Zeitschriftenartikel zum Thema „Teacher agencies“
Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Teacher agencies.
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Teacher agencies" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Ogunode Niyi Jacob und Ahaotu Godwin Ndubuisi. „Challenges Facing the Implementation of Teacher-Students Ratio Policy in Nigerian Educational System and the Ways Forward“. International Journal on Integrated Education 3, Nr. 9 (18.09.2020): 189–97. http://dx.doi.org/10.31149/ijie.v3i9.619.
Der volle Inhalt der QuelleAnnotation:
The National policy on (1) prescribes a student-teacher ratio of 1:25 for pre-primary classes; 1:35 for primary and 1:40 for secondary schools. The policy are supposed to be adherence to by all educational institutions in the country but it is unfortunate that many public and private schools classroom are overpopulated. This articled examines the challenges facing the implementation of student-teacher ratio policy as drafted in the National policy on education. The article used secondary data to thrown light on points raised in this article. We identified the following as the challenges facing the implementation of student-teacher ratio policy and they includes: inadequate funding, inadequate teachers, inadequate infrastructural facilities, weak quality assurance agencies, lack of political will and corruption. To solve the challenges identified and to ensure implementation of student-teacher ratio policy in Nigeria, the article suggests that the government should: provide adequate funding, employ more professional teachers, provision of more infrastructural facilities, strengthen the quality assurance control agencies, fight institutional corruption and ensure population control.
2
Holmes, Barbara, DeJuanna Parker und Jamel Gibson. „Rethinking Teacher Retention In Hard-To-Staff Schools“. Contemporary Issues in Education Research (CIER) 12, Nr. 1 (18.01.2019): 27–32. http://dx.doi.org/10.19030/cier.v12i1.10260.
Der volle Inhalt der QuelleAnnotation:
National, state, and local educational agencies identify teacher retention as an issue of continuous importance and concern. This report addresses the issue of teacher retention through the lens of administrative effectiveness and involvement, as well as teachers’ intrinsic motivations. Relevant findings include structural framing of the educational environment, student behaviors, school district demands for improvement, and teacher perspectives on administrative support. The report iterates that teacher retention does not have a one-size-fits-all solution, and that each school division and individual school must work purposefully to devise plans to retain its most effective teachers.
3
Siswanto, Indira Lusianingtyas, und Paulus Kuswandono. „Understanding Teacher Identity Construction: Professional Experiences of Becoming Indonesian Montessori Teachers“. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, Nr. 1 (17.11.2020): 1. http://dx.doi.org/10.21093/ijeltal.v5i1.539.
Der volle Inhalt der QuelleAnnotation:
This study sought to investigate the identity construction of Indonesian Montessori teachers. The research was done in two Montessori schools in Yogyakarta: Cosmic School and Universe School (pseudonyms). The participants involved in this research were eight teachers in total. The data gathering process employed questionnaire, classroom observation, interview, and written reflections. The findings have shed a light on the ways teachers develop their identities within Montessori’s values and principles that they reflect and implement in their daily teaching practice. The findings of the research portrayed that there were four major salient principles influencing the identity formation of becoming Montessori teachers. They were movement and cognition, choice, interest, and teacher ways and child ways. Those principles and values were becoming teachers’ guidance of creating professional working ethos. Montessori principles also influenced the teachers in the ways they perceived and treated the students. This study also revealed the undertaken agencies to hold identity as Montessori teachers. There were three broad themes to explain their agencies. They entailed the essence of building communication between teacher and parents, the significance of community support, and the importance of being well-prepared teachers. Based on the findings and discussion, some recommendations for future studies are also presented.
4
Yuni, Mujahidin und Sera Yuliantini. „Efektivitas Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam Dalam Meningkatkan Kompetensi Pedagogik Guru Pendidikan Agama Islam“. Tarbiya Islamica 11, Nr. 1 (30.06.2023): 38–44. http://dx.doi.org/10.37567/ti.v11i1.2357.
