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Aji, Gregorius Punto. "STUDENTS’ REFLECTION ON THE EXPERIENCE IN ONLINE SCHOOL INTERNSHIP PROGRAM BASED ON EXPERIENTIAL LEARNING." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 2 (July 14, 2022): 204–25. http://dx.doi.org/10.24071/ijiet.v6i2.4820.
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Program Pengalaman Lapangan (School Internship Program), abbreviated as PLP, is an obligatory course in the curriculum of study programs under the faculty of teachers training and education. It adopts an experiential field learning to provide comprehensive, direct, and real experiences in school. A long-term goal is set to develop professional teacher competencies. In the Covid-19 pandemic, PLP has been implemented online. This research aimed to analyse the students’ reflections on experiences in online PLP on School Environment to find out to what extent they understand the school environment, good and inspirational experiences, meaning or values that were developed by students, intentions for self-development that arouse based on the experience and reflections, obstacles faced by students and how to solve them. This research was a qualitative research. The results of the study indicated that students’ experiences in getting to know the school environment were included in the good category, students gained various good and inspirational experiences, experiences in overcoming obstacles that arose due to the pandemic, developed meaning or values, and developed intentions for self-development as a teacher candidate. Thus, the meaningful learning cycle based on experiential learning was experienced by the students participating in the online PLP.
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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.
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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
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Sunaengsih, Cucun, Aan Komariah, Isrokatun Isrokatun, Mayang Anggarani, and Sindy Silfiani. "Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools." Mimbar Sekolah Dasar 6, no. 3 (December 31, 2019): 277–91. http://dx.doi.org/10.17509/mimbar-sd.v6i3.20626.
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This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.
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Supriyono, Supriyono, Julianto Julianto, Suprayitno Suprayitno, Fitria Hidayati, Endah Rahmawati, and Kurniasari Kurniasari. "STUDI DESKRIPTIF PELAKSANAAN PLP SELAMA PANDEMI COVID-19 PADA MAHASISWA JURUSAN PGSD FIP UNESA." Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian 7, no. 1 (January 31, 2021): 23–30. http://dx.doi.org/10.26740/jrpd.v7n1.p23-30.
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ABSTRACT PLP is a stage in the process of preparing professional teachers at the Bachelor of Education program level, in the form of assigning students to implement learning outcomes through observing the learning process in schools / educational institutions, training in developing learning tools, and guided teaching and learning, and accompanied by reflective action under guidance. and supervision of supervisory lecturers and tutors in stages. At the undergraduate level, PLP is divided into 2, namely PLP1 and PLP 2.The essence of PLP I activities is observation, analysis and direct appreciation of activities related to school culture, school management, and school dynamics as educational and learning development institutions which are usually carried out in semester three or four. PLP 1 activities usually go directly to the field, because in the current situation there is a Covid-19 pandemic, the implementation of PLP 1 is carried out online. The purpose of this research was to identify and obtain various information related to the implementation of PLP activities during the Covid-19 pandemic for students in the PGSD Department of FIP Unesa. This type of research is descriptive research. The population in this study were all students of the PGSD FIP Unesa Department and the sample used by the 2018 class, this was because the class programmed and participated in PLP 1 activities online. In addition, the researcher is also the facilitator for one of the classes that programs PLP 1 to make it easier to collect data. The data collection method used was a questionnaire. The research instrument developed related to the implementation of PLP 1 online in partner schools, has several indicators including; (1) preparation, (2) provisioning, (3) implementation, and (4) evaluation / report. The data obtained will be analyzed in a descriptive qualitative manner which describes the implementation of PLP 1 for students in the PGSD FIP Unesa Department during the Covid-19 pandemic. Based on the results and discussion, it can be concluded that the implementation of PLP 1 during the Covid-19 pandemic in April-May for students of the PGSD FIP UNESA Department went well. This can be seen in the four aspects and sub-indicators used to determine the implementation of PLP activities, most of them get good to very good responses. Although there are several aspects that must be improved in the implementation of PLP in the future, because there are still several obstacles that arise in the implementation, especially in the field or partner schools. According to the results and discussion in this study, it is necessary to suggest some activities that can be used as improvements in the implementation of PLP activities in the future. These suggestions include: (1) it is necessary to develop video tutorials related to preparation, provision, implementation and reporting; (2) it is necessary to develop an online instrument that can be filled objectively by DPL, GP, and participants related to the implementation of the PLP; and (3) it is necessary to have an activity journal that will be made by participants as a form of weekly progress carried out by participants during the PLP activities. Keywords: Descriptive Study, PLP, Covid-19ABSTRAK PLP adalah suatu tahapan dalam proses penyiapan guru profesional pada jenjang Program Sarjana Pendidikan, berupa penugasan kepada mahasiswa untuk mengimplementasikan hasil belajar melalui pengamatan proses pembelajaran di sekolah/lembaga pendidikan, latihan mengembangkan perangkat pembelajaran, dan belajar mengajar terbimbing, serta disertai tindakan reflektif di bawah bimbingan dan pengawasan dosen pembimbing dan guru pamong secara berjenjang. Pada jenjang pendidikan sarjana PLP dibagi menjadi 2 yakni PLP1 dan PLP 2. Inti dari kegiatan PLP I adalah aktivitas observasi, analisis dan penghayatan langsung terhadap kegiatan terkait dengan kultur sekolah, manajemen sekolah, dan dinamika sekolah sebagai lembaga pengembang pendidikan dan pembelajaran yang biasanya dilaksanakan pada semester tiga atau empat. Kegiatan PLP 1 biasanya langsung ke lapangan, dikarenakan pada situasi sekarang adanya pandemic covid-19 maka pelaksanaan PLP 1 dilaksanakan secara daring. Tujuan penelitian yang dilakukan ini adalah untuk mengidentifikasi dan mendapatkan berbagai informasi terkait pelaksanaan kegiatan PLP selama masa pandemic covid-19 pada mahasiswa di Jurusan PGSD FIP Unesa. Jenis penelitian yang digunakan adalah penelitian deskriptif. Adapun populasi dalam penelitian ini yaitu seluruh mahasiswa Jurusan PGSD FIP Unesa dan sampel yang digunakan angkatan 2018, hal ini dikarenakan pada angkatan tersebut memprogram dan mengikuti kegiatan PLP 1 secara daring. Selain itu, peneliti juga sebagai pengampu salah satu kelas yang memprogram PLP 1 sehingga memudahkan pengambilan data. Metode pengumpulan data yang digunakan yakni angket. Instrumen penelitian yang dikembangkan terkait dengan pelaksanaan PLP 1 secara daring di sekolah mitra, memiliki beberapa indikator diantaranya; (1) persiapan, (2) pembekalan, (3) pelaksanaan, dan (4) evaluasi/laporan. Data yang diperoleh akan dianalisis secara deskriptif kualitatif yang menggambarkan akan pelaksanaan PLP 1 pada mahasiswa di Jurusan PGSD FIP Unesa selama masa pandemic covid-19. Berdasarkan hasil dan pembahasan dapat disimpulkan pelaksanaan PLP 1 selama pandemic covid-19 bulan April-Mei pada mahasiswa Jurusan PGSD FIP UNESA berjalan dengan lancar. Hal ini dapat dilihat pada keempat aspek dan subindikator yang digunakan untuk mengetahui pelaksanaan kegiatan PLP sebagian besar mendapatkan respon yang baik sampai sangat baik. Walaupun ada beberapa aspek yang harus diperbaiki dalam pelaksanaan PLP ke depan, dikarenakan masih ada beberapa hambatan yang muncul dalam pelaksanaan terutama di lapangan atau sekolah mitra. Sesuai hasil dan pembahasan dalam penelitian ini, maka perlu disarankan beberapa kegiatan yang akan dapat digunakan sebagai perbaikan dalam pelaksanaan kegiatan PLP ke depannya. Saran tersebut diantaranya: (1) perlu dikembangkan video tutorial terkait persiapan, pembekalan, pelaksanaan, dan pembuatan laporan; (2) perlu dikembangkan suatu instrumen online yang dapat diisi oleh DPL, GP, dan peserta secara objektif terkait pelaksanaan PLP; dan (3) perlu adanya jurnal kegiatan yang akan dibuat oleh peserta sebagai bentuk progres setiap minggu yang dilakukan oleh peserta selama kegiatan PLP.Kata Kunci: Studi Deskriptif, PLP, Covid-19
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Toledano-O’Farrill, Ruben. "Professional application projects: work-based learning in the curriculum." Higher Education, Skills and Work-Based Learning 7, no. 1 (February 13, 2017): 21–34. http://dx.doi.org/10.1108/heswbl-07-2016-0047.
