important for a child spheres of life: learning, communicating with peers and adults, virtual communication, attitude toward illness, and family relationships. An important task of the study was to identify the specific features and criteria of prognostic competence in junior school students.

Participants
An empirical study involved 80 primary school age pupils at the age of 8-10 years studying in the educational organizations of the Republic of Tatarstan and the Republic of Mordovia.
The first group consisted of 49 junior school students aged 8 to 10 years (26 boys and 23 girls) who study in educational organizations of Kazan and have no difficulty in mastering academic programme.
The second group consisted of 31 pupils (16 boys and 15 girls) aged 8 to 10 years studying at secondary school No. 18 in Saransk and having persistent difficulties in studying.

Materials
To study prognostic competence, we used the authors' methodology "Prognostic Competence of a Junior School student" (Ability to forecast in the situations of potential or real violation of social norms). The methodology is multifunctional and can be used for screening, a detailed survey of prognostic ability for research purposes, as well as in the development of a strategy of psychological and pedagogical support for a younger student. The methodology allows to reveal the following:  general level of prognostic ability development of a younger school student;  the level of regulatory, cognitive and speech-communicative functions of prognostic competence;  the ability to forecast in each of the six areas of the junior student relationship (attitude toward studying, communication with peers, relationships with adults, virtual communication, attitude to illness, relationships in the family);  ability to forecast in educational (school) and non-educational (extracurricular) situations.
The methodology allows us to identify the criteria for prognostic competence in junior school students: 1. Reflection in the forecast of prosocial//antisocial behavior attitude. 2. Mature//infantile forecasting strategies attitude. 3. Optimistic//pessimistic attitude toward constructing the expected concept of the future. 4. Construction of the active//passive position in the forecasted future situation. 5. Variability//non-variability of forecasting prognosis. 6. Detailing//generalization of the forecast. 7. Width//narrowness of the social context of forecasting. 8. Rational//irrational forecast. 9. Maximum//minimum verbalization of the forecast. 10. Completeness//poverty of speech-language means. 11. Presence//absence of participants statements in the forecast. 12. Presence//absence of the future tense category in speech.

Results
We have not identified any difference in the regulatory function of prognostic competence among school students. Regulatory function reflects the emotional-motivational side of the future events forecast construction process, its implementation, thereby making it possible for a school student to prepare for the event.
We have identified the differences in samples using statistical analysis (t-Student's test) for the following indicators of prognostic competence: • cognitive function of prognostic competence (t=1.75).
School students with no difficulties in studying (M=30.70), who were more successful than school students with difficulties in studying (M=28), identified cause and effect in the situation of significant relationships, made generalized and evident conclusions and justified the forecast.
• Speech -communicative function of the prognostic competence of school students with no difficulties in studying (M=20.40) was also more successful (t=.90): school students fully described the situation, carried out a pragmatic and realistic forecast of possible events. For school students with difficulties in studying (M=18.12), the forecasts are represented by syllable sentences, in the form of simple sentences with poor vocabulary. Statistically significant differences between schoolchildren in two spheres were revealed: in the sphere of attitude to studying and in the sphere of communication with peers.
Attitude to studying. Younger school students with no difficulties in studying were more successful in forecasting the development of situations in educational activity (t=1.89). Educational activity as a leading one in the younger school age determines the development of all aspects of the child's psyche -cognitive, regulative, communicative. It includes educational cooperation and educational communication of a child with a teacher and other children.
Communication with peers. Forecasting in situations of interaction with peers not directly related to studying and school life, is more successful in students with persistent difficulties in studying (t=3.23).
The average values for health differ in groups of junior school students with no difficulties and with difficulties in studying (M=9.79 and M=11.29, respectively). However, these values are not statistically significant. School students with difficulties in studying are more likely to take care of their own health, protect it, and strengthen it. Table 2. Criteria of prognostic competence of younger school students The statistical differences in the criteria of prognostic competence in younger school students at the significance level p<.001 are revealed.
The forecast of school students with difficulties in learning demonstrate readiness and orientation to socially approved behavior, adaptive behavior strategies (t=2.80).
In junior schoolchildren with no difficulties in learning, an optimistic attitude over building the expected image of the future (t=2.80) is prevalent. In the forecast a child sees himself, positions himself as an active subject in resolving the situation (t=2.41); the constructed image of the future is built on the basis of the situation analysis, a child distinguishes many components of the situation: describes behavior of the participants in the situation, their feelings and attitudes (t=2.68).
We have not identified the differences between school students by the criteria of mature//infantile forecasting strategies; variability//invariability of the forecast; detailing// generalization of the forecast; width//narrowness of the social context of forecasting; rational// irrational forecast; maximum//minimum verbalization of the forecast; richness//poverty of speech-language means; presence//absence of participants' utterances in forecasting; presence//absence of the future-time categories in speech.

