Journal articles on the topic 'Curriculum model of the physiotherapy profesional education'

This study begins with a consideration of future challenges related to the need for international school teachers (SBI), which raises the question of how to design curriculum with competency-based approach in order to produce the teacher candidates that suit the needs of teachers in international schools (SBI )? The research objective is to be able to: 1) generate a description of strengths and weaknesses of curriculum designs that are being used; 2) produce a description of the implementation of a curriculum that is being implemented; and 3) produce a description of the competency standard (SKL) economics teacher candidates for international school (SBI) .The study was designed for 2 years using Research and Development, for the first year of this descriptive survey method, using the techniques of data collection in the form of documentation, questionnaires and interviews. The source data consists of lecturers, teachers, students and alumni who work at the international school (SBI). Among other results it was found that department of Economic Education curriculum has weaknesses and strengths. Weaknesses include a) the design curriculum not in accordance with the need to generate international school teachers (SBI); b) the design of the curriculum have not loaded the competencies required of graduates to compete at a global level; c) curriculum design has not adopted the curriculum developed countries that excel in the field of education. While its power is a) curriculum design approach based on scientific disciplines (content based); b) curriculum has been outlined in the syllabus and SAP; and c) curriculum design is flexible. Judging from the implementation of the curriculum, that has not been implemented based learning competency-based curriculum (KBK), but from the aspect of SBI implementation of curriculum-based learning (learning) already contains the necessary aspects of learning in SBI. Starting from the results of this study suggested: in the face of global challenges of the department of Economic Education is necessary to develop future curriculum design based CBC is consistently (consistently); implementation of the curriculum / learning must use a variety of approaches as expected by the curriculum, as well as to develop a curriculum thatcompliance-oriented international school teachers (SBI) must be rejected on the dotted-oriented curriculum development competency standards (SKL), which allows graduates can work in SBI and compete at a global level. Keywords: curriculum designs, competency-based, economic education

Community-based primary healthcare training for health science students is based on the tenets of primary healthcare. The approach seeks to provide clinical education and training for health science students in previously disenfranchised communities. Some South African universities train their physiotherapy students through a community-based primary healthcare approach to undergraduate training. However, there is currently a lack of an integrated model guiding clinical education for physiotherapy clinical education in the country. The aim of this paper was to explore the perceptions of physiotherapy academics about a novel, community-based primary healthcare approach to clinical education for students at a university in South Africa. This study sought to inform the roll-out of an evidence-based model for physiotherapy education. A qualitative explorative approach, using semi-structured interviews with physiotherapy academics at the institution, was used to explore their perceptions of the community-based primary healthcare training platform. Data was analysed using conventional content analysis and was classified into themes and sub-themes. Four overarching themes emerged, namely: curriculum review, constraints to decentralised learning, benefits of community-based clinical education and recommendations for the learning platform. Participating academics believed that community-based primary healthcare training is an approach that influences students to be socially responsive, while providing access to healthcare services, such as rehabilitation, in resource-poor communities in South Africa.

Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled ‘Language and Communication in Physiotherapy’ in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students’ needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having ‘gaps’ in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students’ learning, but also in advancing the cultural competence of teachers involved in the course.

Abstract : This study aims to: 1) Generating a description of the graduates competence to prepare economics teacher at the International School (SBI) 2) Generating the substance of the study which relevant with the graduates competence. 3) Producing design curriculum appropriate to the needs of the economy to prepare prospective teachers in SBI. The study was designed for 2 years in the Research and Development, is based on a curriculum development manual competency-based curriculum development of higher education issued by the Directorate General of Higher Education (2008). Results of the study, among others, found that the description of the competence of Education study program consists of a) two core competences b) nine supporting competency and c) four other competencies. Core competencies consist of a) control of the structure, concepts, generalizations, theories, and scientific mindset within the scope of the global economy that consists of 18 sub-competences b) mastery of concepts, theories, and pedagogical principles consisting of 6 sub-competences. Supporting competence consists of 11 subcompetences and other competencies consist of 9 sub-competences. Main competence substance consists of 24 studies, supporting competency consists of 11 studies and other competencies substance consists of 9 substance of the study, so the total credits of students who have taken a number of 152 credits or 61 courses. Abstrak: Penelitian ini bertujuan: 1) Menghasilkan deskripsi kompetensi lulusan untuk menyiapkan guru ekonomi di Sekolah Bertaraf Internasional (SBI) 2) Menghasilkan substansi kajian yang relevan dengan kompetensi lulusan. 3) Menghasilkan desain kurikulum yang sesuai dengan kebutuhan untuk menyiapkan calon guru ekonomi di SBI. Penelitian dirancang untuk 2 tahun dengan menggunakan metode Research and Development, Pengembangan kurikulum ini dilakukan berdasarkan buku panduan pengembangan kurikulum berbasis kompetensi pendidikan tinggi yang diterbitkan oleh Direktorat Jendral Pendidikan Tinggi (2008). Hasil penelitian antara lain ditemukan bahwa deskripsi kompetensi Prodi Pendidikan terdiri dari a) dua kompetensi utama b) sembilan kompetensi pendukung dan c) empat kompetensi lainnya. Kompetensi utama terdiri dari a) penguasaan struktur, konsep, generalisasi, teori, dan pola pikir keilmuan ekonomi dalam lingkup global yang terdiri dari 18 subkompetensi b) penguasaan konsep, teori, dan prinsip pedagogik yang terdiri atas 6 subkompetensi. Kompetensi pendukung terdiri dari 11 subkompetensi dan kompetensi lainnya terdiri dari 9 subkompetensi. Kompetensi Utama terdiri dari 24 substansi kajian, kompetensi pendukung terdiri atas 11 substansi kajian dan kompetensi lainnya terdiri dari 9 substansi kajian, sehingga total SKS yang harus ditempuh mahasiswa sejumlah 152 SKS atau 61 mata kuliah.

Abstract Background and aims Despite the recognition of pain as a global health problem and advancements achieved in what is known about effective pain management, pain education for undergraduate health care professionals remains insufficient. This study investigated the content of pain curricula and the time allocated to pain education on physiotherapy programs at bachelor’s level at Universities of Applied Sciences (UASs) in Finland. Methods A web-based survey questionnaire was sent to the directors of the physiotherapy programs at all the Finnish UASs (n=15) where physiotherapy is taught at bachelor’s level. The questionnaire consisted of 14 questions covering basic concepts and the science of pain, pain assessment, pain management, and the adequacy of pain curricula. Each UAS completed one questionnaire i.e. returned one official opinion. Results The response rate was 80% (n=12). The mean for the total number of contact hours of pain education was 74 (standard deviation 34.2). All UASs had integrated pain education. In addition to this 42% (n=5) of the UASs had a separate pain course. The UASs offering such a course over and above the integrated pain education had twice the amount of pain content education compared to those UASs that only had integrated pain education (mean 103 h vs. 53 h, p=0.0043). Most of the education was devoted to conditions where pain is commonly a feature, manual therapy, and electrical agents for pain control. The biopsychosocial model of pain, cognitive behavioral methods of pain management, physician management, and multidisciplinary management were the least covered topics. Five UASs (42%) payed attention to the International Association for the Study of Pain curriculum outline and only 33% (n=4) considered their pain education to be sufficient. Conclusions Our results indicate that more contact hours are devoted to pain education on the Finnish UASs’ physiotherapy programs at bachelor’s level, than has previously been reported in faculty surveys. A separate pain course is one way to ensure a sufficient amount of pain education. Overall, despite a sufficient time devoted to pain education, some essential pain contents were inadequately covered. Implications The study contributes information on how pain education can be organized on physiotherapy programs at undergraduate level. Besides a sufficient amount of pain education, which can be ensured by a separate pain course, attention should be paid to pain education content being up-to-date. This could help in estimating the different proportions of pain content needed in educational settings. Efforts should also be made at keeping integrated pain education well-coordinated and purposeful. There is a need for further research estimating the effectiveness of pain education according to the different ways in which it is organized. There is also a need to investigate whether more hours allocated to pain education results in better understanding and professional skills.