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Purpose The purpose of this paper is to discuss the experience in a Mexican private higher education institution of implementing credit-bearing student placements and projects (interventions) in organizations, as a mandatory part of the curriculum for all undergraduates. The university-wide program, called professional application projects (PAPs) has been running for ten years and has two main aims: to develop work-based professional skills in students and to deliver services to organizations and communities of diverse types. All undergraduate students get involved in PAP when they have completed 70 percent of the required program credits. This amounts to approximately 2,000 students per year. The paper reports the results of an investigation into the learning outcomes of PAPs in the Business School, which comprises six undergraduate programs, a center for liaisons with businesses, and a center for management of technology and innovation. Design/methodology/approach Qualitative analysis of students’ final reports of their PAP experience, from the period 2015-2016 was done. Findings The report analyses and clusters the main categories of learning outcomes reported by students. The analysis shows that the PAP experience has been mostly successful in terms of student learning. Originality/value There has been scarce reporting of the results of PAP at the reported institution, or of other similar experiences of work-based learning in Mexico on this scale.
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Malik, Melinda. "Assessment of a Professional Development Program on Adult Learning Theory." portal: Libraries and the Academy 16, no. 1 (2016): 47–70. http://dx.doi.org/10.1353/pla.2016.0007.
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Novianty, Merry. "LEARNING TRAJECTORIES BASED INQUIRY UNTUK MEMBANGUN MATHEMATICAL KNOWLEDGE FOR TEACHING GURU ANAK USIA DINI." PRISMA 7, no. 2 (December 30, 2018): 123. http://dx.doi.org/10.35194/jp.v7i2.234.
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Guru mempunyai peran penting dalam meningkatkan kemampuan matematika anak. Oleh karena itu, Mathematical Knowledge for Teaching (MKT) harus dibangun dan ditingkatkan agar dapat melakukan kegiatan pengembangan dengan baik. Untuk meningkatkan kualitasnya, para guru diharapkan terlibat dalam pengembangan profesional atau Professional Development Program (PDP). PDP merupakan sarana untuk menigkatkan dan mempertahankan pengetahuan dan keterampilan yang berkaitan dengan kehidupan profesional guru. Dalam pengembangan program tersebut, diperlukan sebuah model pembelajaran sebagai pedoman pelaksanaannya. Model tersebut diharapkan dapat memancing logika dan pengetahuan guru dalam mengajar matematika. Learning Trajectories Based Inquiry (LTBI) merupakan lintasan belajar dengan menekankan kepada proses mencari dan menemukan. Dalam hal ini, pengetahuan dibangun melalui proses pencarian, serta proses berpikir kritis dan analitis untuk merumuskan kesimpulan. Makalah ini akan membahas apa yang dimaksud dengan Learning Trajectories Based Inquiry (LTBI), bagaimana merancang model LTBI dalam pelaksanaan Professional Development Program (PDP). Serta bagaimana pelaksanaan PDP dengan model LTBI dapat membangun MKT. Keywords: Learning Trajectories Based Inquiry, Mathematical Knowledge for Teaching, Professional Development Program
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Paison, Adul, Chowalit Chucampang, and Aperadee Jansang. "Teachers’ Learning and Innovation Skills Development: Challenge and Changing based on Professional Learning Community." Asian Social Science 11, no. 27 (November 22, 2015): 115. http://dx.doi.org/10.5539/ass.v11n27p115.
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<p>This study was aims to investigate the effects of teacher development program based on Professional Learning Community (PLC) on teachers’ learning and innovation skills. The sample group for implementing the program was 10 Thai language teachers in grade 3. The instruments consisted of the observation form, and the performance assessment form. Mean and standard deviation were used to describe the data. The results of this study found that the sample group was conduct the learning and innovation skills at highest level and the innovation of sample groups were the innovation to promote learning and innovation skills at highest level, mean 4.90 and standard deviation 0.02.</p>
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Simmonds, Anne H., and Andrew P. Dicks. "Mentoring and professional identity formation for teaching stream faculty." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 282–95. http://dx.doi.org/10.1108/ijmce-02-2018-0012.
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Purpose Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics. Design/methodology/approach In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning. Findings Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment. Originality/value Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.
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Catalano, Horațiu, Ion Albulescu, and Cristian Stan. "The Impact of Training Programs on Professional Learning and Development (PLD). A study for Romania." Educatia 21, no. 18 (May 21, 2020): 28–43. http://dx.doi.org/10.24193/ed21.2020.18.03.
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Training programs focused on professional learning and development are meant to provide teachers with opportunities to develop their professional competencies for teaching in specific domains. These programs represent an important branch of the educational system in Romania. In the study that we have initiated we have tested and validated the hypothesis that identifying professional training needs and offering specific courses in order to develop the professional competencies represents a key condition for teachers’ effectiveness in terms of their professional learning and development. The methods and instruments for educational research that we used in the present study are both qualitative and quantitative, based on questionnaires, individual interviews and focus group interviews. The reason why we opted for the mixed methods is because quantitative research throughout questionnaires does not always allow participants to explain their choices or the meaning of the questions. The quantitative survey was carried out on a non-probabilistic sample (770 teachers) and the focus groups were conducted with groups of 10 randomly selected respondents from the training program. All the teachers participating in our study are from pre-university education and have participated in continuing education programs accredited by the Department of Educational Sciences of the Faculty of Psychology and Educational Sciences.
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Timonen, Vilma. "Co-constructing an intercultural professional learning community in music education." Nordic Research in Music Education 2, no. 1 (April 6, 2021): 161–86. http://dx.doi.org/10.23865/nrme.v2.3028.
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This participatory action research aims to contribute to a better understanding of the advantages and complications involved in intercultural educational development work in the field of music education. The inquiry focuses on Finnish and Nepali music educators’ collaborative activities in the period 2013–2016 aimed at establishing a music teacher education program in Nepal. The collaboration is examined through the theoretical concept of a professional learning community (PLC). Particular interest is placed on illustrating the nature of the professional learning that took place for the participating teachers during the development of the intercultural PLC. The findings point towards recognizing the importance of supporting systematic collaborative operational models within and between institutions, as they hold the potential for constructing reflective, ethically engaged, and diversity-aware music education – the kind of education that is needed in these rapidly changing times.
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Courtney, Matthew B. "Coaching for Continuous Improvement." Rural Educator 41, no. 2 (September 18, 2020): 55–63. http://dx.doi.org/10.35608/ruraled.v41i2.859.
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Since 2015, the Kentucky Department of Education (KDE) has provided schools across the state with access to highly skilled instructional coaches. Primarily working in rural settings, these coaches provide a voluntary, integrated coaching model that focuses on building sustainable systems. Coaches provide a range of services, including systems design, strategic planning support, whole-team professional learning, professional learning community (PLC) LC facilitation, and fidelity monitoring. This article describes the theory of action for KDE’s Continuous Improvement Coaching program, presents two case studies of rural elementary schools who utilized the program, and discusses the key features of the program and its relevance for rural schools.
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Amini, Mukti. "Use of Learning Journal in Tutorial of Professional Competencies Improvement (PCI) for the Early Childhood Education Program." International Journal of Emerging Issues in Early Childhood Education 1, no. 1 (May 29, 2019): 37–45. http://dx.doi.org/10.31098/ijeiece.v1i1.24.
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The purpose of this study is to see the contribution of using learning journal in a tutorial of the subjects Professional Competencies Improvement (PKP) in the S1 program PGPAUD-UT. This research was conducted in 2015 at Serpong District from Jakarta branch, Indonesia Open University, with respondents nine students at semester 7th of early childhood education program (ECEP), which join PKP guidance in one group. The research method is descriptive qualitative. The results of the research are the use of learning journals is beneficial to know the factors that affect the mastery of PKP by students. These factors are perseverance in studying the PKP guidebook, curiosity, frequency of asking, presentation in the tutorial, and explanation by tutor/supervisor. This research recommends that PKP supervisors can develop various alternative ways to communicate well with students by utilizing the latest technological developments.
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Amini, Mukti. "Use of Learning Journal in Tutorial of Professional Competencies Improvement (PCI) for the Early Childhood Education Program." International Journal of Emerging Issues in Early Childhood Education 1, no. 1 (January 21, 2020): 29–36. http://dx.doi.org/10.31098/ijeiece.v1i1.44.
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The purpose of this study is to see the contribution of using learning journal in a tutorial of the subjects Professional Competencies Improvement (PKP) in the S1 program PGPAUD-UT. This research was conducted in 2015 at Serpong District from Jakarta branch, Indonesia Open University, with respondents nine students at semester 7th of early childhood education program (ECEP), which join PKP guidance in one group. The research method is descriptive qualitative. The results of the research are the use of learning journals is beneficial to know the factors that affect the mastery of PKP by students. These factors are perseverance in studying the PKP guidebook, curiosity, frequency of asking, presentation in the tutorial, and explanation by tutor/supervisor. This research recommends that PKP supervisors can develop various alternative ways to communicate well with students by utilizing the latest technological developments.
