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Shaw, Carla Cooper, and Deborah Dobbin Nederhouser. "Reel Teachers: References for Reflection for Real Teachers." Action in Teacher Education 27, no. 3 (October 2005): 85–94. http://dx.doi.org/10.1080/01626620.2005.10463393.
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Mahfud, Choirul. "THE ROLE OF ISLAMIC EDUCATION TEACHERS OF EARLY AGE IN THE ERADICATION OF ILLITERACY IN INDONESIA." NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 5, no. 1 (April 1, 2018): 1–15. http://dx.doi.org/10.51311/nuris.v5i1.94.
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Teachers are educational heroes. Progressive retreat of educational practices in a country is also determined by the role of the teacher. In this context, it is necessary and important to evaluate and discuss further how the portrait of reality (das sollen) and ideality (das sein) concerning teachers of Islamic religious education of early age in Indonesia. Therefore, this study focuses on the teacher's problem between ideality and reality. This study was written using qualitative data that derived from references and literature books, news, journals and opinions in mass media and other relevant sources in this study. This research focuses on the following important questions: Firstly, what and how is the role of early Islamic education teacher in literacy eradication in Indonesia? Second, how are the supporting factors and obstacles to the role of early Islamic education teachers in literacy eradication in Indonesia? Thirdly, what are the solutions and policy recommendations on the role of Islamic education teachers in literacy eradication in Indonesia? Keywords: PAI Teachers, Illiteracy, Ideality and Reality
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Aull, Bethany. "Pre-primary teacher talk: L1 use across different activity references." ELT Journal 75, no. 3 (April 19, 2021): 278–89. http://dx.doi.org/10.1093/elt/ccab013.
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Abstract Whether and how instructor L1 use may enhance foreign language learning has been a topic of considerable discussion. Although numerous studies note the L1’s recurrence in teacher talk, research has tended either to quantify its overall use throughout whole class sessions or to outline specific functions. Consequently, little is known about teachers’ actual L1-versus-L2 distribution across different classroom activities. This article contemplates teacher references relating to two prominent activities: core references (focusing on target content) and logistical references (classroom management and organisation). Via word count, it contrasts L1 use in the core and logistical references of ten non-native EFL instructors of very young learners. The findings indicate significantly higher L1 quantities in logistical than core references, even in the case of comprehensible high-frequency logistical terms such as sit. This disparity raises questions about the role of activity-differential L1 use, and points to the particular value of logistics for focalized teacher-talk analysis and awareness.
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Lightbown, Patsy M. "What's an ESL Teacher Good For?" TESL Canada Journal 3 (August 26, 1986): 01. http://dx.doi.org/10.18806/tesl.v3i0.990.
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While ESL teachers often must play many roles, their fundamental task is to help learners progress in their ability to use English. In this paper, the ESL teacher's role as a language teacher is explored and five specific areas of responsibility are elaborated: (I) Providing comprehensible input; (2) Preparing learners to cope with non-classroom language; (3) Providing references and resource materials and guidance as to their use; (4) Providing focused instruction in particular areas of language or language use; (5) Providing corrective feedback under certain conditions.
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Sitasari, Novendawati Wahyu, and Yuli Azmi Rozali. "Metode Bermain Peran Sebagai Usaha Meningkatkan Keterampilan Guru Untuk Menangani Bullying Di SDN 11 Duri Kepa Jakarta Barat." EDUCULTURAL: International Journal of Education, Culture and Humanities 1, no. 2 (February 28, 2019): 11–20. http://dx.doi.org/10.33121/educultur.v1i2.31.
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The purpose of this study is to determine the effectiveness of the role playing method as an effort to improve teacher knowledge and skills in managing bullying at SD N 11 Duri Kepa. The population and sample in this study were teachers at SD N 11 Duri Kepa, amounting to 19 teachers. The scale of knowledge and skills in handling bullying is based on references from Olweus (1993) and the Teacher Inventory of Skills and Knowledge (TISK) compiled by Horne, Bartolomucci, & Newman (2004). The research method was quasi-experimental with non-randomized one-group pretest-posttest design, and the analysis test used was t-test. Statistical test results obtained by the significance of (p) = 0.014; (p) <0.05, which means that there is an effect of the role playing method on the teacher's knowledge, and the significance result is (p) = 0.920; (p)> 0.05 there is no effect of the role playing method on teacher skills.
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Ritchie, S. M. "Classroom Discipline: Some Practical Suggestions for Beginning Teachers." Aboriginal Child at School 13, no. 1 (March 1985): 14–17. http://dx.doi.org/10.1017/s0310582200013596.
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My first teaching appointment to Cunnamulla Secondary Department in 1975 was indeed a humbling experience. I am constantly reminded of my frustrations experienced as a beginning teacher as I see inexperienced teachers grapple with similar problems now, at Murgon High School.Against this background, I would like to offer some suggestions for establishing and maintaining classroom discipline. Although these suggestions are specifically directed at beginning teachers in schools with significant proportions of Aboriginal students, they may also be helpful to teachers in other settings, since they are well supported in the literature (see references).
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Cox, Bernard. "Preparing Beginning Teachers The Postgraduate Diploma in Education at The University of Queensland." Aboriginal Child at School 23, no. 2 (June 1995): 28–32. http://dx.doi.org/10.1017/s0310582200006465.
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The Wiltshire Committee's Review of the Queensland School Curriculum produced some surprises. One of these was for teacher educators. The Committee had not originally intended to investigate the preparation of teachers, yet several recommendations were made. The Wiltshire group say that practising teachers made so many adverse references to the quality of their preservice training that comment and recommendation were justified. The committee's recommendations are interesting in that they focus quite heavily on the links that might exist between teacher preparation on campus and teacher preparation in schools.
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Muhtar, Fathurrahman. "Comparative Study of Kuttab Islamic Education System and Madrasah Ibtidayah Education System." SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) 9, no. 1 (June 21, 2021): 1–19. http://dx.doi.org/10.21093/sy.v9i1.3019.
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This article shows the numerous benefits created in the 7th-13th century A.D. by a primary education institution named Kuttab. Kuttab is an educational institution that teaches the Qur'an to be read and memorized, history to be studied, and Arabic verses. This article utilizes an approach to literature research, gathering different references related to Kuttab. The empirical content process then evaluates the relation, and conclusions are drawn from the reference analysis. This paper concludes that with education in Madrasah Ibtidaiyah, Kuttab institutions have a similar curriculum. The excellence of Kuttab focuses more on memorizing the Qur'an so that in the golden age (7-12 years), Kuttab students will remember the entire material of the Qur'an, in addition to teachers who have excelled and skills. Unlike Ibtidaiyah madrasahs, which do not focus students on memorizing the Qur'an, and as teachers in Kuttab, teachers are also far from professionalism. In comparison to the current madrasah Ibtidaiyah curriculum, the learning materials in Kuttab are thin.Keywords : curriculum, kuttab, madrasah, teacher, student.