This research aims to find out how professional teachers of Islamic religious education subjects in the MIN 2 Model Samarinda. This research uses an emics perspective, which is trying to understand, internalize, and describe the professional image of the teacher according to the phenomena and data, so it is also called the phenomenological fact. Data Collection techniques using observations, interviews and documentation, while the data analysis techniques to be used in this study, "descriptive analytic" and in qualitative research generally began since data collection, data reduction, data presentation, and withdrawal of conclusions or verification. The results of the study is that the teacher is quite professional on the grounds that from the 11 indicators that are determined most have been able to be mastered/implemented well that is able to master the teaching materials, able to understand and interpret the results of educational research for the purposes of teaching, able to manage teaching programs, able to use the media and learning resources, able to plan teaching programs, able to manage the interaction of learning teaching, mastering various methods of teaching, able to recognize and organize the administration of the school (curriculum or learning administration), able to assess the achievement of students for the sake of teaching as well as the ability to master the education foundations, ability to know the functions and services of guidance and counseling that can not recognize children who have special characteristics and ability to manage classes Thus, the learning evaluation of teachers has the ability to assess students ' achievements for the sake of teaching. In this case the teachers of the most specific special PAI class in MIN 2 Model Samarinda have been able to assess well the proven list of values, group books, and analysis of the results are organized neatly and document the governance.

RESUMENEl trabajo describe la incorporación de sistemas de evaluación de aprendizajes con uso de simuladores de atención comercial en el marco del proceso de innovación curricular de la carrera de Técnico financiero de un Instituto Profesional de la ciudad de Santiago. El foco de análisis se centra en las condiciones que permiten la elaboración de rúbricas, las cuales junto con ajustarse al enfoque de formación por competencias, cuenten con las condiciones psicométricas pertinentes. Los resultados muestran que el instrumento es satisfactorio y que la evaluación de aprendizajes se ve favorecida con el uso de simuladores.Palabras clave: Rúbricas de medición de aprendizajes, formación por competencias, Educación Superior Técnico Profesional. Evaluation of learning through the use of commercial assistance simulators under the adoption of a training model. The experience of a Technical Vocational Higher Education DegreeABSTRACTThis paper describes the incorporation of learning evaluation systems using commercial assistance simulators under the process of curriculum innovation of the Financial Technical Degree in a vocational institute of higher education in Santiago city. The analysis focuses on the conditions allowing the development of rubrics, which match with the training approach and have the relevant psychometric conditions. Results show that the instrument is satisfactory and the learning evaluation is enhanced by the use of simulators.Keywords: Rubrics for learning measurement, training, Vocational Technical Higher Education.

Abstract, Teaching it is an art because every teacher has their own style and characteristics. Therefore, every teacher has different styles and techniques in teaching. So is their performance, models, they ways they deliver the material, the use of methods and media as well as evaluation. In teaching, teachers are expected to not get stuck with the routine of traditional teaching (teacher-centered), which assumes that the learner is an "empty bottle" and must be filled with the knowledge as much as possible. The traditional concept of teaching has long been an issue in education, but in fact until now there are still many teachers who implement such methods at schools. The problem is how to change the paradigm of the teacher to become a professional teacher? How do teachers develop learning system in schools? How do they carry out effective learning? How to prepare teachers for the future? To address these problems, the writer tried to conduct a study of the literature and the results of relevant researches. To change the paradigm of teachers into professional teachers, then there are several requirements that must be met. First, teachers must have a minimum qualification and competence as a teacher candidate. In Indonesia, all teachers (kindergarten, elementary, junior high, high school or equivalent) should have at least relevant diploma (D.IV) or bachelor (S1) degree. Second, they have to understand the developmental level of students. Third, teachers must often be given the opportunity to attend training on the implementation of the curriculum and learning according to each level of education. Fourth, each semester, teachers are required to implement a learning model that can activate learners (student - centered) at school. This means each semester teachers use different learning model which is considered effective and relevant so that within one year there are two models of learning they strongly master in practice. Furthermore, to develop a learning system in schools, there are several things that must be mastered by teachers, among others: the development of strategies that should be considered including the mastery of a foreign language (at least in English) , the mastery of pedagogical competence and mastery of ICT (information and communication technology); learning (planning, implementation, and evaluation); organizing the class structure and routines; planning to achieve the objectives, outcomes and standards. To carry out an effective learning, teachers must be able to communicate effectively, use appropriate learning models, conduct classroom management ; use resources creatively, understand individual differences in learning, teach, values and moral education, work effectively with parents, as well as assessing and reporting objectively.Keywords: professional teacher, teacher-centered, student-centered, effective learning, learning system Abstrak. Mengajar itu adalah seni, karena setiap guru yang mengajar memiliki gaya dan karakteristik tersendiri. Karena itu, setiap guru mengajar memiliki gaya dan teknik yang berbeda. Begitu juga penampilan, model, cara menyampaikan materi, penggunaan metode dan media maupun evaluasi. Dalam mengajar, diharapkan guru tidak terjebak dengan rutinitas mengajar secara tradisional (teacher-centered), yang menganggap peserta didik itu adalah sebuah “botol kosong” dan harus diisi dengan pengetahuan sebanyak-banyaknya. Konsep mengajar yang tradisional ini sudah lama menjadi isu dalam dunia pendidikan, tetapi faktanya di sekolah, sampai sekarang masih banyak guru yang melaksanakan cara-cara seperti itu. Permasalahannya adalah bagaimana mengubahparadigma guru untuk menjadi guru yang profesional ? Bagaimana guru mengembangkan sistem pembelajaran di sekolah ? Bagaimana melaksanakan pembelajaran yang efektif ? Bagaimana mempersiapkan guru untuk masa yang akan datang ? Untuk menjawab permasalahan ini, penulis mencoba melakukan kajian dari berbagai literatur dan hasil penelitian yang relevan.Untuk mengubah paradigma guru menjadi guru yang profesional, maka ada beberapa syarat yang harus dipenuhi. Pertama, guru harus memiliki kualifikasi dan kompetensi minimal sebagai calon guru. Di Indonesia, semua guru (TK, SD, SMP, SMA dan yang sederajat) minimal harus D.IV atau S.1 (Sarjana) yang relevan. Kedua, memahami tingkat perkembangan siswa. Ketiga, guru harus sering diberi kesempatan untuk mengikuti pelatihan tentang implementasi kurikulum dan pembelajaran sesuai dengan jenjang pendidikannya masing-masing. Keempat, tiap semester, guru diwajibkan untuk menerapkan salah satu model pembelajaran yang dapat mengaktifkan peserta didik (child-centered) di sekolah. Artinya, setiap semester guru harus mengganti model pembelajaran yang dianggap efektif dan relevan, sehingga dalam waktu satu tahun ada dua model pembelajaran yang betul-betul dikuasai guru secara praktis. Selanjutnya, untuk mengembangkan sistem pembelajaran di sekolah, ada beberapa hal yang harus dikuasai guru, antara lain pengembangan strategi yang harus dipertimbangkan, yaitu penguasaan bahasa asing (minimal bahasa Inggris), penguasaan kompetensi pedagogi, dan penguasaan ICT (information and communication technology).pembelajaran (perencanaan, pelaksanaan, dan evaluasi); pengorganisasian struktur kelas dan rutinitas; perencanaan untuk mencapai tujuan, hasil dan standar. Untuk melaksanakan pembelajaran yang efektif, maka guru harus mampu berkomunikasi secara efektif; menggunakan model pembelajaran yang tepat; manajemen kelas; menggunakan sumber daya secara kreatif; memahami perbedaan individu dan belajar; mengajar, nilai, dan pendidikan moral; bekerja secara efektif bersama orang tua; serta melakukan penilaian dan pelaporan secara objektif. Untuk mempersiapkan guru pada masa yang akan datang, ada tiga halKata Kunci : guru profesional, techer-centered, student-centered, pembelajaran yang efektif, sistem pembelajaran