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Ta`ali, Ta`ali, Aswardi Mawardi, and Doni Tri Putra Yanto. "Pelatihan PLC dan Elektropneumatik untuk Meningkatkan Kompetensi Profesional Guru SMK Bidang Ketenagalistrikan: Pendekatan Revolusi Industri 4.0." JTEV (Jurnal Teknik Elektro dan Vokasional) 5, no. 2 (December 10, 2019): 88. http://dx.doi.org/10.24036/jtev.v5i2.106722.
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This study discusses efforts to improve one of the competencies of Vocational High School (SMK) teachers in the field of Electricity, namely professional competence, through the implementation of the Programmable Logic Control (PLC) and Electropneumatics training program. the training program is designed in the form of learning processes namely learning theory and practice that is shared into two main materials namely PLC and Electropneumatics. Both of these materials are one part of industrial automation material that needs to be understood by every teacher to be taught to students because vocational learning materials must be adaptive to the latest developments in science and technology. The latest development of this century is termed the Industrial Revolution 4.0. The subjects of this study are 20 teachers in the field of electricity in SMK Negeri 1 Bukittinggi. The results showed that after the implementation of the training program there is an increase in the professionalism of teachers in the field of industrial automation especially PLC and Electropneumatics indicated by the participants' posttest results which reached 85,6% graduation for the two materials. Thus, it can be concluded that PLC and Electropneumatics training for teachers can improve the professional competence of teachers in the field of industrial automation by the development of the industrial revolution 4.0
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Trilaksono, Teddy, Ambara Purusottama, Ifa Hanifah Misbach, and Irfan Hary Prasetya. "Leadership change design: a professional learning community (PLC) project in eastern Indonesia." International Journal of Evaluation and Research in Education (IJERE) 8, no. 1 (March 1, 2019): 47. http://dx.doi.org/10.11591/ijere.v8i1.15662.
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<span>A professional learning community (PLC) is a long-term sustainable program that can replace professional development (PD) to enable teachers to become teacher leaders and school principals to become instructional leaders. Using a case study from the establishment of the PLC project in 10 schools of Eastern Indonesia (Saparua island, Maluku), this research develops a progressive leadership change model through an ADDIE instructional design that changes school leadership. The research aims to investigate how to identify the most effective leadership change model by exploring differrent forms of learning communities between school principals and teachers. Using an action research approach to solve the problem, the data were collected over a 10-month period when the PLC project activities took place and embedded them as empirical materials that complement each other. The findings show that the leadership change design through PLC runs effectively if value alignment occurs between school principals and teachers after the open environment is established. The data also highlight that aligned values must be embedded as school identities, whereas a school principal must act as a change leader in order to ensure that these changes are sustainable. This study concludes by proposing policy recommendations for policy makers and education stakeholders on how to develop PD and PLC in <br /> Indonesian schools.</span>
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Pajarillo, Edmund J. Y., and Kimberly H. Korn. "Equitable academic preparation: A structured onboarding program for incoming graduate nursing students." Journal of Nursing Education and Practice 11, no. 7 (March 11, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n7p1.
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Background and objective: Nurses who return to school to obtain higher education come with varying levels of professional, educational and technological competencies. Some are new graduates, others have not been in school for a decade, and several find educational technology difficult to navigate. Returning to school can be challenging because graduate programs require complex skills in order for students to succeed. Onboarding, the process of organizational socialization, also known as the orientation process, is a relevant element in the retention and progression of students in graduate education. Onboarding differs from school to school, ranging from half a day to a weeklong on-campus orientation. This research is about a structured onboarding program built into a graduate nursing course and specifically addresses the needs of students in order to succeed in their studies. This research presents insights into the Graduate Student Onboarding – Professional Development Program (GSO-PDP), a structured onboarding designed to assist graduate nursing students with their adjustment back to school, enhance their learning, and achieve their graduate degree successfully. It is built into the Nursing Informatics class and is a month-long process. The research offers some understanding of the usefulness of the GSO-PDP to incoming graduate nursing students.Methods: The study uses the qualitative paradigm, in particular, a case study design. This is an examination of the four modules of the GSO-PDP: Elements of Research, Scholarly Writing and Nursing Documentation, Academic Support Services, and Student Life. Student volunteers participated in focus group interviews to evaluate the program. Results: The following were recurring themes identified from focus group interviews: “APA Refresher Overload,” “Bridging the Gap,” “Relearning English Grammar,” “Navigating the Learning and University Maze,” and “Not Really Computer Savvy.” It is evident that most of the elements of the GSO-PDP are beneficial to students in enhancing their adjustment and return to school for further education. The onboarding program also facilitates and enhances student learning. Focus group participants offered some helpful recommendations to improve the program.Conclusions & Implications: This is an innovative and structured onboarding approach to help students with diverse backgrounds to succeed in the Master’s program. Participants generally described the program favorably, but did make suggestions for improvement.
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Rattanaprom, Wattana. "Failure of Research-Based Learning Implementation in Basic Education." International Education Studies 12, no. 4 (March 10, 2019): 19. http://dx.doi.org/10.5539/ies.v12n4p19.
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This study focuses on identifying the barriers and obstruction factors of Research-Based Learning (RBL) which was implemented in the schools under “Pohpanpanya” Youth Researcher Development Research Program. RBL consists of three domains: Contemplative Education (CE), System Thinking (ST) and Professional Learning Community (PLC). Those are processes of coaching and mentoring master teachers (MTs) to coach and facilitate their students for RBL. This research program was implemented in ten volunteering schools which were substantially improving the learning outcomes of their students. However, being a relatively new mode of teaching the management of the teaching and learning processes remains a challenge especially with the four main barriers; 1) teacher mindset 2) teaching methodology 3) curriculum design, and 4) academic leadership.
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Ibnouf, Mahmoad H., Maen N. Sheqwarah, and Kamel I. Sultan. "An Evaluation of the Participatory Learning and Action (PLA) Training Workshop." Journal of Agricultural Science 7, no. 12 (November 8, 2015): 144. http://dx.doi.org/10.5539/jas.v7n12p144.
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<p>The main objective of this study was to evaluate the perception of the trainees regarding the participatory learning and action training workshop which was held at Edamer Local Implementation Unit during the period of July 17-25/2011. The participants of the training workshop were selected individuals and groups. Twenty four trainees attended the training workshop. The questionnaire was developed by the researchers and covered selected statements related to perceptions of the trainees regarding overall activities of the training program. The data was collected from the trainees at the end of the training program. Information obtained from the questionnaires analyzed using the Statistical Package for Social Sciences (SPSS), means and standard deviation were used as statistical methods to determine the perceptions level of the trainees.</p><p>The results of the study indicated that the trainees as a group agreed that the training program was very useful and interesting. They also indicated that the trainer was very friendly, helpful and used a variety of teaching methods and field work techniques. The results also indicated that the training program covered required technical and professional competencies in participatory learning and action approach. The study produced some recommendations and strategies for improving the present and future program.</p>
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Li, Ming, and Brett D. Jones. "Transforming Traditional Teaching: A Professional Development Program for the College EFL Teachers." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1494. http://dx.doi.org/10.17507/tpls.0912.05.
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Researchers have demonstrated the value of teacher professional development programs (PDPs) as an effective strategy to improve teaching. The purpose of our study was to design and test an intervention that could be used as part of a PDP with three English as a Foreign Language (EFL) teachers at a Chinese university. The primary aim of our intervention was to help the teachers implement teaching strategies that would motivate students to engage in learning, with the ultimate goal of improving student motivation and achievement. The strategies implemented in the classroom intervention included group presentation activities and a grading rubric. Through the use of both quantitative and qualitative research methods, we documented that the intervention had a positive effect on students’ motivation and achievement, and changed teachers’ attitudes and beliefs about how group activities could affect students’ motivation and achievement.
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Abdullah, Hasnah, Mohd Ashraf Ibrahim, and Manoriza Abdul Malek. "LESSON STUDY: CULTIVATION OF PROFESSIONAL LEARNING COMMUNITY (PLC) IN THE INSTITUTE OF TEACHER EDUCATION (IPG) IN NEGERI SEMBILAN MALAYSIA." Journal of Learning Improvement and Lesson Study 2, no. 1 (April 20, 2022): 20–27. http://dx.doi.org/10.24036/jlils.v2i1.13.