Discussion
The study of prognostic competence of younger school students made it possible to reveal forecasting specifics of students with difficulties in studying. It revealed that the differences relate to cognitive (Artemieva, 2016) and speech-communicative spheres of prognostic competence. As for the regulatory function, the junior students with difficulties in mastering the academic programme and students who master the academic programme successfully, are equally successful in controlling their own activities and activities of potential participants in the forecasted situation, using adaptive strategies of interaction . School students with difficulties in learning identified cause and effect relationships in the interaction situations more successfully (Vlasova, 2016), they substantiated the forecast, put forward hypotheses about the future, taking into account the socio-cultural norms and expectations of other people (Bayanova et al., 2016), instantly forecasted their emotional states, adequately assessing the social context.
Differences between school students are also revealed in significant areas. Therefore, if junior school students with no difficulties in learning successfully forecasted the development of situations in the educational activity (Matveeva, 2010), interaction with the teacher and the development of the educational situation (Gavrilyuk, 2006), the school students with difficulties in learning turned out to be more successful in forecasting relations with peers. In their forecast, the school students with difficulties in learning demonstrate readiness and orientation to socially approved behavior, adaptive behavior strategies. There was no difference between school students in the areas of attitude to adults, virtual communication, family relationships and attitude to illness.
School students who cope with the academic programme and those who have difficulties in learning are equally successful in establishing social contacts, relationships with other adults, outside the school and in families; they are active users of social networks.
According to the criteria of prognostic competence, junior school students with difficulties in mastering the academic programme proved to be more successful in constructing pro-social (adaptive) strategies of behavior. However, according to three criteria, school students with no difficulties in learning showed better characteristics, their forecast is more optimistic, in significant interaction situations they take a more active position, more accurately describe emotions of participants in the situation and the details of what is happening.

Conclusion
The analysis carried out in the article made it possible to reveal the deficiency of cognitive and speech -communicative functions of prognostic competence in junior school students with difficulties in learning. Children had difficulties in establishing cause and effect relationships in significant situations, in justifying the forecast; it was more difficult for them to describe the situation in detail, to present a realistic forecast of possible events.
School students with difficulties in learning have the forecast deficiency in the sphere of learning, which includes educational cooperation and educational communication of the child with the teacher and with other children. Pessimistic attitude for building the expected vision of the future is prevailing; in the forecast, the child positions himself as a passive subject in resolving the situation; a vision of the future is viewed in general.


extfieldsofstudy:
Physics
Computer Science

text:
The concept and science process skills analysis in bomb calorimeter experiment as a foundation for the development of virtual laboratory of bomb calorimeter

This study aims to analyze the concepts and science process skills in bomb calorimeter experiment as a basis for developing the virtual laboratory of bomb calorimeter. This study employed research and development method (R&D) to gain the answer to the proposed problems. This paper discussed the concepts and process skills analysis. The essential concepts and process skills associated with bomb calorimeter are analyze by optimizing the bomb calorimeter experiment. The concepts analysis found seven fundamental concepts to be concerned in developing the virtual laboratory that are internal energy, burning heat, perfect combustion, incomplete combustion, calorimeter constant, bomb calorimeter, and Black principle. Since the concept of bomb calorimeter, perfect and incomplete combustion created to figure out the real situation and contain controllable variables, in virtual the concepts displayed in the form of simulation. Meanwhile, the last four concepts presented in the form of animation because no variable found to be controlled. The process skills analysis detect four notable skills to be developed that are ability to observe, design experiment, interpretation, and communication skills.