La necesidad manifiesta de formar estudiantes que tengan un alto nivel de desempeño en su vida profesional es un compromiso ineludible de las universidades. Para ello, se debe mejorar continuamente en todos los niveles del proceso educativo, poniendo especial atención a todos los esfuerzos de calidad de sus programas y no solamente fijando un horizonte de acreditación de algunas carreras. Para ello, se requiere de un modelo que no solo se enfoque en la enseñanza y el aprendizaje, sino que además sea capaz de asegurar la calidad de todos los elementos coadyuvantes que tiene la universidad que tiene la universidad para este fin, sobre la base de un mejoramiento continuo, y no únicamente dirigidos hacia la acreditación. Por esto, constantemente se debe auditar el desarrollo y cumplimiento de actividades en todas las etapas del proceso educativo: desde el diseño curricular de las carreras, el desempeño de los procesos de soporte y hasta el desempeño del profesional de los graduados en el mercado laboral. En algunas universidades costarricenses existe una iniciativa latente y manifiesta desde hace varios años por autoevaluar continuamente programas académicos de tal forma que éstos sean exitosos a los ojos de empleadores y estudiantes. En algunas de ellas, los recursos económicos se invierten en aquellas áreas prioritarias detectadas por procesos de autoevaluación.Los esfuerzos de mejoramiento realizados en Costa Rica se han dado en el marco de la autoevaluación de carreras; no obstante, estos esfuerzos no han estado enmarcados dentro de un modelo que visualice e integre todas las actividades de mejoramiento y que se caractericen por un concepto de medición permanente que permita identificar a tiempo todos aquellos incumplimientos o acciones que atenten contra el desarrollo efectivo de una carrera. Por otro lado, es el deseo que todos los esfuerzos de mejora no solo sean direccionados hacia carreras acreditadas sino que también se realice con todas ellas, en especial, aquellas que requieren de una mejora radical en la mayor parte de las actividades que conforman el propio quehacer universitario.Este artículo presenta un modelo de gestión de calidad académica cuyo principal objetivo es integrar todos los esfuerzos que actualmente realizan las universidades dentro de un esquema cuya finalidad es el mejoramiento continuo de todos los programas que se ofrecen. Esto incluye el análisis y evaluación detallada de los elementos esenciales del quehacer educativo, a saber: estudiantes y graduados, recursos materiales y de infraestructura, curriculum, personal académico, administración, investigación educativa y proyección universitaria. El modelo realiza una calificación cuantitativa de las actividades actuales sobre las que se pueden planificar acciones de mejora usando hojas de cálculo y a través de un perfil de calidad asociado al resultado de la evaluación se establecen las áreas de oportunidad que se serán objeto de las acciones correctivas y preventivas de mejora.Palabras clave: acciones correctivas, acciones de mejora, acciones preventivas, acreditación, auditoria, autoevaluación, ciclo Deming, clientes externos, clientes internos, EFQM, estándares, excelencia, gestión de calidad académica, indicadores, mejora continua, modelo de calidad, normas, perfil de calidad, políticas, seis sigma, SINAES.AbstractThe clear need to prepare professionals who will have a high level of performance in their professional life is an unavoidable commitment of every university. To do this, it is imperative to continuously improve at all levels of the educational process, paying particular attention to all the efforts of a program quality and not just setting a horizon for accreditation of some careers. To do this, we need a model that not only focus on teaching and learning processes but also be able of ensuring the quality of all university support processes on the basis of continuous improvement and not just thinking about accreditation. Therefore, it is necessary to constantly look at audits and compliance activities in all stages of education from the curriculum design towards the professional performance of graduates in the field.In Costa Rica, for some universities, there is a latent and manifest initiative for several years to continually self-assess their academic programs so that they are successful at the eyes of employers and students. For some of them, all economic resources are invested in priority areas identified by self-evaluation processes.The improvement efforts, made in Costa Rica, includes self-assessment exercises in some cases; however, efforts have not been framed within a model to visualize and integrate all improvement activities and which must be characterized by a concept of measurement continuous-time in order to identify all those weaknesses that threaten the effective development of the career. On the other hand, it is the desire that all improvement efforts are directed not only to accredited programs but also to all careers, especially those requiring a radical improvement in most of the activities which are part of the university work.This paper deals with a model of academic quality management whose main objective is to integrate all the current efforts of universities in a scheme aimed at continuous improvement of all programs offered. This includes detailed analysis and evaluation of the essential elements of educational work, namely students and graduates, material resources and infrastructure, curriculum, faculty, administration, research and social responsibility. The model makes quantitative rating of current activities on which improvement actions can be planned using spreadsheets and through a quality profile associated with the result of the evaluation setting out areas of opportunity that will be subject to improvement and preventive actions.Keywords: accreditation, audits, corrective actions, Deming cycle, EFQM, excellence, external clients, improvement, improvement actions, internal clients, norms, policies, preventive actions, academic quality management, quality metrics, quality model, quality profile, self-assessment, SINAES, six sigma, standards.

PENGEMBANGAN MODEL PEMBINAANSD MUHAMMADIYAH DI MALANG RAYAUNTUK MENJADI SEKOLAH PPL BAGI MAHASISWAPGSD-UMMEndang Poerwantie-mail : endangpoer@yahoo.comAbstract:To be able to equip students to be professional teacher candidates required completionof curriculum, effective and giving lectures free experience teaching in elementary schools, so thattakes SD Partners namely SD Muhammadiyah Malang. The purpose of research is the analysis ofSD Partner readiness to be able to build a school PPL PGSD students. Planned two-year study, thefindings of the first year of completion map SD SD Mitra to be training and training needs analysis/ mentoring required. The second is the result of the completion of training programs andmaterials. First year potential mapping methodology SD Partners, using instruments effectiveschools and school inkator air MBS, and education Inclusion map gap between the ideal and theconditions and factual circumstances, be used as a material representation of FGD with KS andteachers to develop models appropriate training and mentoring leisure needs.Abstrak:Untuk dapat membekali mahasiswa menjadi calon guru profesional diperlukanpenyiapan kurikulum, perkuliahan yang efektif dan pemberian pengalaman lapang mengajar diSD, sehingga diperlukan SD Mitra yaitu SD Muhammadiyah di kota Malang. Tujuan penelitianadalah analisis kesiapan SD Mitra untuk menjadi sekolah PPL yang dapat membina mahasiswaPGSD. Penelitian dirancang dua tahun, temuan tahun pertama adalah peta kesiapan SD Mitrauntuk menjadi SD latihan dan analisis kebutuhan pelatihan / pendampingan yang diperlukan. Hasiltahun kedua adalah penyiapan program dan materi pelatihan. Metodologi tahun pertama pemetaanpotensi SD Mitra, dengan menggunakan instrumen inkator sekolah efektif dan sekolah ber MBS,dan pendidikan Inklusi peta kesenjangan antara kondisi ideal dan dan kondisi faktual, akandigunakan sebagai materi FGD dengan KS dan perwakilan guru untuk mengembangkan modelpelatihan dan pendampingan yang sesuai dengan kebutuhan lapang.Kata Kunci: kesiapan SD mitra PGSD