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Asmarazisa, Deni. "PENGARUH KOMPETENSI, KETERLIBATAN KERJA GURU DAN KOMPENSASI TERHADAP KINERJA GURU SEKOLAH MENENGAH KEJURUAN NEGERI BATAM KEPULAUAN RIAU." JURNAL BENING 6, no. 1 (May 29, 2019): 224. http://dx.doi.org/10.33373/bening.v6i1.1800.
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ABSTRACT Effect of Competence, Work Involvement and Employment Compensation on teachers on teacher performance at Batam State Vocational High School. This study aims to determine the effect of teacher work competency and work involvement and compensation for the performance of Batam State Secondary School Teachers. Sources of data found are primary data obtained directly from the answers from the questionnaire concerned with the research with the above qualifications. Coupled with several references from the researchers themselves. Based on this study, the Competence of Teacher Involvement and Compensation on the Performance of Teachers of Batam State Vocational Middle School Teachers has a significant effect both partially and simultaneously at a 100% confidence level. The value of R Square in this study is 0.644 which means that only 64.4% changes in employee performance levels can be explained by Competency, Teacher Involvement, Teacher Performance and Teacher Compensation at Batam Vocational High School while the rest are influenced by other variables that are not observed. in this research. Keywords: Competence, Employee Engagement, Compensation, and Employee Performance
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Çelebi, Nurhayat, Ömer Aydoğdu, and Münevver Yalçınkaya. "A Qualitative Study: Evaluation of Formation Education by Teacher Candidates, Mentor Teachers and Coordinators: An Example of Karabuk University/Turkey." Journal of Education and Training Studies 6, no. 3a (April 1, 2018): 126. http://dx.doi.org/10.11114/jets.v6i3a.3166.
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The aim of this study was to learn the opinion of the teacher candidates who study pedagogical formation in Karabuk University in 2016-2017 teaching session, as well as mentor teachers and coordinators who lead them during the teaching practices at schools. This research study is mainly based on qualitative techniques. Working group of this study is composed of 155 teacher candidates, 56 mentor teachers and 16 coordinators. Three open-ended questions were given to the teacher candidates, mentors and coordinators for collection of data. The data were evaluated as in the mean of content analysis. According to the findings, teacher candidates expressed that “mentor teachers and coordinators at schools of implementation had a positive and supportive attitude towards them” while some of the candidates were expressing that “mentor teachers are not supportive.” Mentor teachers and coordinators found teacher candidates’ attitudes positive and refined. Mentor teachers and coordinators mentioned negative references about teacher candidates. They said that teacher candidates didn’t use proper teaching methods, techniques and materials when the teacher candidates are teaching, and failed to manage and maintain classroom atmosphere and the intended lesson time. It is considerable that teacher candidates had also mentioned that “they were doing the same mistakes what their coordinators and teachers determined.” As a result, teaching practice schedules should be well arranged in the way of cooperation between the University and the National Ministry of education, which was suggested to the authorities in the Turkish Higher Education Board.
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Rahmi, Hanifatul, Adelia Alfama Zamista, and Juni Saputra. "Pelatihan Penelitian Tindakan Kelas Kepada Guru SDN 001 Rimba Sekampung Dumai." Madani : Indonesian Journal of Civil Society 1, no. 1 (August 31, 2019): 29–33. http://dx.doi.org/10.35970/madani.v1i1.30.
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The purpose of implementing Community Service is to provide knowledge to teachers which includes: Strategy for writing classroom action research. The material for writing classroom action research strategies begins with introducing the activities that must be carried out by the teacher before classroom action research, explaining to the teacher to find problems that can be raised as research material, solutions that can be used as alternative learning improvements, classroom action research concepts, research designs class action, compiling a proposal for classroom action research proposal, assessing classroom action research reports, student value data is valuable data that can be analyzed and described as main data and describes how to search references from various sources. Participants also received guidance on writing classroom action research on classroom action research tutorials and practice activities. The trainees were 15 teachers from SDN 001 Rimba Sekampung. After training, the results obtained are: Increased teacher's ability to seek effective learning, Understanding Classroom Action Research Concepts, Understanding Classroom Action Research Design Arrangements, Compiling Classroom Action Research Proposals, Can provide assessment of Classroom Action Research reports.
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Hu, Ling, Sha Xie, and Yun Liu. "An Empirical Study of Business English Teachers’ Knowledge Structures in Different Course Modules." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 199–217. http://dx.doi.org/10.1515/cjal-2019-0012.
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Abstract The establishment of Business English (abbreviated as BE hereafter) as an independent discipline for undergraduate education appeals to the higher professionalism of BE teachers’ knowledge structure. This paper introduces the results of a study that, by in-depth semi-structured interviews, investigated the knowledge structure of 18 teachers across three different BE course modules. Data are analyzed based on grounded theory. Eleven knowledge types required of a qualified BE teacher across three different structures (i.e., three BE course modules) are identified. The construction of BE teachers’ knowledge structures differs in the three BE course modules. The findings are a meaningful supplement to the theoretical analysis of the “should-be” description of BE teachers’ knowledge structure and can improve the understanding of the constituents of BE teachers’ knowledge structures at a micro-level, which should, in turn, provide references for different module teachers’ development.
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Jennifer, Jennifer, and Concilianus Laos Mbato. "Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (April 12, 2020): 112–27. http://dx.doi.org/10.30605/25409190.172.
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Personal journeys in teacher education programs are crucial in helping pre-service teachers to build “a strong and positive professional identity” (Ivanova & Skara-Mincne, 2016; Yuan & Lee, 2015). This study aimed to elaborate on critical incidents regarding beliefs and motivation to become teachers in shaping teacher professional identity. It involved pre-service teachers who major in a Master’s Program in English Education at a university in Yogyakarta, Indonesia. As the methodology to collect data, critical incident techniques was used, which constitute five steps: 1) Establishing general aims; 2) Establishing plans and specifications (formulating frames of references and categories); 3) Collecting data; 4) Analyzing data; and 5) Interpreting, analyzing, and reporting data (Hughes, Williamson, & Lloyd, 2007). Some teachers may mix their experiences with blind judgments due to emotional reactions. Thus, critical incident technique enables pre-service teachers to revisit their incidents critically. The results of the study led to a conclusion that lack of personal connections between the participants and people who had taught them contributed to the participants’ neutral beliefs about teaching, which in turn contributed to their low intrinsic motivation to be teachers.