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Professional Learning Community (PLC) is a platform that is recognizable to the development of professionalism among educators as well as the aspects of teaching and learning of educators. A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. Therefore, an initiative has been taken by the Institute of Teacher Education Malaysia (IPGM) to cultivate PLC among teacher educators in all 27 IPGs in Malaysia. One of the collaborative tools recommended for its application is Lesson Study (LS). LS is seen as a collaborative tool that focuses on student learning and is implemented collaboratively. A study was conducted by applying LS in the Teaching and Learning process (PdP) at Raja Melewar Teacher Education Institute to student teachers in the Post -Education Diploma Program (PDPP) for Philosophy and Educational Development in Malaysia (EDUP2072). The students involved are students majoring in History and TESL. A total of two cycles were implemented and the results of each cycle were shared with fellow teacher educators and given improvements before the implementation of the 2nd cycle. Observations were carried out during the TnL process by seven fellow teacher educators as well as one expert. A reflection session was held immediately after the end of each TnL and discussed. The results of the study found that i. LS can provide an impact on student learning towards better understanding and clarity, ii. Collaboration between teacher educators can produce a healthy culture in the organization and iii. Cultivation of LS among teacher educators can promote the cultivation of PLC in Teacher Education Institutes in Malaysia. Overall LS and KPP should be given focus by all instructional leaders in Teacher Education Institutes and The Institute of Teacher Education Malaysia (IPGM) as a culture and in an effort to develop the professionalism of teacher educators.
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Prarasri, Aphisayarat, Amnaj Chanawongse, and Kowat Tesaputa. "Developing a Program to Strengthen Learning Leadership of School Principals under the Secondary Educational Service Areas." International Education Studies 11, no. 12 (November 27, 2018): 86. http://dx.doi.org/10.5539/ies.v11n12p86.
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The purpose of this research was to develop the program on learning leadership strengthening for school principals under the secondary educational service areas. This study methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR) with 4 phases. They were 1) finding the components and indicators of learning leadership, 2) study of the present and desirable condition of learning leadership, 3) developing learning leadership strengthening model, and 4) study of the implementation results program of learning leadership strengthening for school principals under the secondary educational service areas. The research findings reveal the program development comprises 70:20:10 ratio of learning leadership development—70 percent on the job experience and off the job experience, 20 percent professional learning community (PLC) process and personal feedback, and 10 percent training. The training involves 3 phases—phase 1 is training, phase 2 is integration with work practice, and phase 3 is follow up and evaluation.
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Claudet, Joseph. "Leadership for Instructional Improvement." Advances in Social Sciences Research Journal 8, no. 4 (April 29, 2021): 484–513. http://dx.doi.org/10.14738/assrj.84.10072.
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Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional practices to better engage students in applied science learning in middle school classrooms. A literature-informed discussion is included on how the middle school principal and the school’s instructional improvement team utilized focused professional development activities and intensive Professional Learning Community (PLC) conversations to positively transform teachers’ pedagogical mindsets and instructional practices in support of integrating Makerspace and related project-based experiential learning opportunities as valuable components of classroom-based science teaching and learning. Finally, a number of design principles derived from the middle school case study highlighted in this article are offered that may be of practical use to school leaders interested in applying educational design research methods to enhance their own campus-based instructional improvement efforts.
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Musfah, Jejen, and Rusydy Zakaria. "Islamic Religious Education Study Program at UIN Syarif Hidayatullah and UIN Sunan Gunung Djati." TARBIYA: Journal of Education in Muslim Society 8, no. 2 (December 14, 2021): 190–200. http://dx.doi.org/10.15408/tjems.v8i2.26371.
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AbstractThis study aimed to depict the educational process in the Islamic Religious Education Study Program (IRESP) at Islamic States Universities (UIN) of Jakarta and Bandung, such as the recruitment of students, educational process, and their graduates. This study was conducted with a qualitative approach. Data collection techniques used were document study, Focus Group Discussion (FGD), in-depth interviews, and observation. The study concluded: 1) IRESP’s student recruitment system did not produce students with ample basic competences as teacher candidates such as mastering Arabic, teaching materials, and reading and writing the Koran. The recruitment system also ignored the interests and talents of being a teacher. 2) The educational process of IRESP had not been maximized and effective, such as writing papers, Field Experience Program (Program Pengalaman Lapangan/PLP) 1 and 2, and peer teaching. Teaching practice of the students was still minimal. Besides, Teacher and Teaching Staff Training Institutions (Lembaga Pendidikan Tenaga Kependidikan/LPTK) did not have laboratory schools where the students can practice teaching. 3) Graduates of the Islamic Education Departments generally became honorary teachers even though they did not have teaching certificates. Public and private schools or madrasas recruited teachers without the requirement of teaching certificates. This was UIN’s reason for neither immediately designed a pre-service Teachers’ Professional Education (Pendidikan Profesi Guru/ PPG) curriculum nor carried out in-service PPG till now. 4) LPTK had already standard microteaching rooms, the lecturers of LPTK had met the minimum requirement, and learning had used an active approach.AbstrakPenelitian ini bertujuan menganalisis proses pendidikan di Prodi Pendidikan Agama Islam (PAI) di Universitas Negeri Islam Jakarta (UIN) Jakarta dan Bandung, seperti perekrutan mahasiswa, proses pendidikan, dan lulusan. Penelitian ini dilakukan dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah studi dokumen, Focus Group Discussion (FGD), wawancara mendalam, dan observasi. Studi ini menyimpulkan: 1) sistem rekrutmen mahasiswa PAI tidak menghasilkan mahasiswa dengan kompetensi dasar yang cukup sebagai kandidat guru seperti menguasai bahasa Arab, bahan ajar, dan membaca dan menulis Alquran. Sistem rekrutmen juga mengabaikan minat dan bakat menjadi seorang guru. 2) Proses pendidikan PAI belum maksimal dan efektif, seperti menulis makalah, Program Pengalaman Lapangan (PLP) 1 dan 2, dan peer teaching. Praktik mengajar mahasiswa masih minim. Selain itu, Lembaga Pendidikan Tenaga Kependidikan (LPTK) tidak memiliki sekolah laboratorium tempat mahasiswa dapat berlatih mengajar. 3) Lulusan PAI umumnya menjadi guru meskipun mereka tidak memiliki sertifikat mengajar. Sekolah atau madrasah negeri dan swasta merekrut guru tanpa persyaratan sertifikat mengajar. Ini adalah alasan UIN tidak segera merancang kurikulum Pendidikan Profesi Guru (PPG) pra-jabatan Guru atau melaksanakan PPG dalam jabatan sampai sekarang. 4) LPTK memiliki ruang microteaching yang sesuai standar, dosen LPTK telah memenuhi kualifikasi, dan pembelajaran menggunakan pendekatan aktif.
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Saltan, Fatih. "Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education." International Journal of Higher Education 6, no. 1 (November 15, 2016): 63. http://dx.doi.org/10.5430/ijhe.v6n1p63.
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The aim of this study was to investigate the learning experience of students studying pedagogic formation in blended design with regard to attendance, self confidence, and attitudes toward both Pedagogic Formation Program (PFP) and the teaching profession. In order to achieve this aim, a qualitative case study approach was carried out. The participants of this study consisted of 154 graduated Faculty of Arts and Sciences students who were enrolled in the first blended PFP in Turkey. A qualitative case study was conducted. Data were obtained through an open-ended questionnaire (n=154) and focus group interviews (n=8). The qualitative data were analyzed by using content analysis techniques. Overall, the results indicated that blended PFP was highly promising regarding professional development, self-confidence, accessibility and eliminating some disadvantages of distance education. Specifically, inherent problems of online education continued to take place in blended design but a balanced blended approach could minimize these weaknesses. Participants indicated that face-to-face sections were more applied, authentic and effective than the online part. On the other hand, most of the participants preferred to attend the online lessons regularly. It was mainly because of availability concerns, travelling, and comfort of their home.
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Hartati, Sofia. "ANALISIS PENGELOLAAN PERPUSTAKAAN JURUSAN PG PAUD DALAM RANGKA MENINGKATKAN EFEKTIFITAS PERPUSTAKAAN SEBAGAI SUMBER BELAJAR BAGI DOSEN DAN MAHASISWA PG PAUD – FIP UNJ." Perspektif Ilmu Pendidikan 20, no. XI (October 30, 2009): 19–24. http://dx.doi.org/10.21009/pip.202.1.
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The goals of this research were to get information and data on the management and implementation of library in Early Childhood Education Program, Faculty of Education, State University of Jakarta; to exploring the factors that supports the management of libraries in Early Childhood Education Program; and to improve the effectiveness of the library as a learning resource for lecturers and students in Department of Early Childhood Education. The research used descriptive qualitative research method. The results of research indicates that to improve management of the library and the effectiveness of as a learning resource for lecturers and students can get by providing good services to the user. The library services can be done well if supported by all elements of the library such as collections, facilities, professional staff, and awareness of users to use a library. Some improvement at managerial should be done. Thus, the library of Department can act more effectively as a source of learning for lecturers and students of Department of Early Childhood Education, Faculty of Education, State University of Jakarta.