Tujuan pelaksanaan penelitian adalah agar mengetahui pelaksanaan model pendidikan berbasis kepemimpinan dan pelaksanaan pendidikan berbasis kepemimpinan di SD Kreativa YASMINA Bogor. Metode penelitian yang digunakan adalah metode kualitatfif deskriptif. Pengumpulan data dilakukan dengan wawancara, observasi, dokumen dan triangulasi data. Hasil dari penelitian dan pengamatan bahwa pelaksanaan model pendidikan berbasis kepemimpinan melalui dua pendekatan:1) penerapan modeling, lingkungan, kurikulum, intruksi, sistem dan tradisi. 2) melalui program-program khusus SD untuk menunjang dalam pengembangan kepemimpinan peserta didik (a). Aspek personal: pembiasaan model kepemimpinan, (b) aspek sosial: penerapan kerjasama, dan contoh (c) aspek akademik: mampu memahami mata pelajarn, berani tunjuk tangan ketika mampu, dan mandiri. kemudian faktor kebutuhan atau pendukung dan kekurangan atau hambatan pelaksanaan model pendidikan berbasis kepemimpinan di sekolah SD YASMINA, 1) faktor pendukung: visi dan budaya sekolah dasar kreativa, terdapat pendidik yang profesional, sarana prasaranayang memadai.2) faktor penghambat, 2) perbedaanya pola pikir peserta didik tentang kepemimpinan, ada salah satu guru yang masih kesulitan dalam mengajarkan kepemimpinan kepada peserta didik yang berkebutuhan khusus (ABK), dan keruasakan pada sarana.KATA KUNCI: pendidikan, kepemimpinan, sekolah dasar. EDUCATION LEADERIN ELEMENTARY SCHOOL PROGRAMABSTRACTThis study is intended to determine the implementation of leadership-based education model and implementation of leadership-based education model in Kreativa SD YASMINA Bogor. The research method used is descriptive qualitative method. Data collection is conducted by interview, observation, document and data triangulation. Results from research and observation that the implementation of leadership-based education model through two approaches: 1) application of modeling, environment, curriculum, instruction, system and tradition. 2) through special SD programs to support in leadership development of learners (a). personal aspects: habituation of leadership model, (b) social aspect: application of cooperation, and example (c) academic aspect: able to understand student's eyes, dare to show hand when capable, and independent. Then the need or supporting factors and the lack or obstacles of implementing leadership-based education model at SD YASMINA: 1) supporting factors: vision and culture of creativity primary school, there are professional educators, adequate infrastructure; 2) inhibiting factors; 3) the difference is fixed / mindset learners about leadership, there is one teacher who still difficulty in teaching leadership to the students ABK, and passion on the means.

ABSTRACTProfessor in the last two decades has tried to meet the demands of educational institutions: acquire digital skills that enable them to achieve an "optimal" level of knowledge in the use of computer technology resources and incorporate these resources into their classroom activities. However, you still cannot find the formula for teachers to change teaching model (transceiver) in force in schools and in the classroom. However, although the activities that are realized in the classroom are enclosed in an apparent black box, in this paper there appear techno-pedagogical models that have implemented of higher education teachers in the classroom and that proposes a new role of the teacher is present, the teacher innovative. A teacher who combines curriculum content, teaching, attitudes, digital skills, and learning styles to innovate in their teaching method and realizes his teaching ability, knowledge and professional training as well as a digital culture that goes beyond know how to use digital devices and joint human and technological knowledge in techno-pedagogical to build new learning environments and teaching models.RESUMENLa evolución del rol del profesor en las aulas en las dos últimas décadas se ha destacado por la preocupación de cumplir con las grandes exigencias de las instituciones educativas: adquirir habilidades digitales que les permita alcanzar un nivel “óptimo” de conocimiento en el uso de los recursos tecnológicos informáticos e incorporar estos recursos en sus actividades en el aula. No obstante, aún no se encuentra la fórmula para que los profesores modifiquen el modelo de enseñanza (transmisor-receptor) vigente en las escuelas y en el salón de clase.Sin embargo, aunque las actividades que se realizan en el aula se encierran en una aparente caja negra, en este trabajo se presentan modelos tecno-pedagógicos que han implementado profesores de educación superior en el aula y que propone un nuevo rol del profesor, el docente innovador. Un profesor que combina el curriculum, contenidos, didácticas, actitudes, habilidades digitales, y estilos de aprendizaje para innovar en su método didáctico y que da cuenta de su habilidad didáctica, su conocimiento y preparación profesional así como de una cultura digital que va más allá de saber usar los dispositivos digitales y que conjunta los saberes humanos y tecnológicos en un modelo tecno-pedagógica para construir nuevos entornos de aprendizaje y modelos de enseñanza.

<p> The research was conducted begins on government policy on implementation of Islamic sharia in Aceh. Pesantren’s education pattern has emphasized more on strengthen professional fields simultanously and strengthenIislamic scope dan akhlakul karimah (character education). Qualitative method was used in this study with descriptive approach. Result showed that curriculum currently used in pesantren is refer to <em>dayah salafi</em> (<em>traditional pesantren</em>) in Aceh, which used Kitab as main source of knowledge in teaching process. While media used in teaching process were Arab’s Kitab, video, playback of religious lectures, and wall magazines. The methode used in teaching process were advice, teacher exemplary, teaching and counseling, habituation of religious practice, motivation straightening, coordination with santri’s parents, and coordination with dayah’s stakeholder, morals coaching output, and reward and punishment methods.</p><p><br /><strong></strong></p><p><strong>Abstrak</strong></p><p>Penelitian dilakukan berawal dari kebijakan Pemerintah terhadap implementasi syariat Islam di Aceh. Pola pendidikan pesantren memiliki tradisi dan kultur akademik yang lebih menekankan pada penguatan bidang profesional secarasi simultan, serta penguatan pada bidang-bidang keislaman dan pendidikan <em>akhlakul karimah</em>. Penulis menggunakan metode penelitian kualitatif dengan pendekatan <em>deskriptif</em>.. Hasil penelitian menunjukkan bahwa kurikulum yang berlaku di pesantren semuanya mengacu kepada kurikulum dayah salafi di Aceh dengan menjadikan kitab sebagai sumber utama dalam proses belajar mengajar. Media yang digunakan pada proses pembelajaran adalah kitab-kitab Arab, tayangan vidio, pemutaran ceramah agama dan pemanfaatan <em>madding</em>. Sedangkan metode yang digunakan meliputi metode nasehat, keteladanan guru, bimbingan dan pendampingan, praktek dan pembiasaan amalan ibadah, pelurusan motivasi, koordinasi dengan wali santri, koordinasi dengan stakeholder dayah, <em>out put</em> pembinaan akhlak dan <em>reward</em> serta <em>punisment</em>.</p><p> </p>