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Ulum, M. Bustanul. "Urgensi Supervisi Pendidikan di Sekolah." FALASIFA : Jurnal Studi Keislaman 9, no. 2 (September 2, 2018): 127–34. http://dx.doi.org/10.36835/falasifa.v9i2.127.
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The quality of educational institutions is supported by several system elements including supervision of education carried out by principals as supervisors as mandated by Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standard Principals who must supervise education in the form of supervision and assessment of teacher performance and employees who aim to assist teachers and employees in achieving educational goals starting from planning, implementation and evaluation to be optimal in carrying out institutional tasks in an organizational frame that leads to the quality of the institution. Educational supervision serves to coordinate all school efforts including all role holders in the school organization and broaden the experience through giving constructive criticism from the principal to teachers and employees. References to educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making learning planning, optimizing the educational functions and educational goals embodied in the school's vision and mission. Keyword: Supervision of Education, Schools.
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Nahrowi, Moh. "Urgensi Supervisi Pendidikan Di Sekolah." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 3, no. 1 (June 17, 2021): 61–70. http://dx.doi.org/10.36835/au.v3i1.505.
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Quality of educational institutions is supported by several elements of the system including educational supervision carried out by school principals as supervisors as mandated by the Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standards for Principals who must supervise education in the form of supervision and assessment of teacher performance. and employees who aim to assist teachers and employees in achieving educational goals ranging from planning, implementation and evaluation so that they can be optimal in carrying out institutional tasks within an organizational frame that leads to institutional quality. Educational supervision functions to coordinate all school efforts including all stakeholders in the school organization and expand experience through giving constructive criticism from the principal to teachers and employees. References for educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making lesson plans, optimizing educational functions and educational goals as stated in the school's vision and mission.
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Umasih. "HISTORY LEARNING IN INDONESIA DURING THE NEW ORDER." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 2 (August 8, 2018): 89. http://dx.doi.org/10.17509/historia.v11i2.12332.
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The three dominant components in the implementation of historical learning are teachers, students and curriculum. The Curriculum function as a teacher’s references to outline the learning and its implementation in the class. The initial is to develop a self-awareness in order that the students will embrace high-spirited nationalism that will be implied to their daily life as a national and global citizen. This article discuss on how the historical learning in High School implemented several curriculum in Indonesia. Thereforeurces data were obtained through research, observation, experince, and interview towards a number of history teachers from various of regions in Indonesia.
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Adha Putra, Yocky Syaida, Jalius Jama, and Azwar Inra. "Analysis of Productive Teachers Competence Drawing With Software in Vocational School." International Journal of Educational Dynamics 2, no. 1 (January 17, 2020): 151–59. http://dx.doi.org/10.24036/ijeds.v2i1.242.
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The research objective is to determine the competencies needed by productive teachers to draw with software so that graduates have the competencies desired by the business world and the industrial world. Descriptive qualitative research methods. The data in this research are descriptive narrative. Data sources from interviews, observations and documentation. The resource persons consisted of planning and supervision consulting firms, lecturers majoring in building engineering education at Padang State University and teachers teaching drawing with software at SMK N1 Padang and at SMK N1 SUMBAR. Data collection techniques with interactive and non-interactive. Data analysis techniques using qualitative techniques. Data validity is done by Source Triangulation. The results of the analysis: The teacher must master the science of drawing, cost estimation, time, quality and K3. The teacher must motivate and explain to graduates drawing with software how the work environment work environment. The teacher must teach good communication ethics and soft skills. The teacher must follow the development of software and also master its use. Teachers must be able to use IT to add references and self-development.
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Sumarto and Emmi Kholilah Harahap. "PROFESSIONAL TEACHER MANAGEMENT IN EFFECTIVE SCHOOLS." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 24, 2020): 57–64. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.127.
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Professional teacher management in effective schools. This paper conveys the importance of applying professional teacher management to realize effective schools. There is no good school, if it does not have professional teachers who are able to manage the learning process well in the classroom, start the planning, organizing, implementing and evaluating processes.
The method used in this paper is literature study, tracing some references relating to effective management, teachers and schools. There are several findings of the author about professional teacher management including professional teachers, namely: having a commitment to organizational culture or commitment to the learning process of students; mastering in-depth subject matter and how to teach it; able to think systematically about what is done and learn from experience; and is a part of learning societies from their professional environment that enables them to improve their professionalism, so that it becomes an important indicator in creating an effective school.
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Russell, Tom. "Has Reflective Practice Done More Harm than Good in Teacher Education?" Phronesis 2, no. 1 (May 15, 2013): 80–88. http://dx.doi.org/10.7202/1015641ar.
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Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.
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a, Aashish, and Vishal Kumar. "TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 487–96. http://dx.doi.org/10.21474/ijar01/12863.
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The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.
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Guntur, Muhamad Ikhsan Sahal, Wahyu Setyaningrum, Heri Retnawati, Marsigit Marsigit, Novilda Angela Saragih, and Muhamad Kahir bin Noordin. "Developing augmented reality in mathematics learning: The challenges and strategies." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 29, 2019): 211–21. http://dx.doi.org/10.21831/jrpm.v6i2.28454.
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One of the technologies developed massively in learning is Augmented Reality (AR) technology. This research will explain the challenges of teachers in developing AR-assisted learning media and strategies to anticipate the challenges that arise in developing AR-assisted learning media. This type of research is qualitative phenomenological research. The participants of this research were 75 Mathematics teachers who joined the developing AR-assisted learning media training. The teachers came from various regions in Indonesia. The mathematics teachers invited were 36 junior high school teachers and 29 senior high school teachers from public and private schools who were vulnerable at the age of 22-35 years and 27 teacher is male and the others are female. They have attended an AR-assisted media development training because have interested in AR and education. The data collection used is a questionnaire and an interview which is done to all participants and data analyzed using the Bogdan & Biklen model. The results of the research show that the challenges encountered by the teacher are meeting the minimum standards of hardware and software, limited references both sourced from humans, online media or print media. Efforts made by teachers to overcome existing problems such as gradually upgrading laptops, finding sources from foreign languages and trying to form joint learning communities.
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Ziv, Margalit, Marie-Lyne Smadja, and Dorit Aram. "Mothers’ and Teachers’ Mental-State Discourse With Preschoolers During Storybook Reading." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 103–19. http://dx.doi.org/10.1891/1945-8959.13.1.103.
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Mothers and teachers play a pivotal role in promoting preschool children’s theory of mind. This study explored and compared mothers’ and teachers’ mental-state discourse during storybook reading with children, focusing on their use of mental terms and references to three mental-state aspects: false belief, mental causality, and different points of view. Participants were 60 mothers and their children, and 60 teachers and 300 preschoolers. Mothers read the book to one child and teachers read the same book to groups of 5 children. The book involved a central false-belief theme. Main findings revealed that mothers and teachers elaborated on book-related mental states. However, teachers’ discourse included more mental terms and more references to mental causality and different people’s perspectives. The findings suggest that reading books with rich mental-state contents encourages rich discourse on mental-state elements. Parents and teachers should be guided in how to use their unique knowledge and relationships with children to enrich their mediation of books’ mental-state aspects and discuss them with children.