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Seyoum, Yilfashewa. "Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University." Education Research International 2012 (2012): 1–17. http://dx.doi.org/10.1155/2012/624241.
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All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.
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Suhandoko, Astri Dwi Jayanti. "Optimizing the Development of Prototype Learning Mode of Professional Ability Consolidation (PKP) Courses of the PGSD-UT Study Program in the Archipelago Region." International Journal of Theory and Application in Elementary and Secondary School Education 4, no. 2 (October 31, 2022): 260–69. http://dx.doi.org/10.31098/ijtaese.v4i2.896.
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Every semester, Professional Capability Consolidation (PKP) courses are always a scourge for Elementary School Teacher Education (PGSD) students of the Universitas Terbuka (UT). It is due to the lack of student knowledge of the procedures for implementing PKP courses and the limited skills of students in making practical reports. It affects their scores because they do not meet the minimum criteria, and students fail to pass the course. Especially during the pandemic, the implementation of practical courses that are usually held face-to-face is now all based on webinar tutorials. The learning process becomes more difficult for students living on islands with various limitations. This study aims to develop a prototype learning mode to overcome these problems with three main activities, including (1) making procedural video for implementing PKP courses of S1-PGSD, (2) training in writing PKP S1-PGSD UT reports, (3) assisting the undergraduate-PGSD students in the islands face-to-face. The study results show that it was necessary to develop advanced videos as a complement and elaborately detailed procedures for implementing the PKP courses for the students of S1-PGSD UT, the need for writing training with a greater number of meetings and writing practices, and the suitability of holding face-to-face mentoring of PKP courses for the students of S1-PGSD.
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Chamidi,, Agus Salim, and Nuni Nur Baety H. Baety H. "Analisa SWOT Manajemen Pendidikan di SMK Maarif 1 Kebumen." Cakrawala: Jurnal Manajemen Pendidikan Islam dan studi sosial 3, no. 2 (September 5, 2019): 163–91. http://dx.doi.org/10.33507/cakrawala.v3i2.153.
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This article is the result of lecturer-student collaborative research in curricular activities of the Professional Training Program (PLP)/Internship I on S1 Islamic Education Management Study Program. The research objective is to find out the management of education in schools. The formulation of the problem is (1)how is the management of education in 4 fields in SMK Maarif 1 Kebumen in 4 fields of education management ?, and (2)what are the obstacles and obstacles in their implementation, and what is the solution? It is a qualitative research with data collection techniques are interviews, observation, and documentation. Its informants are the Principal of SMK Maarif 1 Kebumen, the Deputy Head of SMK Maarif 1 Kebumen, and a number of people related to the research topic. Research analysis using the SWOT analysis model. The research was conducted in July-August 2019. The results of the research are: (1)Management of Curriculum and Learning at SMK Ma'arif 1 Kebumen is in accordance with BSNP standards, (2)Management of Students at SMK Ma'arif 1 Kebumen is of good quality with proven evidence of increasing participants students who have carved achievements in both academic and non-academic fields, (3)Management of Educators and Education Personnel at SMK Ma'arif 1 Kebumen is sufficient with indicators of educators and education staff who are already competent and certified in their fields, and they also prove their abilities by making them Student achievement and ethics, (4)Management of Industrial Relations and Public Relations at SMK Ma'arif 1 Kebumen is already good with the proven number of students who are absorbed by the business world and industry (DUDI).
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Durr, Tony, Jennifer Kampmann, Patrick Hales, and Larry Browning. "Lessons Learned from Online PLCs of Rural STEM Teachers." Rural Educator 41, no. 1 (April 8, 2020): 20–26. http://dx.doi.org/10.35608/ruraled.v41i1.555.
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This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.
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Mejang, Areerug, and Wannaprapha Suksawas. "The Impacts of a Face-to-Face Training in Combination with LINE Application and Professional Learning Communities on English Teacher Development." English Language Teaching 14, no. 4 (March 15, 2021): 25. http://dx.doi.org/10.5539/elt.v14n4p25.
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This study examines the impact of a teacher-training program on the development of teachers’ knowledge, skills, and attitudes towards English reading teaching. The training program was implemented in combination with the use of LINE (a message application) and the teachers’ participation in school-based professional learning communities. The framework supports the training of English teachers to teach students in accordance with the national core curriculum and its emphasis on reading skills. The participants of this study were 50 English teachers working in the central part of Thailand. Four research instruments were used to collect data: a 12-item pre-test and post-test on teaching English reading skills covering the content of the training, an open-ended form for recording emerging points from the implementation of the lesson plan and preparation of the video clip, a survey including 5-point Likert-scale options and an open-ended response field to assess teachers’ satisfaction with the training program, and an observation form of the teachers’ level of participation in the training program. The findings of this study revealed that participants had developed in three major areas: knowledge, skills, and attitude, and they indicated satisfaction with the training program in all areas. The participants’ post test scores was higher than the pre-test scores. With a statistical significance improvement (p=0.05). Participants demonstrated their skills in designing more creative lesson plans with suitable educational objectives. Finally, the participants reflected a positive attitude towards their participation in the PLC. The significance of this study is related to the theoretical and pedagogical implications of the knowledge, skills, and attitudes of teachers teaching English reading skills in an EFL context.
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Saragih, Ordekoria, and Arman Bemby Sinaga. "THE EFFECT OF KELOMPOK KERJA GURU IN ELEMENTARY TEACHERS’ PROFESSIONAL DEVELOPMENT IN HELVETIA DISTRICT MEDAN INDONESIA." Education, Sustainability And Society 3, no. 1 (January 24, 2020): 11–14. http://dx.doi.org/10.26480/ess.01.2020.11.14.
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Kelompok Kerja Guru (KKG)/ Teacher Working Group or generally known as Professional Learning Community (PLC) program should be a vehicle for developing teacher professionalism as expected by the government and schools. However, the current situation regarding its implementation, the effect on elementary school teachers and its activities are unknown. The purpose of this research is to find out an in-depth picture and the current situation regarding the implementation of the KKG and its influence in developing the professionalism of elementary school teachers in Helvetia District, Medan, North Sumatra Province. Researcher had interviewed teachers from representatives of each school individually and in groups to get their thoughts and perspectives by using semi-structured interviews so that the contents of the conversation are more organized. The researcher has also observed the activities within the KKG through a qualitative method approach in order to report the activities carried out by the KKG. The data obtained were analyzed using a five-phase cycle: compiling, disassembling, reassembling, interpreting and concluding. The results showed that the KKG carried out by the participants in this study was a KKG program that had been set by the government and was carried out with different schedules and durations. There are programs that are carried out 2 times in a semester with duration of 2-3 days, and there are programs that are carried out 1 time in 1 semester which takes 1.5-2 hours. The mechanism for selecting teachers who will take part in the KKG is always determined by the principal in accordance with the field of study taught. It is revealed that the KKG activities are not only carried out per district with several schools but also in each school under the supervision from the principal or foundation. The teachers gained knowledge and skills from KKG especially those related to the 2013 curriculum such as designing annual program, semester program, and lesson plan, compiling questions to be tested and assessed, and increasing 4 teacher competencies which are competency social, professional, pedagogic, and personality. It was also found that the activities they carried out at the KKG are group discussions, sharing information and teaching experiences, sharing students’ work book, and conducting presentations. It is suggested that the government should have a good preparation in conducting KKG activities in order to provide useful and meaningful KKG.
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Mauliza, Hasby, and Nurhafidhah. "ENVIRONMENT-BASED IPA PRACTICUM TRAINING FOR TEACHERS OF JUNIOR HIGH SCHOOL, KABUPATEN ACEH TIMUR." Global Science Society: Jurnal Ilmiah Pengabdian Kepada Masyarakat 4, no. 1 (January 29, 2022): 27–34. http://dx.doi.org/10.33059/gss.v4i1.4267.
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Practical activities have a very important role in science learning, because they can improve the quality of learning which leads to improving the quality of students. The purpose of implementing this community service activity is to provide knowledge and skills to science subject teachers in conducting experiments through science practicum by utilizing environmental-based materials and tools. In addition, it is also expected to support the Continuous Professional Development Program through the Zoning-Based Learning Competency Improvement (PKP) organized by the Ministry of Education and Culture through the Directorate General of Teachers and Education Personnel (Ditjen GTK). This activity was carried out at SMP Negeri 1 Idi, with the number of participants as many as 70 science teachers at the junior high school level in Kabupaten East Aceh. The methods used in this activity are socialization, training and assistance in the use of environmental-based science practicum tools and materials, as well as education on the use of environment-based science practicum guides. The results of the positive participant response activities were seen from the increase in the interaction of participants' questions and answers during the discussion and the results of the teacher's professional assessment questionnaire answers on average, namely 81.6% belonging to the good category
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Budiastra, A. A. Ketut, Hanafi Hanafi, and Ade Mardiana. "ANALISIS PENYELENGGARAAN & LAYANAN MATAKULIAH PRAKTEK UNTUK DAERAH 3T." Jurnal Pendidikan 20, no. 2 (September 5, 2019): 157–71. http://dx.doi.org/10.33830/jp.v20i2.259.2019.