Der volle Inhalt der QuelleAnnotation:
The aim of this research is the Islamic Religious Education Subject Teacher Deliberation in improving the pedagogical competence of PAI teachers; Describe the role of MGMP PAI in improving the pedagogical competence of high school level Islamic Religious Education teachers; Describe the supporting and inhibiting factors for PAI Subject Teacher Deliberations in improving the pedagogical competence of high school level teachers. This research uses a qualitative approach and descriptive research type. Data collection techniques use interviews and documentation. The data analysis technique used is data reduction. The data validity technique used is data reduction. The data validity techniques used are triangulation and member check. The results of this research show that: as a guide or direction for teachers, as well as directing, guiding teacher activities in the learning process to achieve goals, so that they can understand and comprehend the learning process conveyed by the relevant agencies in the Forum. Apart from that, the Forum is a form of effort carried out by the Ministry of Religion of Sambas district to improve the competencies of Islamic Religious Education Teachers at high school level; The PAI MGMP forum plays an important role in the process of improving teachers' teaching abilities. MGMP PAI acts as a reformer, mediator, collaborator, clinical and academic supervisor, evaluator and school developer, along with supporting agencies. So that teachers become enthusiastic and enthusiastic in carrying out their duties as educators; Supporting factors such as the existence of a legal umbrella that protects and further strengthens a PAI MGMP organization, namely the existence of the RI RELIGION MINISTER REGULATION Number 16 of 2010 concerning the PAI MGMP organization. Meanwhile, inhibiting factors in the PAI MGMP include the lack of budget support from the relevant agencies.
5
Tutunis, Birsen, und Ozge Hacifazlioglu. „The Impact of Reflective Practices of English Language Teachers on the Development of A Sense of Agency“. Journal of Education and Training Studies 6, Nr. 10 (20.08.2018): 107. http://dx.doi.org/10.11114/jets.v6i10.3409.
Der volle Inhalt der QuelleAnnotation:
Language teaching has undergone many changes for several decades and is still changing within this complex dynamic system. Teaching is recognized as both individually practised and socially shaped phenomenon with lots of constraints imposed by the society. The concept of agency has been theorized from an interdisciplinary approach incorporating academic disciplines of sociology, philosophy, anthropology, management, economics and the related fields. The aim of this paper is to address this gap in the literature by examining the experiences of language teachers working with young learners. There is limited research literature that specifically addresses the practices of teacher agencies in language teaching. However, Johnson (2009) for example, based on Vygotsky's (1958) sociocultural theory, suggests to take a sociocultural approach in teacher education to acknowledge both social forces and the individual experiences that shape language teaching. A qualitative pilot study was conducted with 30 language teachers working in disadvantaged neighborhoods in İstanbul, Turkey with the purpose of finding out their reflective practices on the development of a sense of agency. The data was analyzed and interpreted from the basis of “professionalism and teacher identity” and provisional insights are provided for policy makers, teachers, administrators and leaders at various levels in schools and faculties of education that we believe will contribute to the literature on teacher agencies and professionalization in the field of second/foreign language teaching.
6
Yakub, Pramita, Ahmad Bashri, Sifak Indana und R. Raharjo. „Teacher literacy skills through minimum competency assessment training“. Journal of Community Service and Empowerment 3, Nr. 2 (31.08.2022): 93–102. http://dx.doi.org/10.22219/jcse.v3i2.18917.
Der volle Inhalt der QuelleAnnotation:
Improving the education evaluation system is part of the independent learning policy aiming at encouraging the improvement of quality of learning and learning outcomes in Indonesia. The Ministry of Education and Culture of Indonesia plans the implementation of a national assessment in 2021. Changes to this national assessment evaluate students’ competence and map the education system in the form of inputs, processes, and results that will be achieved. Thus, assessment is no longer an individual assessment. In order to accelerate the improvement of the quality of Indonesian Education, it is necessary to reflect both from the relevant agencies and school agencies as the main actors in the assessment. Based on this thought, it is necessary to carry out training for teachers in compiling AKM problems. The purpose of this study is to find out the implementation of training in preparing minimum competency assessments for teachers, whether there is an increase in teacher literacy skills, and how teachers respond through teacher training. The research method implemented was qualitative descriptive analysis with three stages: preparation, implementation, and evaluation. The results of the minimum competency assessment of teachers are assessed based on the results of the development of AKM MGMP teachers in Surabaya obtained 86% increased results. Training obtained by each MGMP teacher based on the results of AKM workshops were known to be 3 participants gained significant results, it was 38%-46%, while seven other participants ranging from 4%-8% experienced an increase. These results show the success of AKM training activities for teachers. The results of the trainee response provide good and excellent feedback.