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Fernando, Verico Alvian, Liza Husnita, and Zulfa Eva. "IMPLEMENTASI RENCANA PELAKSANAAN PEMBELAJARAN IPS YANG BERORIENTASI PADA PEMBENTUKAN KARAKTER SISWA DI TINGKAT SMP." Bakaba : Jurnal Sejarah, Kebudayaan dan Kependidikan 7, no. 1 (July 2, 2019): 35–43. http://dx.doi.org/10.22202/bakaba.2018.v8i2.3424.
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Social lesson teachers of junior high school 35 Kerinci made a teaching plan that focus character education, but some of student are not discipline. It mean the teachers are not appropriate with lesson plan that made. They had some problems in teaching procces. The purpose is to describe the implementation of lesson plan that oriented of creating the characterstic of teacher problems. The researcher method use qualitative opproach. The result of the research showed the teachers of junior high school 35 of Kerinci, had some problems with the materials, that they created the lesson plan by copying of internet. The implementation of characters values in teaching procces as implicit not oxplicit, by giving motivation in speech. That made some of students dId not know the characteristic values. It done because the teachers had problems to find RRM valves and success indicator, tools and equipments, and the references used.
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Al-Mufti, Alex Yusron. "PROFESSIONAL COMPETENCE OF MISMATCH PAI TEACHER IN ISLAMIC ELEMENTARY SCHOOL OF PECANGAANJEPARA (A Study of effects on the learning results of Islamic education)." ELEMENTARY: Islamic Teacher Journal 5, no. 1 (February 7, 2018): 23. http://dx.doi.org/10.21043/elementary.v5i1.2979.
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<p>This research aims to describe and to analyze about: 1) how to improve professional competence of mismatch teachers in Islamic religious education (PAI) in Islamic ElementarySchool of Pecangaan, 2) the effects on teachers' pedagogic competence, 3) how far the efforts of the mismatch teachers in solving the problem.This research is a descriptive qualitaive research. Based on the object of this research, it is included in a field of research. The methods used in this research are observation, interview and documentation. The result of this research shows: 1) there are efforts reconstructed in Islamic ElementarySchool of Pecangaan used to improve the professional competence of the mismatch teacher, such as: a) involved in a training, b) supervising, c) additional book, d) MGMP; 2) professional competence of the mismatch teachers influence their pedagogic competence, 3) the mismatch teachers condition relates to pedagogic competence create some problems, however the teachers solve them in some steps, they are: a) self adaptation and exercising, b) self study, c) checking references from books and internet, d) self exercising on using electronic media.</p>
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Supriyono, Supriyono. "Teachers' Profesionalism and Challenges in Industrial Revolution Era 4.0." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 195. http://dx.doi.org/10.20961/shes.v2i1.37645.
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This paper discusses the concept of teachers' profesaionalism and challenges in facing the industrial revolution era 4.0. In this case, teachers have a very important role at schools in utilizing various learning approaches. The traditional learning (teacher-centered) approach long implemented for years has now been considered out of date that student-centered learning replaces the approach. The teachers' role has recently shifted that teachers now become the facilitators for their learners. These shifting learning approach has become an inevitabity to anticipate that a concret action is greatly required. Educational world should be able to manage itself by making some renewals and innovations related to the management system, curriculum, Human Resource Competence Development, culture, working ethics, and facilities. This study uses references related to the nature of teachers' profesionalism, industrial revolution 4.0, and various challenges. Concrete actions need to be well prepared as well as creatively, dynamically, and innovatively made. Thus, it can be concluded that teachers should be able to maintain their professionalism in performing their daily duties and obligations.
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Gea, Saharman, T. Alief Aththorick, Sovia Lenny, Yuan Alfinsyah Sihombing, Khatarina Meldawati Pasaribu, and Averrous Fazlurrahman Piliang. "Scientific Writing Coaching Class for Teachers in Sibolga City." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 6, no. 1 (March 15, 2021): 124–32. http://dx.doi.org/10.32734/abdimastalenta.v6i1.5103.
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Referring to Ministerial Regulation of PAN-RB No. 16 of 2009 on Teacher Functional Status and Credit Score, it is clearly mentioned that one of the key components to apply teacher promotion is scientific writing (KTI). However, in fact, it was found that many teachers were independently constrained, especially in Sibolga City. As a result, the chance to get a higher rank and to be placed would be hampered. In addition, even some teachers are caught up in taking shortcuts by using the third part services to prepare their scientific writing, which of course, are not acceptable in publication ethics and academic values. In line with the results of preliminary observations made by the team, it was noticed that the teachers writing ability can be improved by providing them writing coaching class, including explanations and even training materials that need to be used in scientific writing. This writing coaching class is intended to provide teachers an opportunity to develop their skills, especially skill to write down scientific papers. Writing coaching class will be done by encouraging teachers to compose their ideas, formulating their problems, obtaining references sources, providing consultation rooms, implementing ethics and scientific publishing regulation, and selecting places where scientific papers will be published.
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Massuhartono, Massuhartono, and Sauqi Rahma Putri. "Peran Guru dalam Mengantisipasi Terjadinya Pelecehan Seksual Terhadap Tunagrahita Ringan." Irsyad : Jurnal Bimbingan, Penyuluhan, Konseling, dan Psikoterapi Islam 8, no. 2 (June 30, 2020): 119–32. http://dx.doi.org/10.15575/irsyad.v8i2.1339.
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Peran guru bagi anak kebetuhan khusus meliputi informator, organisator, motivator, inisiator dan fasilitator serta upaya guru dalam membimbing peserta didiknya agar dapat mencapai kemandirian dan bisa melindingi dirinya. Akan tetapi masih ada guru yang mengalami kendala dalam melakukan proses pembelajaran maupun bimbingan khususnya pengetahuan tentang seks. Dikarenakan kurangnya pelatihan bagi guru dalam pengetahuan tentang seks, serta masih ada guru yang mengalami kesulitan dalam memahami peserta didiknya. Selain itu karena keterbatasan yang dialami peserta didik juga menjadi kendala bagi guru dalam memberikan bimbingan. Serta peran orang tua yang kurang koperatif terhadap perkembangan anaknya juga menjadi kendala. Implikasi dari penelitian ini dapat dijadikan refensi mengenai peran dan metode bimbingan bagi guru anak kebutuhan khusus dalam memberikan bimbingan kepada peserta didiknya. Upaya yang dilakukan oleh guru ini dapat membantu peserta didik dalam mencapai kemandirian dan bisa melindungi dirinya.