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This qualitative descriptive study aimed to analyze the implementation of Professional Capability Strengthening (PKP) courses for undergraduate student teacher of Universitas Terbuka, living in the outermost, frontier, and disadvantaged (3T) areas in Indonesia. A sample of 65 students was selected using a purposive sampling technique from four regions, namely: Lampung, Serang, Bogor, and Mataram. A total of 8 tutors and 4 program coordinators were interviewed to triangulate the data. The results indicates that in general students are successful to complete PKP courses because they were class teachers. In addition, the support of tutors, peers, school principals, and heads of regional technical implementation units (UPTD) are important factors in facilitating the completion of student teachers’ course assignments. During the learning process students reported some diffculties, such as limited reference books, and lack of skills in making reports and operating computers, which needs to be addressed by the academic administration.
Penelitian ini dimaksudkan untuk menganisis penyelenggaraan dan layanan matakuliah praktek Pemantapan Kemampuan Profesional (PKP) untuk mahasiswa yang berada di daerah terluar, terdepan, tertinggal (3T). Penelitian ini merupakan penelitian deskriptif kualitatif. Populasi penelitian ini adalah mahasiswa program S1 PGSD UT di wilayah 3T di wilayah UPBJJ-UT Lampung, Serang, Bogor, dan Mataram. Sampel diambil dengan menggunakan teknik purposif sampling sebanyak 65 orang di empat UPBJJ-UT tersebut. Sebagai data pembanding 8 orang tutor dan 4 orang koordinator program diwawancarai secara mendalam. Hasil kajian menunjukkan bahwa pada umumnya mahasiswa tidak mengalami kesulitan untuk mengikuti matakuliah PKP karena mereka adalah guru kelas. Di samping itu, dukungan tutor, teman sejawat, kepala sekolah, kepala unit pelaksana teknis daerah (UPTD) sangat membantu mahasiswa untuk menyelesaikan tugas-tugas perkuliahannya. Namun demikian, ada beberapa kendala yang dialami mahasiswa, antara lain terbatasnya buku rujukan yang dimiliki dan kurang terampil dalam membuat laporan dan mengoperasikan komputer. Kendala ini perlu mendapat perhatian dan pemecahan oleh pengelola akademik.
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Johnson, Velma, Jan Carpenter, Centae Richards, and Kathleen Brennan Vincent. "Culturally responsive practices for teacher candidates: a neighborhood treasure hunt." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 19–32. http://dx.doi.org/10.1108/jme-07-2017-0042.
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Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.
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Houston, James F. B., and Jessica E. Morgan. "Paired learning – improving collaboration between clinicians and managers." Journal of Health Organization and Management 32, no. 1 (March 19, 2018): 101–12. http://dx.doi.org/10.1108/jhom-10-2017-0263.
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Purpose Close collaboration between NHS clinicians and managers is essential in providing effective healthcare, but relationships between the two groups are often poor. Paired learning is a peer-peer buddying tool that can break down barriers, increase knowledge and change attitudes. Paired learning has been used with doctors and managers but not for multi-professional clinicians. The purpose of this paper is to assess whether a paired learning programme (PLP) can improve knowledge and attitudes between multi-professional NHS clinicians and managers. Design/methodology/approach A PLP pairing clinicians and managers over a four-month period to participate in four buddy meetings and three group meetings was delivered. A mixed methods study was completed which collected quantitative and qualitative data in the form of pre- and post-course questionnaires and focus group discussions. Findings Participants reported increased understanding, changed attitudes and better communication between clinicians and managers following the PLP. Self-rated knowledge increased across all domains but was only statistically significant for ability to engage, ability to establish shared goals and knowledge of decision-making processes. Research limitations/implications This paper highlights the value of paired learning in encouraging collaboration between clinicians and managers but is of a small size. The PLP did not provide enough data to examine relationships and interaction between clinicians and managers, this should be considered in any future work. Originality/value To the authors’ knowledge, this is the only published paper showing data from a PLP involving multi-disciplinary health professionals.
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Agung, Iskandar. "JAM MENGAJAR GURU: TINJAUAN DARI SISI LAIN." Perspektif Ilmu Pendidikan 32, no. 1 (April 30, 2018): 31–40. http://dx.doi.org/10.21009/pip.321.5.
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Regulations require teachers to meet the teaching burden of at minimum 24 hours / week and maximum 40 hours /week. However, in fact, for minimal hour's teaching, still many teachers who have not been able to fulfill it. The fulfillment of minimum obligations is a requirement for teachers to obtain Professional Teacher Allowances (TPG). Various ways have been attempted by interested parties, but the issue of teacher teaching hours is still problems. The fulfillment effort merely in terms of quantity, has not led to quality. For what teachers are forced to fulfill the obligation of teaching hours, e.g. by looking at other schools, being in the duties of the main school still indicates the achievement of the students' inadequate learning outcomes? Naturally if the fulfillment of obligations is not only in terms of quantity, but also quality. This means that the need to find an alternative fulfillment of teaching hours is functioning as a driver to improve the quality of teachers, so that a positive impact on improving student learning outcomes. With regard to the latter description that this paper is presented, that is to say, alternative thinking about the provisions of teaching hours teachers.
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Siswanto, Siswanto. "Kontribusi Mahasiswa dan Prodi Manajemen Pendidikan Islam (MPI) Dalam Kegiatan Program Latihan Profesi (PLP)." Evaluasi: Jurnal Manajemen Pendidikan Islam 6, no. 2 (September 30, 2022): 345. http://dx.doi.org/10.32478/evaluasi.v6i2.993.
Full textAbstract:
At the time of professional training program (PLP) activities, the active role of students is very much needed, therefore, between the theories obtained in lectures, can they be applied to internships at PLP locations. This study aims to describe how the contribution of students and study programs to PLP activities and how the impact of PLP on students, study programs and institutions where internships are. Then this research is a qualitative research that uses a qualitative descriptive approach. Data obtained through interviews, observation and documentation. Furthermore, the data obtained were analyzed by the theory of Miles and Hubermen. The research findings are: first: Student contributions, namely student participation in PLP activities at the Ministry of Religion, are very large based on their respective places or internship spaces, for example participating in making correspondence, data on Hajj and Umrah pilgrims, inputting dapodik data etc., then contributions The study program in PLP activities is to provide administration related to these activities, from briefing, finding locations to preparing administration for pick-up. The second impact of PLP for students is increasing knowledge and knowledge related to administrative processes in the office of the ministry of religion, training discipline and adding friends and family. As for the study programs, they can cooperate or collaborate well and make input materials for improving the study program curriculum and the quality of MPI study study students. Furthermore, for the agency where the internship is, the impact can help complete the tasks in the office well and can help in matters related to their work.
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Alvarado, Constanza, Farzaneh Saadati, and Erika Abarca Millán. "Desarrollando la escritura de estudiantes: El potencial de una metodología colaborativa basada en la resolución de problemas." Revista de Investigación Educativa 41, no. 1 (January 9, 2023): 143–66. http://dx.doi.org/10.6018/rie.517231.
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Argumentative writing tasks that foster logical reasoning skills are the basis for ethical participation in a literate society. They are also valued intellectual tools that acquire special importance in the construction of knowledge and the regulation of thought. The purpose of this study is to analyze the development of argumentative writing of elementary school students in Chile whose teachers participated in a professional development program (PDP) based on a teaching/learning model centered on communicative problem solving through writing. Using a quasi-experimental mixed method, the argumentative writings of 238 students (experimental group= 124; comparison group= 114) were evaluated using a pre- and post- implementation test of the PDP through a rubric based on: (a) the autonomy of the written text; (b) discursive aspects; and (c) normative aspects. The results show that students in the experimental group performed better on the autonomy and discursive aspects of their final written assignments than their peers in the comparison group. Las tareas de escritura argumentativa en el aula fomentan las habilidades de razonamiento lógico, son la base del ejercicio ético y la participación en una sociedad letrada, a la vez que son una apreciada herramienta intelectual que adquiere especial relevancia en la construcción de conocimiento y regulación del pensamiento. Este estudio tiene como propósito analizar el desarrollo de la escritura argumentativa de estudiantes en enseñanza básica en Chile cuyos profesores y profesoras participaron de un programa de desarrollo profesional (PDP) docente basado en un modelo de enseñanza y aprendizaje enfocado en la resolución de problemas comunicativos a través de la escritura. Utilizando una metodología cuasiexperimental mixta, los escritos argumentativos de 238 estudiantes (grupo experimental= 124; grupo comparación= 114) fueron evaluados utilizando un test pre y post implementación del PDP en la cual los/las estudiantes tuvieron que desarrollar una actividad de escritura que fue evaluada a través de una rúbrica basada en: (a) la autonomía del texto escrito; (b) aspectos discursivos; y (3) aspectos normativos. Los resultados muestran que los estudiantes del grupo experimental se expresaron mejor en autonomía y aspectos discursivo en sus textos al final del año académico que sus contrapartes del grupo de comparación.