Introduction
Practical work is one of the methods in chemistry learning that can give students experience for doing experiment to acquire knowledge and prove learned theory. Doing experiment allows students to gain their own experience of an object so that students will be easier to understand. That is because almost 90% of the information obtained and gained by students through directly performing the learning they learn [1].
Practical work can also be used to build the science process skills. It is supported by the previous research that found a practical work is one of the effective approaches of science learning to improve the science process skills [2]. Furthermore, Harlen defined the science process skills as an adaptation of the skills used by scientists to construct knowledge, discover problems and make a conclusion [3].
One of the factors that support the implementation of chemistry learning by using the practical work method is the availability of the chemical apparatus. Hence if there are no supported chemical apparatus are available, then the practical work certainly could not be implemented [4]. One of the reasons of the unavailability of the instrument is the expensive price, such as bomb calorimeter.
The bomb calorimeter is an instrument used to measure the heat of reaction at a fixed volume and the measured heat which called the change of internal energy (ΔE). In chemistry, the changes of heat of a reaction can be measured at fixed pressure or volume [5]. However, the facts in the field show that mostly can be measured at fixed pressure because of the ease in designing the apparatus use in practical work [6,7] and availability apparatus. For instance, the concept of energy involved in reaction should be learned with the support of the laboratory activity.
The high price of some chemical instruments linked to the absence of the required equipment, therefore the integration of techonology in education is a strategis options. One of the utilization of technology in education is making a virtual laboratory. Virtual labs can be defined as learning and virtual teaching environments that are designed like real laboratories and can be used by students to practice anytime and anywhere if there is a computer [8]. The result of research in practical work learning using virtual laboratory that has been done shows that virtual lab can improve the readiness for learning activity in laboratory, and strengthen the conceptual knowledge [9][10][11][12]. In addition, the virtual lab can also provide an opportunity for students to develop scientific process skills [13][14][15].
One of the important steps which must be done before making a virtual laboratory is doing concept and science process skills analysis. This needs to be done so that developers know the concepts and science process skills contained in bomb calorimeter experiments so that it can be builded in the virtual lab that will be developed. Based on these descriptions, the aims of this study is to analyze the concepts and science process skills required in bomb calorimeter experiment as a basis for the development of virtual bomb calorimeter.

Methods
This study use a Research and Development (R & D). There are ten steps of R & D method according to Borg and Gall (2003) namely 1) research and data collection, 2) planning, 3) product draft development, 4) initial field trials, 5) revise test results, 6) field trial, 7) improvement of product of field test result, 8) test of field implementation; 9) final product refinement, 10) dissemination and implementation. However, in this study only discusses the stage of research and data collection.

Result and Discussion
Analysis critical concepts and; skill process of bomb calorimeter was analyzing by optimizing of bomb calorimeter experiments. However, the basic principle of the bomb calorimeter is to measure the heat at a constant volume. The heat that is measured using this apparatus is heat of combustion because the reaction is a combustion reaction. Furthermore, since the heat is measured at a constant volume, in other words the measured heat is the change of internal energy (ΔE = qv).

Analysis of Concept
In analyzing important concepts based on working procedures and experimental data. The optimize data of bomb calorimeter experiments obtained are temperature data with time shown in the following graph.  In the analysis of working procedures starting from the sample used in the experiment. The results show the first sample to be used is benzoic acid. The purpose of the use of benzoic acid because the energy of benzoic acid is known so can determine the bomb calorimeter constant. After, knowing the value of bomb calorimeter constant then can measure the heat of combustion for other samples.
Next, an analysis of the amount of O2 gas pressure used in the experiment. The amount of gas pressure is related to the combustion that occurs such as perfect combustion or incomplete combustion. Perfect combustion occurs when using excessive O2 gas while incomplete combustion occurs when using limited O2 gas. This will have an impact on the experimental data obtained, which in incomplete combustion will form a black solid and also the remaining length of the burner wire that cannot be measured. Therefore, in bomb calorimeter experiments must produce perfect combustion.
The data changed in graphic form indicates that there are three phenomena/events occurring during the experiment that is before the combustion, the combustion begins, and the steady-state. Phenomena/events that occur prior to combustion is the adaptation of water temperature with environmental temperature. Therefore, it can be concluded that these three phenomena follow the black principle of Qrelease = Qabsorb.
Based on the description above, the important concepts contained in bomb calorimeter experiments as many as 7 concept labels that are bomb calorimeter, internal energy, burning heat, perfect combustion, incomplete combustion, calorimeter constant and black principle. In virtual laboratory, concept can be display in form simulation and animation. The concept that can be displayed through simulation if the concept is created by describing the real situation (there are variables that can be controlled), while the concept is displayed through animation if the concept is displayed without any variables being controlled. From seven concept labels obtained, then analyzed which concepts can be displayed on the virtual that will be developed in the form simulation and animation as shown in table 1.