En este artículo se presenta el Enfoque de los Itinerarios de Enseñanza de las Matemáticas, un enfoque que trata de ser respetuoso con las necesidades reales de los estudiantes para aprender matemáticas. En la primera parte se presenta la fundamentación del enfoque, que se sustenta en tres pilares interrelacionados: la perspectiva sociocultural del aprendizaje humano, el modelo de formación realista-reflexivo y la educación matemática realista; en la segunda parte se describe el enfoque, que se refiere a una secuencia de enseñanza intencionada que contempla tres niveles: 1) enseñanza en contextos informales (el entorno inmediato, los materiales manipulativos y los juegos); 2) enseñanza en contextos intermedios (recursos literarios y tecnológicos), y 3) enseñanza en contextos formales (recursos gráficos); finalmente, en la tercera parte se ejemplifica dicho enfoque con un itinerario de enseñanza del álgebra temprana para estudiantes de 3 a 12 años. Se concluye que la implementación de este enfoque requiere un amplio dominio de conocimientos didáctico-disciplinares, lo que implica un esfuerzo importante por parte de todos los agentes implicados en la formación del profesorado para que así, todo aquel profesional preocupado por mejorar su práctica docente y adaptarla a las exigencias del siglo XXI, pueda tener acceso a estos conocimientos. Referencias Alsina, Á. (2004). Barrinem? Matemàtiques amb jocs i problemes. Lògica 3. Cataluña: Edicions l'Àlber, S.L. Alsina, Á. (2010). La “pirámide de la educación matemática”, una herramienta para ayudar a desarrollar la competencia matemática. Aula de Innovación Educativa, 189, 12-16. Recuperado desde https://dugi-doc.udg.edu//bitstream/handle/10256/9481/PiramideEducacion.pdf Alsina, Á. (2018). Seis lecciones de educación matemática en tiempos de cambio: itinerarios didácticos para aprender más y mejor. Padres y Maestros, 376, 13-20. Alsina, Á. (2019a). 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Granada: Editorial Universidad de Granada. Hargreaves, A., Earl, L., Moore, S., y Manning, S. (2001). Aprender a cambiar. La enseñanza más allá de las materias y los niveles. Barcelona: Editorial Octaedro. Heuvel‐Panhuizen, M. (2002). Realistic mathematics education as work in progress. En F. L. Lin (Ed.), Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education (pp. 1‐43). Taiwan: National Taiwan Normal University. Ivic, I. (1994). Lev Semionovick Vygotsky (1896-1934). Perspectivas: Revista Internacional de Educación Comparada, 34 (3-4), 773-799. Recuperado desde http://www.ibe.unesco.org/es/recursos/perspectivas-revista-trimestral-de-educaci%C3%B3n-comparada Korthagen, F. A. (2001). Linking practice and theory. The pedagogy of realistic teacher education. Londres: Lawrence Erlbaum Associates. Lerman, S. (2000). The social turn in mathematics education research. En J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 19-44), Westport, CT: Ablex. Lerman, S. (2001). The function of discourse in teaching and learning mathematics: a research perspective. Educational Studies in Mathematics, 46(1-3), 87-113. https://doi.org/10.1007/0-306-48085-9_3 Llinares, S. (2008). Agendas de investigación en Educación Matemática en España. Una aproximación desde “ISI-web of knowledge” y ERIH. En R. Luengo, B. Gómez, M. Camacho, y L. J. Blanco (Eds.), Investigación en Educación Matemática XII (pp. 25-54). Badajoz: SEIEM. Melief, K., Tigchelaar, A., y Korthagen, K. (2010). Aprender de la práctica. En O. Esteve, K. Melief, y Á. Alsina (Eds.), Creando mi profesión. Una propuesta para el desarrollo profesional del profesorado (pp. 19-38). Barcelona: Octaedro. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: Autor. National Council of Teachers of Mathematics. (2006). 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El sistema educativo español ha sufrido, en los últimos años, numerosas modificaciones que lo han ido transformando. Una parte de ellas se ha centrado en la introducción de nuevos elementos en el currículum, como las competencias clave y los estándares de aprendizaje evaluables, que han cambiado la forma de concebir la educación y que se perciben como posturas innovadoras por parte del profesorado. Desgraciadamente, este modelo por competencias y por estándares ha recuperado un paradigma educativo centrado en el producto, es decir, la pedagogía por objetivos. Este modelo centra la atención del profesorado en ajustar la práctica educativa a criterios preestablecidos por las propias leyes a través de una homogenización y uniformización del currículum en la que se mide la calidad de la educativa en términos de eficiencia y eficacia. A pesar de esta realidad, existen alternativas al modelo por objetivos que centran la atención en el proceso de enseñanza-aprendizaje en vez de en el producto. El modelo procesual se preocupa por desarrollar contenidos valiosos para la práctica educativa y la entiende como una situación incierta en la que el profesorado debe dar solución a los problemas que se presentan. La práctica docente es más abierta y flexible y se pretende educar atendiendo a las particularidades del contexto donde se desarrolla la enseñanza donde el profesorado se postula como un profesional implicado en su práctica. El objetivo de este trabajo es ofrecer una respuesta crítica al modelo por competencias y aportar una alternativa basada en la recuperación de los principios de procedimiento. Para esto desarrollamos los postulados que orientan la práctica educativa desde el modelo procesual y presentamos una propuesta de principios de procedimiento para la asignatura de Educación Física, basados en el desarrollo del componente motriz, la justicia curricular y la dimensión estética del movimiento. ABSTRACT:Spanish educational system has suffered, in last years, very modifications that have been transforming it. These transformations have focused in introduction of new elements in the curriculum, such as key competences and learning standards, which have changed the way of education and teachers are perceived these changes that as educational innovation. Unfortunately, this model based in competences and standards has returned an educational paradigm focus in the product. In this model, emphasis teachers' attention in readjusting your educational practice to criteria pre-established by the laws themselves through a homogenization and standardization of the curriculum. The quality of education is measured in terms of efficiency and effectiveness. Despite, there are alternatives to this model that focus on the teaching-learning process instead of the product. The process model is concerned for developing valuable content for educational practice and this model have understood in uncertain situation to which teachers must solve the problems that appear. The teaching practice is more open and flexible and it is intended to learn attending to the particularities of the context where is developed. The teachers are posited as a professional involved in their practice. The objective of this paper is to offer a critical thinking to the competences model and provide an alternative based on the recovery of the principles of procedure. We develop the suggestions that guide the educational practice from the process model and we present a proposal of principles of procedure for the subject of Physical Education. This proposal is based on the development of the motor component, curricular justice and the esthetic dimension of the movement.

Abstract. This article is based on the fact that until now there has not been any serious at-tempt to improve field experience practice (PPL). This was indicated by a number of common problems that occur surrounding fiend experience practice, such as inability to maximally meet the goals of the program, ambiguity of supervisor teachers’ job description in educating student teachers, and loose and asymmetrical coordination between teachers college (LPTK) as producer and schools as industry. Thus, there needs to be restoration of field experience practice which is initiated by establishing PPL curriculum management which collaborates Craft, Competency and Reflective Models. This article presents three principal suggestions, which were obtained from literature study and data collection from observation and interview. First, there should be design innovation of PPL curriculum management using Craft, Competency and Reflective Models ap-proach by formulating success criteria and instructional plan of the program to be used as guid-ance of supervisor teachers in educating student teachers. In so doing, there will be change in the process of educating the students which is usually accidental instead of as planned. Second, it is important to formulate elaborate job description of supervisor teacher during introduction, train-ing, and evaluation periods based on the common problems that usually occur so that the role of the supervisor teacher can be optimized, which will impact the students’ teaching competency. Third, there should be simultaneous, continuous, and intensive coordination between teachers college (LPTK) and schools in order to create symbiotic relationship in establishing prospective professional future teachers.Keywords: field experience practice, curriculum management, teacher education model, Craft, Competency and Reflective ModelsAbstrak. Artikel ini didasari atas seputar distorsi praktek pengalaman lapangan (PPL) namun hingga kini belum benar-benar tersentuh oleh iktikad perbaikan. Hal ini tampak dari sepu-tar realitas lazim antara lain pada beberapa kasus disebutkan bahwa belum maksimalnya pen-capaian tujuan PPL, ketaksaan kerangka kerja (job description) guru pamong dalam mendidik ma-hasiswa PPL, dan koordinasi yang masih dinilai belum erat dan simetris antara Lembaga Pendidi-kan dan Tenaga Kependidikan (LPTK) sebagai produsen dan sekolah sebagai industri. Maka untuk menangani persoalan ini, maka perlunya restorasi kegiatan PPL sehingga kompetensi lulusan kegiatan PPL dapat lebih terstandar dari sebelumnya dan tujuan PPL dicapai dengan optimal. Selain itu, kegiatan PPL dapat memberi makna khusus dan manfaat yang mendalam bagi calon guru sebelum terjun ke dunia kerja. Sehingga, kesan yang selama ini masih berbekas bahwa guru baru tidak “well prepared” saat memasuki dunia mengajar tidak lagi muncul. Hal ini dapat tercapai dengan menginisiasi tiga hal berikut, yaitu: Pertama, perlunya sebuah inovasi yakni mendesain manajemen kurikulum PPL menggunakan pendekatan craft, competency, dan reflective model me-lalui perumusan kriteria keberhasilan PPL dan rencana pembelajaran PPL yang dimakudkan men-jadi pedoman bagi guru pamong dalam mendidik praktikan. Kedua, pentingnya rumusan deskripsi lebih lanjut tentang job description guru pamong pada masa pengenalan, pembimbingan dan eval-uasi praktikan didasarkan pada persoalan yang kerap terjadi pada kegiatan PPL. Ketiga, perlunya koordinasi antara LPTK dan sekolah secara simultan, kontinu dan intens dimana saling memberi hubungan timbal balik dalam upaya membentuk bibit calon guru yang profesional. Artikel ini di-tulis dengan menggunakan pendekatan library research dengan menelaah sejumlah literatur.Kata kunci : Praktek Pengalaman Lapangan, Manajemen Kurikulum, Model Pendidikan Guru