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Throgmorton, Cheryl, Trey Mitchell, Tom Morley, and Marijo Snyder. "Evaluating a physician leadership development program – a mixed methods approach." Journal of Health Organization and Management 30, no. 3 (May 16, 2016): 390–407. http://dx.doi.org/10.1108/jhom-11-2014-0187.
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Purpose – With the extent of change in healthcare today, organizations need strong physician leaders. To compensate for the lack of physician leadership education, many organizations are sending physicians to external leadership programs or developing in-house leadership programs targeted specifically to physicians. The purpose of this paper is to outline the evaluation strategy and outcomes of the inaugural year of a Physician Leadership Academy (PLA) developed and implemented at a Michigan-based regional healthcare system. Design/methodology/approach – The authors applied the theoretical framework of Kirkpatrick’s four levels of evaluation and used surveys, observations, activity tracking, and interviews to evaluate the program outcomes. The authors applied grounded theory techniques to the interview data. Findings – The program met targeted outcomes across all four levels of evaluation. Interview themes focused on the significance of increasing self-awareness, building relationships, applying new skills, and building confidence. Research limitations/implications – While only one example, this study illustrates the importance of developing the evaluation strategy as part of the program design. Qualitative research methods, often lacking from learning evaluation design, uncover rich themes of impact. The study supports how a PLA program can enhance physician learning, engagement, and relationship building throughout and after the program. Physician leaders’ partnership with organization development and learning professionals yield results with impact to individuals, groups, and the organization. Originality/value – Few studies provide an in-depth review of evaluation methods and outcomes of physician leadership development programs. Healthcare organizations seeking to develop similar in-house programs may benefit applying the evaluation strategy outlined in this study.
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Nugraheni, Benedecta Indah. "Analisis pelaksanaan mata kuliah pengenalan lapangan persekolahan (plp) secara daring berdasarkan experiential learning theory." Humanika 21, no. 2 (December 31, 2021): 173–92. http://dx.doi.org/10.21831/hum.v21i2.38224.
Full textAbstract:
PLP merupakan mata kuliah praktik lapangan untuk memberi pengalaman langsung secara komprehensif kepada mahasiswa Fakultas Keguruan dan Ilmu Pendidikan (FKIP) mengenai dunia persekolahan dan untuk mengembangkan berbagai kompetensi yang dimiliki seorang guru profesional. Dengan adanya pandemi covid-19, PLP dilaksanakan secara daring, sehingga mahasiswa tidak dapat memperoleh pengalaman secara langsung di sekolah tempat pelaksanaan PLP. Praktik ini menjadi kurang ideal untuk mata kuliah PLP. Penelitian ini bertujuan menganalisis hasil refleksi pengalaman mahasiswa peserta PLP secara daring untuk mengetahui penguasaan capaian pembelajaran yang telah ditetapkan, pengalaman-pengalaman positif yang diperoleh dan kendala yang dihadapi mahasiswa, sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, serta pengalaman inspiratif dan niat-niat yang dibangun untuk pengembangan diri yang muncul berdasarkan hasil refleksi. Penelitian ini merupakan penelitian kualitatif. Hasil penelitian menunjukkan bahwa mahasiswa dapat menguasai capaian pembelajaran dengan baik dan sangat baik, mahasiswa memperoleh berbagai pengalaman positif dan pengalaman mengatasi kendala yang muncul akibat pandemi, ada sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, mahasiswa memperoleh pengalaman inspiratif, dan muncul niat-niat dari mahasiswa untuk pengembangan diri. Dengan demikian, siklus belajar dalam experiential learning theory dialami oleh mahasiswa peserta PLP daring.School Introduction (PLP) is a field practice course to provide comprehensive direct experience to students of the Teacher Training and Education Faculty (FKIP) regarding school understanding and to develop the various competencies of a professional teacher. In the covid-19 pandemic, PLP has been implemented online, so students cannot gain experience directly at the school where PLP is implemented. This practice is less than ideal for the PLP course. This research aimed to analyze the results of reflections on the experiences of students participating in online PLP to determine the mastery of predetermined learning outcomes, positive experiences, obstacles faced by students, attitudes or values that were developed by students, inspirational experiences, and intentions for self-development that arises based on the results of reflection. This research was a qualitative research. The results showed that students could master learning outcomes well and very well, gained various positive experiences and experiences overcoming obstacles that arise due to the pandemic, developed attitudes or values, gained inspirational experiences, and developed intentions for self-development. Thus, the learning cycle in experiential learning theory was experienced by the students participating the online PLP.
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Matitaputty, Christi, Toto Nusantara, Erry Hidayanto, and Sukoriyanto. "Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes." Journal on Mathematics Education 13, no. 3 (November 21, 2022): 393–414. http://dx.doi.org/10.22342/jme.v13i3.pp393-414.
Full textAbstract:
Permutations and combinations are generally taught by requiring students to memorize formulas and solve problems using the appropriate formula. Students who learn these topics may succeed in gaining high scores on end-of-chapter exams in textbooks, while lacking the conceptual understanding required to deal with problems in the real world. Therefore, this study aimed to examine in-service mathematics teachers' pedagogical content knowledge (PCK) to determine students’ mistakes in solving permutations and combinations problem and their teaching strategies to eliminate these errors. Data were collected by distributing vignettes, CoRe, and PaP-eRs to thirteen mathematics teachers from ten provinces in Indonesia after they finished an online professional teacher education program to determine their PCK in teaching permutations and combinations. The data collected were analyzed qualitatively using a content analysis approach to obtain categories inductively. The result showed that PCK of in-service mathematics in teaching permutations and combinations was observed by identifying student mistakes conceptually and procedurally, even though some could not determine their mistakes in permutations. On the other hand, the knowledge of instructional strategies can engage all students in active learning, but most of them only give general answers. Furthermore, an in-depth understanding of permutations and combinations topic is needed to support the development of teachers’ pedagogic competencies sustainably. The contribution of this research will be of interest to curriculum development and mathematics educators.
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George, Johnson, Christine M. Bond, Dorothy J. McCaig, Jennifer Cleland, IT Scott Cunningham, H. Lesley Diack, and Derek C. Stewart. "Experiential Learning as Part of Pharmacist Supplementary Prescribing Training: Feedback from Trainees and Their Mentors." Annals of Pharmacotherapy 41, no. 6 (June 2007): 1031–38. http://dx.doi.org/10.1345/aph.1h650.
Full textAbstract:
BACKGROUND: A period of learning in practice (PLP) is an integral part of supplementary prescribing training for pharmacists in Great Britain. During the PLP, a designated medical practitioner (DMP) supervises and supports the trainee to develop competence in prescribing. OBJECTIVE: To evaluate the views and experiences of supplementary prescribing pharmacists and DMPs regarding the PLP and identify their perceived support needs during the PLP. METHODS: Prepiloted questionnaires were mailed in September 2006 to all pharmacists who had started their supplementary prescribing training at The Robert Gordon University, Aberdeen, Scotland (n = 242) and their DMPs (n = 232). Nonrespondents were sent up to 2 reminders. Responses were analyzed using descriptive and comparative statistics; responses to open questions were analyzed thematically. RESULTS: Responses were received from 186 (76.9%) pharmacists and 144 (62.1%) DMPs. Just over half of the pharmacists agreed/strongly agreed that they knew what was expected of them and their DMPs during the PLP, but less than half agreed/strongly agreed that it was important to communicate with pharmacist colleagues in the prescribing course. One hundred twelve (60.2%) pharmacists had their consultation skills reviewed by their DMPs during the PLP. Opportunities for professional development and teamwork were regarded as major positive experiences by both pharmacists and DMPs. Organizational, attitudinal, and time barriers were also reported. There was considerable interest among both pharmacists and DMPs for an Internet-based support network during the PLP. CONCLUSIONS: Information on the roles and responsibilities of pharmacists and DMPs during the PLP should be enhanced. The Internet could be a useful medium for communication during the PLP. Input from a multidisciplinary team of healthcare professionals and review of consultation videos could further enhance the PLP experience. TRASFONDO: Un período de aprendizaje en la práctica (PAP) es parte integral del adiestramiento de prescripción suplementaria (PS) para farmacéuticos en Gran Bretaña. Durante el PAP, un profesional médico designado (PMD) supervisa y ofrece apoyo a la persona que se adiestra para desarrollar la facultad de prescribir.