ABSTRACT
The teacher's role for special needs children includes informers, organizers, motivators, initiators, and facilitators as well as teacher efforts in guiding their students to achieve independence and can protect themselves. However, there are still teachers who experience obstacles in carrying out the learning process and guidance, especially knowledge about sex. Due to the lack of training for teachers in knowledge about sex, there are still teachers who have difficulty understanding their students. In addition, because of the limitations experienced by students also become an obstacle for teachers in providing guidance. As well as the role of parents who are less cooperative towards their child's development is also an obstacle. The implications of this study can be used as references to the roles and methods of guidance for child teachers in special needs in providing guidance to their students. The efforts made by the teacher can help students achieve independence and be able to protect themselves.
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Suryadi, Rudi Ahmad. "Improving Teacher Quality in the Perspective of Islamic Teaching Professionalism." Istawa : Jurnal Pendidikan Islam 6, no. 1 (March 4, 2021): 1. http://dx.doi.org/10.24269/ijpi.v6i1.2650.
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Various components influence quality religious education. One of the dominant ones is the teacher. Learning will be of high quality if the teacher is competent and professional. The professional development of teachers is a stage in strengthening skills, competencies, and career advancement, which leads to an increase in the quality of learning being taught. This research uses a literature study method. Sources of data obtained through references and other reading sources related to teacher professionalism, the results showed that the problem of teacher professionalism originated from three components, namely self-development, scientific publications, and innovative work. Quality improvement is more dominantly influenced by teacher professionalism, where teachers are required to achieve predetermined qualifications. by meeting adequate qualifications, the teacher's position will automatically increase. Professional development is related to advancing knowledge and skills by considering attitudes and approaches to improving the quality of learning. It is a process of growing teacher professionalism in strengthening the skills, duties and careers of teachers in facing the changes that occur.Pendidikan agama yang bermutu dipengaruhi oleh berbagai komponen. Salah satunya yang dominan adalah guru. Pembelajaran akan bermutu, apabila gurunya kompeten dan profesional. Pengembangan profesionalitas guru merupakan tahapan dalam penguatan keahlian, kompetensi, dan peningkatan karir yang berujung pada peningkatan mutu pembelajaran yang diampu. Riset ini menggunakan metode studi kepustakaan, sumber data diperoleh melalui referensi dan sumber bacaan lain yang berkaitan dengan profesionalisme guru. Hasil penelitian menunjukkan bahwa masalah profesioalisme guru berawal dari tiga komponen, yaitu pengembangan diri, publikasi ilmiah, dan karya inovatif. Peningkatan kualitas lebih dominan dipengaruhi oleh profesionalisme guru, dimana guru dituntut untuk mencapai kualifikasi yang telah ditetapkan. dengan memenuhi kualifikasi yang memadai maka posisi guru akan secara otomatis meningkat. Pengembangan profesionalisme terkait dengan peningkatan pengetahuan dan keterampilan dengan mempertimbangkan sikap dan pendekatan untuk meningkatkan kualitas pembelajaran. Merupakan proses peningkatan profesionalisme guru dalam memperkuat keterampilan, tugas dan karir guru dalam menghadapi perubahan yang terjadi.
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Zhao, Xiaoyan, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis. "Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques." Education Sciences 9, no. 2 (June 18, 2019): 150. http://dx.doi.org/10.3390/educsci9020150.
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In this study, we explored the insights that Chinese primary mathematics teachers gained into their students’ mathematical understanding from using classroom assessment techniques (CATs). CATs are short teacher-initiated targeted assessment activities proximate to the textbook, which teachers can use in their daily practice to make informed instructional decisions. Twenty-five third-grade teachers participated in a two-week program of implementing eight CATs focusing on the multiplication of two-digit numbers, and filled in feedback forms after using the CATs. When their responses described specific information about their students, emphasized the novelty of the gained information, or referred to a fitting instructional adaptation, and these reactions went together with references to the mathematics content of the CATs, the teachers’ responses were considered as evidence of gained insights into their students’ mathematics understanding. This was the case for three-quarters of the teachers, but the number of gained insights differed. Five teachers gained insights from five or more CATs, while 14 teachers did so only from three or fewer CATs, and six teachers showed no clear evidence of new insights at all. Despite the differences in levels of gained insights, all the teachers paid more attention to descriptions of students’ performance than to possible instructional adaptations.
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Neupane, Ram Nath. "Overcoming Fundamental Challenges in ELT Classroom." Journal of NELTA Surkhet 4 (July 4, 2015): 105–8. http://dx.doi.org/10.3126/jns.v4i0.12868.
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As English language teachers, we face many challenges in our classroom particularly dealing with mixed ability students, managing classroom discipline, motivating learners, presenting new topics, improving learners’ pronunciation, using appropriate classroom language, encouraging less motivated learners, and dealing with homework. In this light, present article attempts to deal with some of these topics in brief and provides some useful tips to overcome such challenges in the form of reflection of a practicing teacher/ teacher trainer after the references mentioned at the end of this article. Journal of NELTA Surkhet Vol.4 2014: 105-108
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Venel, Marie-Dominique, and Albert Álvarez González. "El lugar de la cultura y de la competencia intercultural para los maestros de francés lengua extranjera a nivel principante." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (September 10, 2015): 290–318. http://dx.doi.org/10.1075/resla.28.1.14ven.
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This article explores teachers’ perceptions on the cultural and intercultural dimension in the teaching of French as a Foreign Language for beginners. Based on the correlations found between the educational and cultural profile of each French language teacher and their answers to a semi-structured interview concerning their vision of the culture and its importance in level 1, this paper argues that the most important variables for promoting intercultural teaching and for developing intercultural competence, are the teachers’ intercultural experience, a good knowledge of the target culture as well as of the learner’s culture, and a multidisciplinary training on social disciplines. The study also shows the need for both learners and teachers to work on their own implicit culture, since a lack of distance with regard to their own cultural references is a handicap for carrying out intercultural work in the classroom.
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Ismail, Shalahudin, Ma’mun Zahrudin, Uus Ruswandi, and Erihadiana Erihadiana. "The Competence of Millennial Islamic Education Teachers in Facing The Challenges of Industrial Revolution." Nazhruna: Jurnal Pendidikan Islam 3, no. 3 (November 4, 2020): 389–405. http://dx.doi.org/10.31538/nzh.v3i3.823.