English for Specific Purposes (ESP) is an English language learning that incorporates elements of learner specific needs and the context of the work environment. ESP for Madura Tourism Promotion has not been developed concretely for Tourism course in English Education Department STKIP PGRI Bangkalan. Madura's growing tourism potential and attracting many domestic and foreign tourists need to be addressed carefully in the preparation of indigenous human resources in its management. This study aims to develop teaching materials specifically to prepare students of the English Education Department STKIP Bangkalan PGRI to be able to equip themselves in communication and tourism management competencies with the language of instruction in English. Teaching materials produced through the needs assessment process involving many parties. In data collection related to communication competencies such as what is needed in the management and promotion of Madura's tourism. The R & D model used is systems approach model with ten sequences of stages available. In the material development stage, researchers also implemented expert validation by involving two expert lecturers in the related fields, namely curriculum and instructional materials development and tourism management. To obtain empirical validation, researchers conducted trials in the class so that learning design revisions were obtained if there were perceived less precise. The teaching materials will become appropriate and professional teaching materials and can be produced to improve the quality of human recource in the tourism sector. Abstrak English for Specific Purposes (ESP) merupakan pembelajaran bahasa Inggris yang memasukkan unsur kebutuhan khusus pembelajar dan konteks lingkungan kerja. ESP untuk Promosi Pariwisata Madura belum dikembangkan secara konkret dalam mata kuliah English for Tourism di program studi Pendidikan Bahasa Inggris STKIP PGRI Bangkalan. Potensi pariwisata Madura yang kian berkembang dan banyak menarik wisatawan domestik dan mancanegara perlu disikapi dengan cermat dalam persiapan SDM penduduk pribumi dalam pengelolaannya.Penelitian ini bertujuan untuk mengembangkan materi ajar yang khusus untuk mempersiapkan mahasiswa program studi Pendidikan Bahasa Inggris STKIP PGRI Bangkalan untuk mampu membekali diri dalam kompetensi komunikasi dan manajemen pariwisata dengan bahasa pengantar bahasa Inggris.Materi ajar yang dihasilkan melalui proses needs assessment yang melibatkan banyak pihak dalam pengambilan data terkait dengan kompetensi komunikasi seperti apa yang diperlukan dalam pengelolaan dan promosi pariwisat Madura. Model R&D yang digunakan adalah systems approach model dengan sepuluh runtutan tahapan yang ada. Dalam tahapan pengembangan materi, peneliti juga memberlakukan expert validation dengan melibatkan dua dosen ahli dalam bidang yang terkait, yaitu curriculum and instructional materials development dan tourism management.Untuk mendapatkan empirical validation, peneliti melakukan uji coba di kelas sehingga diperoleh revisi desain pembelajaran apabila dirasa ada yang kurang tepat. Materi ajar yang dihasilkan nantinya akan menjadi bahan ajar yang tepat dan profesional dan bisa diproduksi secara massal untuk membantu meningkatkan kualitas SDM Madura dalam bidang pariwisata.

La formación académica en ciencias de la Comunicación –así como en cualquier otro tipo de carrera universitaria–, responde a múltiples intereses que giran en torno a la universidad en los ámbitos político, económico y social. Todas estas influencias permean las visiones y misiones de las instituciones de educación superior (IES) hasta constituir planes y programas de estudio, es decir, los contenidos que se transmiten a los estudiantes como el saber legítimo. En este contexto, el presente trabajo desarrolla un modelo de análisis curricular que estudia el proceso de conformación de planes y programas de estudio, tomando como ejemplo a cinco universidades de prestigio en México: tres públicas y dos privadas. El análisis expuesto considera como contexto principal a la sociedad informacional y el papel de la tecnología como elemento central del futuro desarrollo profesional de los alumnos y como herramienta esencial en nuestros días. AbstractThe academic training in communication sciences, as well as in any other kind of university studies, meets multiple interests that revolve around the university in the political, economic, and social spheres. All these influences permeate the visions and missions of higher education institutions to provide plans and study curricula, the content that is transmitted to students as legitimate knowledge. In this context, this paper develops a model of curriculum analysis that studies the forming process of plans and programs of study, as exemplified by five prestigious universities in Mexico: three public and two private ones. The analysis considers the broader context of the informational society and the appropriation of technology as central to the future of professional development for students and as an essential tool nowadays. Recibido: 20 de mayo de 2013Aceptado: 12 de septiembre de 2013

Estruturado a partir de nove produções científicas publicadas no banco de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), este estudo realiza uma análise sobre a formação do profissional de Educação Física para atuação na área da saúde no período entre 2005 e 2014. Para análise das produções foi utilizada a Análise de Conteúdo descrita por Bardin (2011). Preliminarmente, vale destacar que é escassa a produção científica sobre o tema. Os textos sinalizam o descompasso entre o conhecimento específico e a didática; relação teoria/prática fragmentada e conceito de saúde relacionado à mudança de comportamento. Sinalizam também o período de transição do modelo curricular, no qual, experiências desenvolvidas nessa área vão se consolidando e podem auxiliar a reformulação do currículo dos cursos e a possível elaboração de diretrizes mais adequadas à essa demanda de formação.Descritores: Formação de Professores, Educação Física, Atuação na Área da Saúde. Physical education teacher formation for work in health areaAbstract: Structured from nine scientific productions published in the database of the Coordination of Improvement of Higher Level Personnel (CAPES) And Brazilian Digital Library of Theses and Dissertations (BDTD), This study makes an analysis about the formation of the Physical Education professional to work in the health area between 2005 and 2014. To analyze the productions, the Content Analysis described by Bardin (2011) was used. Preliminarily, it is worth noting that the scientific production on the subject is scarce. The texts signal the mismatch between specific knowledge and didactics; Relationship theory/ practice fragmented and health concept related to behavior change. also signal the transition period of the curriculum model, in which experiences developed in this area will be consolidated and can help to redesign the curriculum of the courses and the possible development of more suited to this demand training guidelines.Descriptors: Teacher Training, Physical Education, Acting in Health Area. Formación de profesores de educación física para que actuen en área de la saludResumen: Este estudio fue estructurado a partir de nueve trabajos científicos publicados en la base de datos de la Coordinación de Educación Superior de Personal de Mejora (CAPES) y la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD), este estudio realiza un análisis de la formación del profesional de la Educación Física el rendimiento en materia de salud entre 2005 y 2014. Para el análisis de la producción se utilizó el análisis de contenido descrita por Bardin (2011). De manera preliminar, vale la pena señalar que hay poca literatura científica sobre el tema. Los textos indican la brecha entre el conocimiento y la didáctica específica; relación teoría/ práctica y el concepto fragmentada de un cambio de comportamiento relacionado con la salud. También señalar el período de transición del modelo de plan de estudios, en el que se consolidarán las experiencias desarrolladas en esta área y pueden ayudar a rediseñar el plan de estudios de los cursos y el posible desarrollo de adaptación a las directrices de formación de ésta demanda.Descriptores: Formación del Profesorado, Educación Física, Experiencia en la Salud.