Sciences Process Skills
In addition to analyzing the related important concepts in bomb calorimeter experiments, in this study also conducted an analysis of the science process skill that can be developed. Science process skills are the physical and mental skills associated with the fundamental abilities possessed, controlled, and applied in a scientific activity, so that scientists are able to discover something new [16]. The same is also stated by [17] that the science process skills are all the skills necessary to acquire, develop, and apply the concepts, principles, laws, and theories, whether in the form of mental skills, physical skills as well as social skills.
There are four reasons why the importance of science process skills needs to be applied in teaching and learning activities [16]. The four reasons are the development of science progresses so fast that it is impossible for teachers to teach all the facts and concepts to the students, students easily understand complicated and abstract concepts when accompanied by concrete examples, the discovery of science is not absolutely true, the discovery is relative, and development of the concept cannot be separated from the development of attitudes and values on the other hand must be linked.
The types of science process skills according to [17] are observation, classifying, questioning, predicting, interpreting observations, hypotheses, planning experiments or investigations, using apparatus and materials, applying concept or principle, and communicate. Based on the literature on the science process skills as well as the work procedures of bomb calorimeter experiments, it is determined which science process skills can be develoved in virtual bomb calorimeter. Scientific process skills that can be developed are presented in Table 2. Table 2. Science process skills to be developed

Skill students can have
Observation  Use as many senses as possible  Students can observe how to arrange parts of tool components to use bomb calorimeter.
Plan Experiment  Student can determine sample, sample mass, length of wire, O2 gas pressure and water volume.  Students can know what will be measured and the data recorded.
Interpreting / Interpreting data  Conclude  Students can deduce the measured heat at a fixed volume of energy changes in.  Students can deduce the purpose of using the first sample of benzoic acid.  Students can deduce the length of wire that can be used in the experiment.  Students can deduce water volume limits that can be used in the experiment.
Communicate  Using empirical data of experimental or observational results with graphs / tables / diagrams.  Describe the results of experiments or research  Presenting data of observations in the form of graphs and tables.  Describe the events that occurred in the experiment based on the graph.
The result of concept analisys and science process skills are very usefull for the planning developed virtual bomb calorimeter.

Conclusion
The concepts analysis show that there are seven concept labels which are important to be concerned in developing the virtual bomb calorimeter. While the analysis related of the concept attribute shows there are 57.14% concept labels that can be displayed through simulation and 42.86% are shown through animation. Meanwhile, the science process skills that can be developed based on the results of concept analysis are the ability to observe, plan experiments, interpret, and communicate. The result of concept analisys and science process skills are very usefull for the planning developed virtual bomb calorimeter. This is because developers can more easily in designing the virtual.


ESSENCE, CONTENT AND IMPORTANCE OF STRATEGIC MANAGEMENT

From a historical point of view, it can be said that at the level of the enterprises, especially the profitable ones, there has always been a strategic thinking even if it was a strategy lacking in formalism that did not rely on the methods of analysis and did not have a wide communication. The growing business development, the high absorption capacity of the market, the low cost of energy and the labour force, the accelerated pace of technical progress represented all the phenomena that made the need for strategies to be less prominent.