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The purpose of this research is to examine how the competence of millennial Islamic education teachers in facing challenges in the era of the industrial revolution 4.0. The method used in this research is library research, in which the writer bases on data sources or references in the form of text from the opinions of experts that have been formulated in the form of books, journals, and others. The results of research conducted by researchers through several references state that the competence of millennial Islamic education teachers in facing challenges in the era of the industrial revolution 4.0 is a character, performance, and literacy. The recommendations for further researchers are expected to study more broadly about the competence of millennial Islamic education teachers in facing the challenges of the industrial revolution 4.0
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Alifuddin, Moh, and W. Widodo. "Mitigating turnover intention among private school teachers." Journal of Education and Learning (EduLearn) 15, no. 3 (July 2, 2021): 443–49. http://dx.doi.org/10.11591/edulearn.v15i3.20069.
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This study explored the effect of compensation on teachers’ turnover intention mediated by organizational commitment. The research data was collected by a questionnaire through the survey methods toward 207 honorary teachers of a private school in Indonesia. Data analysis employed path analysis, supported by descriptive statistics and a correlational matrix. The result indicated that compensation significantly affects teachers’ turnover intention meditating by organizational commitment. This study also found a fit research model that can discuss among researchers and practitioners as references/discourse or a strategy for mitigating turnover intention in various contexts and research fields.
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Mukan, Nataliya, Margaryta Noskova, and Iryna Zinchuk. "Teachers’ Digital Competence Development: Estonian State Policy in the Field." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 26–32. http://dx.doi.org/10.2478/rpp-2019-0003.
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AbstractThe article reveals the results of the content analysis of Estonian legislative and normative documents, which define the state educational policy regarding the development of both professional and digital competences of school teachers at the current stage of the education reforming of the country. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the main features of Estonian legislative framework for professional development of public school teachers, especially in the field of digital competence formation. Teachers’ professional development has been studied by foreign and Ukrainian scientists: L. Chance, A. Hollingsworth, N. Klokar, N. Mukan, V. Oliynyk, D. Ross, E. Villegas-Reimers etc. The paper, in particular, focuses on the provisions of the National Strategy for Continuing Education 2014–2020, the Professional Standards of the Teacher; The Law on Basic Schools and Secondary Schools, the State Program of Competent and Motivated Teachers and School Principals, which regulate goals, content and expected result of the development of the teacher’s digital competence and its importance for the development of education and the state. The analytical references and results of the research of the Organization for Economic Development and Cooperation, dedicated to Estonian education, have been summarized. The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis), and applied (observations, questioning and interviewing) methods. The analysis has been carried out through the prism of expediency of borrowing the Estonian positive experience for the educational system of Ukraine, in particular, in the field of public school teachers professional development. The research results have been presented.
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Grondelaers, Stefan, and Roeland van Hout. "Is Standard Dutch with a regional accent standard or not? Evidence from native speakers' attitudes." Language Variation and Change 22, no. 2 (July 2010): 221–39. http://dx.doi.org/10.1017/s0954394510000086.
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AbstractThis paper reports a speaker evaluation experiment that investigated the competition between three regional accents of Standard Dutch and references to the speaker's profession as determinants of attitude formation. A stratified sample of listener-judges rated speech stimuli that were presented in two guises, a neutral guise and a teacher guise (the latter containing multiple references that revealed the speaker to be a high school teacher of Dutch). The experimental findings corroborate our earlier claim that regional flavoring is embedded in lay conceptualizations of Standard Dutch. Although teachers of Dutch may be the last “gatekeepers” of the standard in the Low Countries, they are not automatically downgraded when they have a regional accent: What matters is, clearly, which accent they have. Analysis of the ratings further suggests a hierarchical relation between accent and occupation as perception triggers: Even though regional accent clearly is the stronger attitude determinant, it does not suppress occupational information but interacts with it to generate richer social meaning.
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Fahrudin, Imam. "Kompetensi Kepribadian Pendidik Perspektif Pendidikan Islam." Progresiva : Jurnal Pemikiran dan Pendidikan Islam 7, no. 2 (January 10, 2019): 130. http://dx.doi.org/10.22219/progresiva.v7i2.13977.
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The teacher is the main actor responsible for developing the full potential of students in the education process. The output produced by the educational process certainly depends on the educator as a role model for students. The task of managing the learning process is not easy for an educator. The demands for a teacher's professionalism are proven by a series of competencies that must be mastered. One of the competencies that must be possessed by educators is personality competence. Educator or teacher are figures who are emulated in their knowledge and personality. The problem today is that not a few teachers are less professional in positioning themselves in front of students This study will look for references for teacher personality competencies in an Islamic perspective. The discussion was written through data mining with literature study. The result found seventeen personalities that must be owned by a teacher. Seventeen personality points formulated in this study will form a teacher with a Muslim personality. It also instills Islamic character and is closer to students, so that the teacher will be more successful in managing the learning process.
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Halitin, T. J., and Royce L. Abrahamson. "Written or Oral Job References for New Teachers? Perceptions of Superintendents." Clearing House: A Journal of Educational Strategies, Issues and Ideas 68, no. 6 (August 1995): 372–73. http://dx.doi.org/10.1080/00098655.1995.9957274.
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Kiss, Tamas, and Hazelynn Rimbar. "English Language Teacher Agency in Rural Sarawak: Exploiting Teaching Materials." English Teacher 50, no. 2 (August 1, 2021): 142–56. http://dx.doi.org/10.52696/dcvu6828.
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This paper explores English language teacher agency in rural Sarawak, Malaysia within the context of materials exploitation. The introduction of an international textbook series in all primary schools in Malaysia has brought about significant challenges for teachers who work in socially and economically deprived educational settings, where resources are scarce and where the textbook’s cultural references may be alien to the learners. In order for it to be meaningfully used in the classroom, language teachers need to adapt and localize the textbook for their learners. However, diverting from the officially prescribed material and scheme of work may be a risky business and it requires high levels of teacher autonomy and agency. The data show that although research participants find the materials in need of adaptation, not all make changes due to possible deficiencies in their capabilities or their lack of willingness to act. Those who make changes and thus enact their professional beliefs and values are motivated by completely different reasons. The study found that teachers’ interpretation of their work context significantly influences their agential roles and that teacher agency emerges from an interaction of individual capability, professional action, and the professional and social contexts in which the teacher operates.
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Nerlino, Erin. "A theoretical grounding of teacher leadership." Journal of Professional Capital and Community 5, no. 2 (March 10, 2020): 117–28. http://dx.doi.org/10.1108/jpcc-12-2019-0034.