AbstractInteractions between faculty and students in higher education has the potential to influence and shape many aspects of teaching, learning, curricula, student experiences and performance, yet has received little attention as an area of study. This study investigates student-faculty interactions within a physiotherapy curriculum from the perspectives of students, faculty and physiotherapy managers at a South African university. The data, produced through multiple methods, derive from students, faculty and physiotherapy managers underpinned by critical-feminist perspectives. Thematic analysis of the data produced four themes. Two dominant threads emerging from the analysis as characterising student-faculty relationships are the deeply hierarchical relations of power characterised by a lack of caring and concern for students, and the exclusion of wider constructs for interaction; deriving from a particular entrenched medical model. Ironically, while caring relationships with patients are overtly advocated and developed, they appear to be largely absent in the same physiotherapy curriculum spaces in the relationships between faculty and students. These findings raise questions about how the most foundational attribute of a health science professional, that of caring, is being produced through the curriculum in the relationship between faculty and students in the health sciences.

HIV /AID S remains at epidemic levels in South Africa with onein ten people affected by the HI virus. The United Nations program for AID S(UNAID S) has defined five principles that can be used to mainstream HIV .The five key principles are: the development of a clearly defined entry point;use of existing policies, structures and frameworks; advocacy sensitizationand capacity building; distinguishing between the external (institutionalinterventions) and internal (staff risks and vulnerability) domain; and developingstrategic partnerships. A proposed HIV curriculum for physiotherapists wasbeen developed from a series of studies undertaken to understand the issues related to HIV using the principles ofmainstreaming.The purpose of this paper is to explore how each principle of mainstreaming can be applied in physiotherapyeducation and curricula.Each mainstreaming principle was considered and ways in which it could be mainstreamed into physiotherapytraining and practice, using data from the patients’, academics’ and clinicians’ experience were proposed.The five principles can be used in South African settings. In principle one the aetiology, approaches to treatment,management of conditions and symptoms are used to identify entry points for introducing HIV teaching. Relevantexamples of conditions associated with HIV include pain, stroke, specific muscle weakness patterns, fatigue andcardiopulmonary system problems (e.g. breathlessness). The role of physiotherapy in HIV management is also a goodentry point.For principle two, policies were considered. Pertinent areas such as antiretroviral use, frameworks such as theInternational Classification of Function (ICF), Worthington’s rehabilitation framework and CBR can also be integratedwith HIV physiotherapy curriculum and practice. Sensitised and aware staff as promoted in principle three,can advocate for affected patients and role model appropriate practice and attitudes in HIV management thuscontributing to reducing stigma and burnout. Integrating policies with the need to avoid risks and correct inappropriateattitudes of staff is promoted and promoting strategic partnerships and collaborative work will help provideappropriate services.Using the mainstreaming principles allows for the inclusion of HIV content in physiotherapy education and practice.Both physiotherapy curriculum and continuous professional development may use this information to respondappropriately.

Purpose: The democratisation of the health system was a cornerstone of post-apartheid South Africa. Primary healthcare (PHC) was adopted for increased access, broader participation, and equity in health. Hereafter, physiotherapy and other health sciences curricula, research function, and teaching staff would have to be re-oriented towards enabling implementation and sustainability of the new model. This is an important consideration for the design of clinical education programmes, a learning trajectory within professional curricula that is fundamental to the education, training, and professional socialisation of emerging healthcare personnel. This study explored how student-physiotherapists experienced clinical education practice within the model of PHC. Methods: The perspectives of students of a physiotherapy clinical education programme at a South African university were examined within a qualitative research framing. Forty-two final year student physiotherapists participated in the study. Employing narrative inquiry, data were produced through reflective journals and focus group interviews. Interviews were audio-taped and verbatim transcripts of the interviews were produced. Interview data and journal entries were analysed inductively using thematic coding and categorisation. Results: Broad themes that emerged included programme design, content, pedagogy, and assessments. Strong adherence to the medical model and under-emphasis of PHC as a guiding philosophy for curriculum development resulted in participants reporting they were under-prepared for autonomous practice within multidisciplinary teams and in contexts that were under-resourced and outside of hospital-based settings. Conclusion: To develop skilled and competent physiotherapists for a transformed model of healthcare practice in South Africa, the physiotherapy education programme needs to be grounded in principles of PHC.

AbstractEfforts which done to increase teacher’s quality such as givingtraining about curriculum, learning method, and continuing studyfor those who have not under-graduate program yet. But thoseefforts seem did not work well maximally to increase processquality and learning result. For those reason, Action Researchtraining is needed to increase profesional competence of IslamicEducation teacher. This research was conducted with the aim toproduce a product, that is the management model of ClassroomAction Research based on Islamic moderate for Islamic EducationTeachers, which will be packaged in the form of a manual ofclassroom action research training model for Islamic educationteachers handbook. This study used the Research Development(Research and Development) approach, which was preceded byqualitative descriptive method as the first step in this research. Theresults showed that the development of the classroom actionmanagement training model was carried out in accordance withthe development procedure, which included preliminary research,analysis, production / development, and revision, while evaluationof the product was developed in accordance with the developmentevaluation procedure.Keywords: model of training management; Classroom ActionResearch (PTK); Islamic moderate

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula, that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by latest exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy in this instance, the curriculum process and resultant education model could be applied across medical and other health professional programmes and to facilitate interdisciplinary learning.

AbstractThe Royal College of Surgeons in Ireland (RCSI) was founded primarily to advance the standards of surgical training and surgical practice in Ireland. Over the course of almost 240 years, the College evolved as a comprehensive University of Medicine and Health Sciences, delivering education not only in Surgery but also in Medicine, Physiotherapy, Pharmacy and Nursing. RCSI today has a large global footprint and runs healthcare education programmes in several international locations. The College works in close collaboration with the other surgical Royal Colleges in Great Britain and the four colleges have a common surgical curriculum. RCSI recognises the increasing challenges facing traditional surgical training models and therefore has developed structured education programmes to support the conventional apprenticeship model. Surgical training in Ireland includes comprehensive training in both technical (operative) skills and non-technical (human factors) skills. RCSI is committed to the integration of simulation in surgical training and has invested heavily in state-of-the-art simulation facilities and in next-generation education technologies such as virtual reality, augmented reality and Artificial Intelligence-based educational technologies. Formal surgical training programmes in Ireland are complemented by a range of Masters programmes in Surgical Science and Practice and also Human Factors in Patient Safety.

Se realizó una investigación con el objetivo de diseñar un modelo didáctico para la educación ambiental en la carrera de Medicina. Para la propuesta se parte de la necesidad de organizar los contenidos de la educación ambiental desde el proceso formativo de la carrera de Medicina. Los principales métodos empleados fueron el análisis documental, la modelación, el enfoque de sistema, que permitieron el diseño de un modelo didáctico con acciones flexibles, según las particularidades y necesidades de la carrera, dirigidas a la adquisición de conocimientos, capacidades y formación de valores desde su propio contexto de actuación profesional y social, a partir de las potencialidades que ofrecen los contenidos de las diferentes disciplinas y asignaturas que conforman el currículo de la carrera. Palabras claves: modelo didáctico, educación ambiental, contenidos, currículo, carrera. ABSTRACT. An investigation was conducted to design a teaching model for environmental education in the medical career. For the proposal it is part of the need to organize the contents of environmental education from the formative process of the medical career. The main methods used were document analysis , modeling , system approach , which enabled the design of a didactic model with flexible actions, according to the characteristics and needs of the race, aimed at the acquisition of knowledge, skills and values formation from its own context of professional and social performance , from the potential offered by the contents of the various disciplines and subjects included in the curriculum of the race. Key words: I model didactic, environmental education, contents, curriculum and career. Recibido: diciembre 2014Aprobado: enero 2015

Abstract Background This paper describes the initial development process of an eLearning continuing professional education program primarily for post-licensure physiotherapists –“Electronic Aerobic Exercise Recommendations to Optimize Best Practices in Care after Stroke” (eAEROBICS). Our objective was to develop an evidence-based, clinically relevant, user-friendly eLearning program for online delivery tailored to facilitate prescription of aerobic exercise post-stroke by physiotherapists. The Demand Driven Learning Model guided curriculum design, delivery, and evaluation. Based on previously identified gaps in physiotherapists’ knowledge of aerobic exercise, four learning modules were developed and delivered using an eLearning platform to maximize cost-effectiveness and flexibility. Five physiotherapists volunteered to pilot eAEROBICS, providing preliminary feedback on strengths and suggestions for improvement. Results Theoretical information and clinical applications addressed the learning objectives of each module in a logical manner. All technical or administrative issues encountered during program delivery were addressed. The feedback from the pilot end-users informed modifications to the eAEROBICS program. Conclusions Processes used in developing eAEROBICS have the potential to serve as a model of electronic continuing professional education for other areas of physiotherapy practice. Further investigation of end-user perspectives and clinical impact of the program is warranted to determine the overall effectiveness of the program.