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Almas, Afiq Fikri, and Misbah Ulmunir. "Efektivitas PLP Link and Match dengan Profil Lulusan Prodi MPI UIN Sunan Kalijaga." MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, no. 2 (November 14, 2017): 183–204. http://dx.doi.org/10.14421/manageria.2017.22-01.
Full textAbstract:
The regulation of the Director General of Islamic Education No. 1429 year 2012 dated August 31, 2012 on the Arrangement of Study Program in Islamic Higher Education required the Department of Islamic Education (KI) to change its name to Islamic Education Management (MPI) Study Program which inevitably resulted in the adjustment of its graduates profile as well as its curriculum. As a consequence, this has raised some problems in terms of the implementation of the -commonly applied- professional training program. This is a qualitative research applying interviews, field notes, and documentation as its data collection methods. Sample in this research was determined by non-probability sampling and snowball sampling techniques. The result of the research shows the effectiveness of the professional training program-link and match- with the graduate profile of MPI UIN Sunan Kalijaga Yogyakarta.
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Efkar, Tasviri, Rapani Rapani, and Fitriadi Fitriadi. "Implementation of the Introduction to the School Field at FKIP University of Lampung." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (July 26, 2021): 446. http://dx.doi.org/10.18415/ijmmu.v8i7.2831.
Full textAbstract:
One of the abilities and qualifications of prospective teachers is the result of their participation in the School Field Introduction (PLP) program. PLP is expected to be one of the efforts to prepare competent and prospective teacher candidates in the world of work. Field experience in teacher education programs helps students grow and develop as teachers. Field experience, an important component of teacher preparation. PLP aims to strengthen students' academic abilities in education and learning through activities in schools. The method used is descriptive qualitative with interview instruments and drawing conclusions. Sources of data are student teacher candidates who do PLP in schools in Bandar Lampung. The subjects in the study were student teacher candidates who held PLP in schools in Bandar Lampung. The research subject selection technique used snowball sampling technique. The results of this study, the PLP activity planning indicators are carried out by procedurally making activity agendas in the form of circulars addressed to students, heads of study programs and heads of departments, collaborating with the Education Office, determining partner schools, placing placements, preparing orientation and debriefing materials. implementation indicators during the Coronavirus Disease (Covid-19) emergency period, teaching exercises and extracurricular assistance cannot be optimal because most of the implementation is online. And the indicators for the assessment of components and weights of the PLP assessment consist of: 10% attendance on campus and schools and 40% Oral Examination by PLP supervisors.
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Widiyastuti, Nia, Slameto Slameto, and Elvira Hoesein Radia. "PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN SOFTWARE ADOBE FLASH MATERI BUMI DAN ALAM SEMESTA." Perspektif Ilmu Pendidikan 32, no. 1 (April 30, 2018): 77–84. http://dx.doi.org/10.21009/pip.321.9.
Full textAbstract:
The study aims to develop interactive learning media using Adobe Flash Professional CS6 software on Earth and Universe materials for third-grader students in primary school. The types of the study are research and development which carried out by using Borg and Gall's model development and modified into 7 development steps, which are (1) research and information collecting; (2) planning; (3) develop preliminary form of product; (4) preliminary field testing; (5) main product revision; (6) main field testing; and (7) operasional product revision. The study was conducted on April 2018 in two primary schools in Salatiga. The subjects of the study involved 10 third-grader students of primary school on preliminary field testing and 32 third-grader students of primary school on the main field testing. The results of validity test from the media expert obtained an average scores of 3,9 with a good category. The results of validity test from the material expert obtained average scores of 2.95 with good enough category. The result of students questionnaire on preliminary field testing showed the average scores of 4.5 and the result of the students questionnaire on main field testing showed the average scores of 4,6 with a very good category. Then, the result of teachers questionnaire showed an average of 5.0 on preliminary field testing and 4.8 on main field testing with a very excellent category. Based on the validation of material experts, media experts, the results of questionnaire responses of both students and teachers, interactive learning media that developed by adobe flash software of earth and the universe materials are suitable in learning for third grader of Primary School students and can enhance students’ interest in learning materials and build students’ learning motivation.
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Lestari, Bunga Citra, Merri Silvia Basri, and Dini Budiani. "Perubahan Pemahaman Mahasiswa Program Studi Pendidikan Bahasa Jepang Terhadap Rencana Pelaksanaan Pembelajaran Pasca Pelaksanaan Plp." Jurnal Pendidikan Indonesia 3, no. 12 (December 21, 2022): 1112–23. http://dx.doi.org/10.36418/japendi.v3i12.1421.
Full textAbstract:
This study aims to determine the understanding of Japanese Language Education Study Program students' understanding of the learning device components in the form of learning implementation plans before and after the implementation of the school field introduction and to understand the learning device components in the form of learning implementation plans after the implementation of the school field introduction. The type of research used is descriptive research with a qualitative approach. The data obtained based on the research are primary data and secondary data with data acquisition in the form of interviews and documentation. The test subjects were Japanese language study program students who had carried out an introduction to the school field. The results of the study were obtained in the implementation of the school field introduction, the data source was able to determine the components in the learning implementation plan that adapted to the character of the students and the conditions of the class and school where the data source carried out the school field introduction and there were changes in the allocation of time, determining learning objectives, and determining methods learning. Thus it can be concluded that students of the Japanese Language Study Program have received a change in understanding in the components of making a lesson plan after attending an introduction to the school field.
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Soraya, Evitha, and Supadi Supadi. "The Practice of Learning Community on Teachers’ Development: A Case of Indonesia." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (November 22, 2022): 6965–72. http://dx.doi.org/10.35445/alishlah.v14i4.2292.
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This article aims to evaluate the programs organised by a professional learning community in Indonesia, MGMP (Subject Teacher Conference), as a forum for teachers' professional development with two principles: communal deliberation and subject teachers. Forty teachers were randomly selected and surveyed (N = 40), and three school inspectors were interviewed (N = 3). This recent study employed a mixed-method design. Furthermore, a content analysis was carried out to study the standards of MGMP development. Findings revealed that the programs have been consistent with the underlying principles of MGMP and are effective for Social Science teachers' development. Although more attention should be given to teachers' real performance in classes, the researchers believe regular meetings have provided teachers with opportunities to exchange ideas, discover solutions, and create a pool of current information and valuable experiences. The communal deliberation is contextual to the practice of PLC in Indonesia. It never changes the goal objective to improve teachers' professional development to improve student's quality of learning. It strengthens the spirit of collegiality in teachers' cooperation and collaboration.
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Rizqiyah, Afi, Dewi Rahmawati Zahara, Firda Agustina, Indah Fitriya, and Moh Faizin. "Relevansi Digitalisasi PLP I Dengan Penguatan Kompetensi Mengajar Abad 21." Jurnal Penelitian Medan Agama 13, no. 1 (July 1, 2022): 44. http://dx.doi.org/10.58836/jpma.v13i1.12295.
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<p>Facing the industrial revolution 4.0, we as teachers are required to master the resources where students can learn. Teachers must be able to direct students because they can learn from anywhere. In this case, the teacher functions as a resource linker or a liaison for learning resources. It should also be borne in mind that the teacher's role is to facilitate students, namely to seek various relevant sources. So, it is clear that later students have to study with whom and what facilities they need. For that, teachers must learn continuously and continuously. Given the world of information and science and technology continues to evolve with the times. In improving the quality of education in the era of the industrial revolution 4.0 through digitalization, teachers can learn from various sources. It's just a matter of how the teacher's ability to sort and select information sources to enrich learning, and how teachers create new methods in applying information and knowledge with students in the teaching and learning process, especially in terms of digitalization. Digitization of education will not be realized if the competence of teachers who are the main engine that drives the wheels of education do not synergize with the needs of digital education. Law Number 14 of 2005 concerning Teachers and Lecturers stipulates Pedagogic Competence, Personality Competence, Social Competence, and Professional Competence as four basic competencies that must be mastered by a teacher.</p>
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Bratlien, Maynard J., Susan M. Genzefr, John R. Hoyle, and Arnold D. Oates. "The Professional Studies Doctorate: Leaders for Learning." Journal of School Leadership 2, no. 1 (January 1992): 75–89. http://dx.doi.org/10.1177/105268469200200107.
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A new administrator preparation program is underway at Texas A&M University. The Professional Studies Doctorate is a three year program which consists of a blend of theory, research, and clinical experiences for a select cohort of 14 practicing school leaders. The program includes intensive summer seminars, extended clinical weekends, and ongoing evaluation and research projects. University faculty are assisted in teaching the cohort by leading San Antonio area superintendents serving as clinical professors. Evaluation of the new doctorate is providing insight for improvement at the end of the first year.