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PurposeThis paper identifies two conceptualizations of teacher leadership – constructivist leadership theory and sociocultural theory. Using aspects of the conceptualizations, this paper provides direction for future study into and implementation of teacher leadership.Design/methodology/approachThis paper draws from both review and empirical literature that references constructivist leadership theory and sociocultural theory or that describes aspects of the aforementioned theories in relation to teacher leadership.FindingsFindings reveal that both constructivist leadership theory and sociocultural theory provide insight into the past lukewarm success of teacher leadership implementation and guidance for future efforts in teacher leadership. Such efforts include reconceptualizing leadership in schools, redesigning development opportunities for teachers based on the link between leading and learning, capitalizing on collaboration between universities and schools, focusing on the mentorship of new teachers and developing teacher leadership in relation to well-studied local school cultures.Originality/valueThe literature reviews of York-Barr and Duke (2004) and Wenner and Campbell (2017) regarding teacher leadership describe the field as largely atheoretical. This paper provides a theoretical grounding for teacher leadership in constructivist leadership theory and sociocultural theory and derives direction for future work around teacher leadership from a combination of these theories.
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Wardhana, Dian Eka Chandra, Rokhmat Basuki, and Noermanzah Noermanzah. "WEBINAR DAN PENDAMPINGAN DARING PENULISAN ARTIKEL HASIL PENELITIAN PADA JURNAL NASIONAL TERAKREDITASI BAGI GURU BAHASA INDONESIA TINGKAT SMA KOTA BENGKULU." JURNAL PENGABDIAN KEPADA MASYARAKAT 26, no. 4 (November 6, 2020): 228. http://dx.doi.org/10.24114/jpkm.v26i4.20640.
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The understanding of Indonesian high school level teachers in Bengkulu City on writing scientific articles on research results is still low. This is evidenced by the small number of Indonesian language teacher publications in accredited national journals and it has an impact on teachers having difficulty advancing in rank. For this reason, the aim of this community service is to provide understanding to Indonesian high school teachers in Bengkulu City in writing scientific articles and how to publish them in accredited national journals through webinars and mentoring activities. The community service method uses webinars and online mentoring through the Zoom Cloud Meeting. Participants totaled 37 Indonesian high school teachers in Bengkulu City. Community service techniques use lecture, discussion, and practice techniques. Data collection techniques using questionnaires, documentation, and observation. The results of the webinar indicate that the Indonesian language teacher is able to write articles quite well, starting from writing titles, abstracts, introductions, methods, research results, discussions, conclusions and suggestions, and bibliography. However, some teachers still have difficulty in pouring out the introductory section, especially mapping research positions based on relevant research results, difficulty in pouring out the discussion, especially finding the novelty of their research results, and difficulty finding references from online journals. Then, from the results of mentoring, Indonesian language teachers still have difficulty in submitting and the process of fixing articles in the OJS system. Keywords: webinars; accompaniment; scientific journal articles; accredited national journal
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Teodoro Ciríaco, Klinger, Bruna Cury de Barros, and Carolina Marini. "PROFESSORAS INICIANTES NA EDUCAÇÃO INFANTIL E AS NECESSIDADES FORMATIVAS REVELADAS EM TESES E DISSERTAÇÕES PAULISTAS (2009-2019)." COLLOQUIUM HUMANARUM 17, no. 1 (October 21, 2020): 169–87. http://dx.doi.org/10.5747/ch.2020.v17.h476.
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We intend to characterize what studies developed from 2009 to 2019 say about the theme of "beginning teacher" in Childhood Education in the perspective of identifying the teacher's training needs. Therefore, we mapped thesis and dissertations from postgraduate programs in the area of Education in the State of São Paulo. The theoretical framework involves discussions about teacher training, the beginning of teaching and the training needs arising from pedagogical work in Childhood Education. The methodological path involved extensive bibliographic research, with a "State of the Art" approach, in order to detail the focus of the thesis and dissertations, theoretical references, methodological approaches, main results and conclusions. The experience of locating the production of knowledge in recent years has enabled us tounderstand that: a) there are few studies that address the topic; b) the difficulties expressed by teachers corroborate data presented by the literature; c) the identity of teachers is influenced by the historical view of "welfare" of Childhood Education;d) the need to create training initiatives in context that suit the specificities of this branch. From the results, we defend the thesis that the professional initiation process needs to be seen as a collective project, which involves initial training, continuing education and the school as the learning space, in which learning should be mediated in a collaborative way.
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Saputra, Nisvu Nanda, and Rika Sukmawati. "The Implementation of 2013 Curriculum in Mathematics Learning at SMA Muhammadiyah 3 Tangerang." International Journal of Trends in Mathematics Education Research 2, no. 1 (March 2, 2019): 43. http://dx.doi.org/10.33122/ijtmer.v2i1.123.
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The objectives in this study are 1) Describe the implementation of the 2013 curriculum in mathematics learning, 2) Formulate what factors support and hinder the implementation of the 2013 curriculum. This study is a type of qualitative research using a descriptive approach. The study subjects were mathematics teachers who taught in class X of SMA Muhammadiyah 3 in Tangerang City. Data collection techniques used are in-depth interviews, observation, documentation. Technical data analysis is done by reducing, presenting data, and verification. The results showed that the X grade mathematics teacher in implementing the 2013 curriculum was still lacking. This can be seen by teachers not compiling RPPs based on the 2013 curriculum. As a result, the learning process is not in accordance with the demands according to 2013 curriculum references. Factors that prevent teachers from implementing the 2013 curriculum are teachers who have not attended 2013 curriculum training, teachers have not joined and are taking part in routine activities in the city high school MGMP routine Tangerang, schools have not facilitated 2013 curriculum training activities and the lack of existing infrastructure in the school environment to support the implementation of the 2013 curriculum
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Mani, Krishan. "Exploring Teachers’ Perception of Online Engagement in Higher Education in New Zealand." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 3. http://dx.doi.org/10.24135/pjtel.v3i1.78.
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Student retention in higher education online learning is important for most education institutes around the world. Understanding what contributes to good learning engagement and key factors affecting engagement is important in improving online engagement. Online learning engagement is a very broad topic with multidimensional and interrelated factors that affect how engagement evolves. This study investigated higher education teachers’ perceptions of what online engagement means. It examined the importance of teachers' perceptions of online engagement in higher education with a focus on how teachers’ perceptions of engagement compare and the importance they placed on factors that help them identify the different forms of engagement. The study also explored whether the teachers’ perspectives were similar in terms of what equates to good learner engagement and what good engagement results into.
An extended literature review was carried out to inform the research. As the study eventually aims to gather responses about engagement from both learners and teachers, the methodology for the project was Case Study. Yin (1989, p.13)) explains that this approach is consistent when “the focus is on a contemporary phenomenon within some real-life context”. A survey using Microsoft 365 forms was conducted among higher education teachers with online teaching experience in various education disciplines in New Zealand.
The Findings from this initial step showed first, there are various definitions, and each teacher had a slightly different perspective of what engagement involved. The study also highlighted the similarities and gaps in terms of online engagement from a teacher’s point of view.