<p class="Default">The purpose of this research is to explore commodification aspect of inclusive Islamic education. The commodification approach is adapted. Data search used interviews, questionnaires, observation, focus group discussion with a pattern of triangulation. The results show that Inclusif Islamic Education in Islamic primary school Cahaya Ilmu Semarang include six important commodification point. There are <em>first: </em>The model of admissions system of new student involves professional psychologist observation; <em>second :</em> The attitude of teachers in communication clearly flexible depend on student character; <em>third </em>: Creative Curriculum based on Islamic religious value; <em>fourth</em> : Shadow Teacher Assistance was provided by school management to inclusion services; <em>fifth</em>: media learning is designed based on principled learning on equality and convenience for all students; and the <em>sixth:</em> Parenting Programs held by school as a way of presenting the religious family harmony in School. </p><em></em><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak</strong></p><p><br /> Tujuan dari penelitian ini adalah untuk mengeksplorasi aspek komodifikasi pendidikan Islam inklusif. Pendekatan peneltian menggunakan teori komodifikasi. Pencarian data menggunakan wawancara, kuesioner, observasi, diskusi kelompok fokus dengan pola triangulasi. Hasil penelitian menunjukkan bahwa pendidikan inklusif di sekolah dasar Islam Cahaya Ilmu Semarang meliputi enam hal komodifikasi penting. <em>Pertama </em>: Model sistem penerimaan siswa baru melibatkan pengamatan psikolog profesional; <em>kedua</em>: Sikap guru dalam komunikasi yang fleksibel bergantung pada karakter siswa; <em>ketiga:</em> Kurikulum Kreatif berdasarkan nilai agama Islam; <em>keempat</em>: Bantuan Guru <em>shadow</em> disediakan oleh manajemen sekolah untuk layanan inklusi; <em>kelima</em>: media pembelajaran dirancang berdasarkan pembelajaran berprinsip pada kesetaraan dan kenyamanan bagi semua siswa; dan yang <em>keenam</em>: Program <em>parenting</em> yang diselenggarakan sekolah sebagai cara menghadirkan kehangatan keluarga agamis di sekolah.</p><p> </p>

Berdasarkan kurikulum Program Studi Pendidikan Kimia FKIP Universitas Jambi, mata kuliah Kimia Fisika II, merupakan salah satu mata kuliah yang tergabung dalam kelompok Mata Kuliah Keilmuan dan Keahlian (MKK). Dengan demikian keberadaan pokok bahasan dalam mata kuliah ini sangat penting, namun banyak mahasiswa yang kurang antusias dan kurang berminat mempelajarinya, yang ditandai dengan rendahnya hasil belajar yang mereka peroleh. Bila ditilik dari materinya sarat dengan teori-teori dan konsep yang abstrak, dimana menuntut penalaran yang tinggi untuk level makroskopis, mikroskopis dan simbolik. Multiple representasi merupakan bentuk representasi yang memadukan antara teks, gambar nyata, atau grafik. Perlu diketahui,untuk perangkat pembelajaran dan model pembelajaran yang tepat untuk Kimia Fisika II ini perlu dikaji dan dikembangkan. Pada penelitian ini, pembelajaran dengan multipel representasi diharapkan mampu untuk menjembatani proses pemahaman siswa terhadap konsep-konsep Kimia Fisika II. Representasi kimia dikembangkan berdasarkan urutan dari fenomena yang dilihat, persamaan reaksi, model atom dan molekul, dan simbol. Tingkat makroskopis yang bersifat nyata dan mengandung bahan kimia yang kasat mata dan nyata. Tingkat submikroskopis juga nyata tetapi tidak kasat mata yang terdiri dari tingkat partikulat yang dapat digunakan untuk menjelaskan pergerakan elektron, molekul, partikel atau atom. Oleh karena itu, dipandang perlu untuk mengembangkan suatu model dan media pembelajaran yang dapat membantu mahasiswa untuk dapat secara mandiri mempelajari dan memahami materi Kimia Fisika II, sehingga memberikan keleluasaan dan keluwesan bagi mahasiswa. Model desain pembelajaran Kimia Fisika II berbasis multipel representasi untuk dipakai mengembangkan media pembelajaran interaktif berbasis TIK dengan aplikasi computer assisted learning telah dikembangkan supaya dapat menggali kemampuan individual mahasiswa serta menimbulkan daya tarik, sehingga diharapkan dapat melahirkan motivasi bagi mahasiswa dalam meningkatkan prestasi dan hasil belajarnya. Disamping itu, model desain pembelajaran Kimia Fisika II berbasis multipel representasi ini juga diharapkan dapat menjembatani permasalahan keterbatasan kemampuan daya serap mahasiswa dan keterbatasan kemampuan dosen dalam proses belajar mengajar di kelas, untuk memahami dan memberikan perlakuan sesuai dengan karakteristik mahasiswa secara individual. Dengan cara ini diharapkan tingkat penguasaan konsep dan keterampilan proses sains mahasiswa sebagai calon guru kimia terhadap materi Kimia Fisika II akan lebih baik sehingga dapat meningkatkan kompetensi profesional calon guru kimia. Hasil dari penelitian ini akhirnya adalah model desain pembelajaran Kimia Fisika II berbasis multipel representasi yang sesuai dengan kurikulum yang berlaku dan juga sesuai dengan kaidah-kaidah pendidikan serta mengandung unsur edukasi. Based on the curriculum in the Chemical Education Study Program FKIP Jambi University, the subject of Physical Chemistry II, is one of the subjects joined in the group of Scientific and Expertise Courses/ Mata Kuliah Keahlian (MKK). Thus the existence of the subject matter in this course is very important, but many students are less enthusiastic and less interested in learning it, which is characterized by the low learning outcomes they obtain. Judging from the material loaded with abstract theories and concepts, students require high reasoning for macroscopic, microscopic and symbolic levels. Multiple representation is a form of representation that combines text, real images, or graphics. The learning devices and appropriate learning models for Physical Chemistry II are needed to be studied and developed. In this study, learning with multiple representations is expected to be able to connect the process of students' understanding of the concepts of Physical Chemistry II. Chemical representations are developed based on the sequence of phenomena seen, reaction equations, atomic and molecular models, and symbols. Macroscopic level that is real and contains visible and real chemicals. The submicroscopic level is also real but invisible which consists of particulate levels which can be used to explain the movement of electrons, molecules, particles or atoms. Therefore, it is deemed necessary to develop a model and learning media that can help students to be able to independently study and understand Physical Chemistry II material, so as to provide flexibility and flexibility for students. The learning model of Physics Chemistry II based on multiple representations to be used to develop ICT-based interactive learning media with computer assisted learning applications has been developed to be able to explore individual student abilities and generate attraction, so that it is expected to generate motivation for students to improve their achievement and learning outcomes. Besides that, this multi-representation based Physics II learning design model is also expected to be able to bridge the problem of the limitations of the student's absorptive capacity and the limited ability of lecturers in the teaching and learning process in the classroom, to understand and provide treatment according to individual student characteristics. In this way, it is expected that the mastery of the concepts and skills of science process students as prospective chemistry teachers on Physical Chemistry II material will be better so that it can improve the professional competence of chemistry teacher candidates. The results of this study are finally the Physical Chemistry II learning design model based on multiple representations that are in accordance with the applicable curriculum and also in accordance with educational rules and contain elements of education.