Introduction
Even though the strategic management statement has made its official entrance to theoretical language since 1973, at The First International Conference of Strategic Management, organized by I.H. Ansoff at Vanderbilt University. The idea given to this concept by authors are generally quite different, the strategic management being considered as: -the process that aims to facilitate the leadership of an organization and uses the strategy to guide its actions, integrates the commissioning of strategic actions related to structural and cultural factors; -the form of leadership that seeks to ensure the best possible relationship between the demands of the environment, the internal and external partners and the objectives of the leaders, in time to be interested both in the interior and the outside of the enterprise, in the economic, organizational dimension; -a set of decisions and actions that lead to the development of an effective strategy to help meet corporate goals; -the process through which the company's management establishes the organization's long-term directions and results, ensuring a slow formulation, proper implementation and ongoing evaluation of the strategy.
The diversity of conceptual definitions used by authors sometimes means not only differences in language but also in substance, depending on the different perception of the phenomena and the scope of each of them to the strategic management, the changes that took place in the plan of strategic thinking and conceptions about the organization.
Strategic management is a complex process of prefiguring its future, its long-term evolution, process in which its strategy formulation, implementation, evaluation and permanent control are combined and complement each other in a continuous, dynamic flow. So strategic management is not a process of formulating the strategy that overlaps the enterprise management system, but a new form of strategybased management.

Similarities and differences between strategic management and strategic planning
Although similar, the terms of strategic planning and strategic management are not synonyms, and their scope is different.
-while strategic planning describes the periodic activities undertaken by the enterprise to cope with changes in its environment and has a sequential nature, an unforeseen event occurring outside a phase of strategic reflection being taken into account only in the next phase, strategic management is a continuous process, dynamic updating and permanent adaptation of strategic decisions according to the various important elements that appear along the way; -if strategic planning is limited to business relationships with the environment, strategic management has in its internal structure and decisions, the development of skills and competencies capable of giving the enterprise the flexibility necessary to new situations, to ensure its efficient operation and optimal integration into the environment from which is part of it; -unlike strategic planning, which involves formulating and evaluating strategic alternatives, choosing the strategy and drawing up detailed plans for its implementation, strategic management includes strategic control, which is to ensure that the chosen strategy is properly implemented and brings the desired results, respectively in analysing differences and making the necessary changes when they occur; -if the strategic planning process is a plan that can leave unchanged the culture of the enterprise, the organization, the behaviour, the strategic management consists of a series of decisions, strategies and actions, in a new strategic behaviour that involves the transformation of the organization itself in view of its depreciation the external environment.
From the perspective of what has been said, it is clear that the strategic management has a richer content and a broader scope than the strategic planning which, in fact, includes it as a tool of realization. It consists of a set of decisions and actions that result in the formulation, implementation and control of the adopted strategies, in order to achieve the organization's objectives and its profitable adaptation to the changes of the environment.

Strategic typologies in the competitive economy
The analysis of the theory and practice of the contemporary market economy highlights an appreciable typological variety of strategies that actually outlines the way companies can deliver their mission and adapt to change. Of course, in terms of enterprise strategy, it is hard to appreciate and we do not believe it can be guaranteed that the application of one or the other will automatically lead to the success of a company, given the multitude of influence factors, ranging from the specifics of the enterprises to the particular characteristics of the environment in which each operates.

Conclusions
Beyond other factors, effective implementation of the strategy and performance of an enterprise depends to a large extent on the quality of the personnel and its identification with the purpose and objectives of the organization. As managerial and human relations representatives say (McGregor's Y theory, for example), people assume their responsibilities and participate in the work process to the extent that they are motivated and stimulated in their actions. Taking into account the complexity of human nature, motivation is an essential concept in psychology, expressing the fact that the basis of the human condition is always a set of needs, tendencies, intentions, ideals that support the realization of certain actions, deeds and attitudes.
Assuming the permanent adaptation of the enterprise to the environment in which it operates, strategic management involves the transformation of the enterprise in time. This means that any transformation produced in one of the components of the strategic management model may require changes in any or all of the other components, the strategic management representing a permanent process of updates and re-evaluations, within which the strategy formulation, implementation and evaluation are merged and complement each other in a continuous flow. The strategy must therefore be approached not as a rigid projection of the future of the enterprise but as a flexible process of adaptation and re-adaptation to changes in dimensional parameters or of the enterprise and its environment so as to permanently reflect the mutations in the competition perimeter but also the broader (economic, social, cultural) national and international environment.
The printing of this behavioural trait, specific to the market economy, consists of a scientific adaptation of the strategy, which implies both a thorough knowledge and mastery of the concepts and techniques of strategic management, as well as the amplification of the foreseeable, prospective dimension of the management, without which cannot be achieved a strategic projection able to provide an adequate response to the major challenges of transition and the world economy.