The study findings indicated, a consensus approach of understanding about what online engagement means and the strategies used by the teachers to foster engagement. The findings also suggested first, how motivation to learn, technology and access plays an important role with online engagement. Second, how the flexibility of online learning is differentiated from face to face teaching environments and the importance of adopting newer strategies for online engagement. Third, findings suggest that there are some offline learning with no visibility of engagement and show that this affected the teacher’s perceptions in regards to student success.
References
Yin, R. (1989)Case study research: Design and methods. Sage Publications
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Oyewumi, Kassim A. "A PHILOSOPHICAL RE-APPRAISAL OF TEACHER EDUCATION AND VALUE RE-ORIENTATION IN NIGERIA: PROGNOSIS FOR UTOPIAN SOCIETY." Sokoto Educational Review 14, no. 1 (December 31, 2018): 6. http://dx.doi.org/10.35386/ser.v14i1.104.
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This paper deals with the re-appraisal of Teacher Education and value re-orientation as they affect Nigeria educational system. Especially on the quality of teachers who implement government policies on education. References were made to good old days in Africa when morality, honesty and sincerity pervade everywhere unlike now that foreign culture has bastardized our value. The concept of value and value re-orientation was revisited to ascertain what is acceptable to Africans as a group of people which their education process should reflect.
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Costa, Alexandre. "A formação de professores na nova ordem de discurso da educação brasileira." Cadernos de Linguagem e Sociedade 7 (November 17, 2010): 34–45. http://dx.doi.org/10.26512/les.v7i0.9698.
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In this paper, we are concerned with the new educational order of discourse in Brazil and their consequences to teacher education. The technocratic reorganization of this macro institutional social field by the new liberal government in the past decade has caused a strategic control of political and pedagogical school resources with their submission to specific financial chains. It is mainly a question of reordering the previous intertextual references of school practices, but it is also a matter of rebuilding teachers’ identities by new genres and discourses.
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Whitehead, George I., Stephanie H. Smith, and Marta Losonczy-Marshall. "Core References in Introductory Social Psychology and Developmental Psychology Textbooks." Psychology Learning & Teaching 16, no. 1 (November 17, 2016): 6–18. http://dx.doi.org/10.1177/1475725716672948.
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The purpose of the present study was to identify the core references in introductory textbooks in two sub-disciplines of psychology: social psychology and developmental psychology. One research question was the extent to which the common references in these textbooks present the trends in contemporary research in each sub-discipline. An analysis of the reference sections of 10 introductory social psychology textbooks and 15 developmental psychology textbooks found a small set of common references for each subject area. The results yielded three additional effects. First, there were more common references across social psychology textbooks than across developmental psychology textbooks. Second, authors of social psychology textbooks used journal articles as common references more often than books, whereas authors of developmental psychology textbooks used books as common references more than journal articles. Third, the majority of the core references were published prior to 2000. Implications of these findings for teachers of psychology were discussed.
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Danurwati, Suprih, and Slameto Slameto. "PENERAPAN SUPERVISI KUNJUNGAN KELAS UNTUK MENINGKATKAN KINERJA GURU SEKOLAH DASAR NEGERI." Kelola: Jurnal Manajemen Pendidikan 2, no. 1 (June 7, 2015): 99. http://dx.doi.org/10.24246/j.jk.2015.v2.i1.p99-109.
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<p>This study aimed to know that the implementation of classroom visit supervision can improve the performance of teachers SD Negeri 2 Kalimanggis in learning management. Subjects in this study were teachers at the SD Negeri 2 Kalimanggis, Kaloran District, Temanggung. The procedure used in this study consisted of three series of activities that will be carried in repeating cycles, include (a) planning, (b) the action by observation, and (c) reflection. The research approach used action research methods, while the data collection used study of documentation, observation, questionnaires and interviews. The results showed an increased ability of teachers to prepare lesson plans and manage the learning of the first, second, to the third action. The conclusion was the classroom visit supervision can improve the performance of teachers at SDN 2 Kalimanggis in learning management. Suggestions given to teacher was need to utilize the supervision activities as a source of information to improve teachers competence and performance. For the school principle need to utilize the result of this study as a reference in conducting research, while for school supervisor also need to utilize the results of this study as one of the references in the activities guidance towards principal and teachers in improving their performance.</p>
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Souisa, Threesje Roza, and Lelyemin Yanuarius. "Teachers’ strategies on teaching grammar: Facts and expectations of senior high school teachers at Ambon." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1121. http://dx.doi.org/10.11591/ijere.v9i4.20643.
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<span>This study is aimed at describing the English as a Foreign Language (EFL) senior high schools’ teachers’ perceptions on grammar teaching; their teaching strategies which are the most and less frequently applied in their classroom practices and the challenges that they have in teaching grammar. Explanatory mixed approaches were conducted involving 63 teachers as the sample population in collecting quantitative data, and </span><span lang="IN">five</span><span> selected teachers as participants for collecting the qualitative data. The findings showed that teachers' perceptions of grammar teaching are based on their conceptual knowledge as they have experienced it and it is based on grammar theories. The teachers applied vary grammar approaches and strategies but they still face with the challenges in teaching grammar such as students' learning styles and less of teaching references.</span>
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Yusaini, Yusaini. "KEPEMIMPINAN PEDAGOGIS: MEMBANGUN KARAKTER GURU DAN SISWA MELALUI PEMODELAN PERILAKU POSITIF KEPALA SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 10, no. 1 (February 28, 2020): 38–52. http://dx.doi.org/10.35673/ajmpi.v10i1.866.
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This article aims to explain how a school principal is able to shape the character of teachers and students through the application of pedagogical leadership in schools. Pedagogical leadership is leadership that is able to provide examples of positive behavior to all components in the school, both teachers, education staff and students. The discussion method was taken through a study of the library with various references relating to the formation of the character of the teacher and students, as well as their relationship with the principal's pedagogical leadership. The results of the literature review from various books and journals provide a clarity of the concept that to shape the character of teachers, education staff and students in schools a pedagogical leadership behavior model is needed, namely the principal's leadership that is able to provide role models through positive behavior, such as honesty, good heartedness, accustomed to the truth and mastered in the scientific field they have. The results of the study prove that the formation of teacher and student character is strongly influenced by the ability of principals to implement pedagogical leadership in a school-led environment.
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Patterson, Carmel. "Constructing narrative and phenomenological meaning within one study." Qualitative Research Journal 18, no. 3 (August 13, 2018): 223–37. http://dx.doi.org/10.1108/qrj-d-17-00033.
Full textAbstract:
Purpose The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena. Design/methodology/approach This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study. Findings The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences. Research limitations/implications Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings. Practical implications These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning. Originality/value This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.