7
Jena, Prakash Chandra. „Need of Restructuring Teacher Education Programmes in India: An Essence for Globalization“. International Letters of Social and Humanistic Sciences 34 (Juli 2014): 21–28. http://dx.doi.org/10.18052/www.scipress.com/ilshs.34.21.
Der volle Inhalt der QuelleAnnotation:
For inculcating quality education the role of teacher is vital. In other words, quality of teaching largely depends on the quality of training received by the teachers. For this, designing curriculum and supportive resources occupies significant role. National Council of Teacher Education (NCTE 1998) identified ten competencies for making teachers professionally competent. These are contextual, conceptual, content, transitional competencies, competencies related to educational activities, developing teaching learning materials, evaluation, management, competencies related to working with parents and with community and other agencies. For fulfilling these competencies, curriculum of the teacher education program need to be reconstructed according to the changing aspects and needs of the society. But the task may face many challenges at the grass root level of the teacher education program in India. Present paper focus on how to redesign teacher education curriculum in India and identifying major difficulties in the light of teacher education programs.
8
Lubis, Sonia Handini, Endang Fauziati und Dewi Rochsantiningsih. „Merdeka Belajar Curriculum: A Study on EFL Teachers' Varying Expressions of Agency“. VELES (Voices of English Language Education Society) 7, Nr. 2 (30.10.2023): 335–44. http://dx.doi.org/10.29408/veles.v7i2.22517.
Der volle Inhalt der QuelleAnnotation:
In Indonesia, the introduction of the new Merdeka Belajar curriculum emphasizes the significance of teachers’ agency, denoting their proactive role in influencing their professional conditions for the betterment of education. While agency is a pivotal aspect of teachers' professionalism, its recognition has become essential for the effective enactment of the new curriculum in classrooms. Despite the global surge in research on teacher agency, studies examining its variations among EFL secondary teachers in Indonesia, particularly in the context of the Merdeka Belajar curriculum, remain scant. This research employed a qualitative descriptive approach to explore these variations. Drawing on Jenkins' (2019) categorizations — proactive teacher agency, active teacher agency, and passive teacher agency — this study assessed the prevalent types of agencies in Indonesia. Furthermore, Bandura's (2001) core properties of agency were utilized to delve into the characteristics of proactive teacher agency in relation to the curriculum. The findings from this study offer valuable insights for pedagogical practices, providing policymakers with informed perspectives to facilitate successful curriculum transitions.
9
Sutono, Aditya Agung, und Markus Budiraharjo. „The Impacts of Liberal Arts Education of Jesuit School Culture on English Teachers’ Transformed Agencies“. International Journal of Education 13, Nr. 1 (02.08.2020): 26–36. http://dx.doi.org/10.17509/ije.v13i1.24589.
Der volle Inhalt der QuelleAnnotation:
Teachers as agents of change play a key role to not only assist their students with their learning, but also to professionally navigate the tension among their own beliefs, school culture, and the mandated curriculum. Drawing upon principles of Liberal Arts Education, a Jesuit Senior High School in Yogyakarta has carried out liberal arts education (LAE) since its inception in 1948, so as to nurture students’ capability to make their own choices and become responsible to their own deeds. This study is set to 1) discover transformative processes of four English teachers in their efforts to adopt and adapt to existing school values, and 2) elaborate the ways in which these teachers adopted and implemented the LAE and Ignatian Pedagogy into their teaching activities. This research employs Narrative Inquiry for its research method. Data gathering was accomplished by interviews, school observations, field notes, and document analysis. Four English teachers and some students were involved in the interviews. To guide data analysis, Mezirow’s (1998) Critical Self-Reflection of Assumptions (CSRA) and Biesta, Priestly, Robinson’s (2015) teacher agency were utilized. Findings suggest that transformed agencies took place in response to catalytic moments, especially due to the changing nature of students and the expectation to maintain quality teaching. Further studies may address a larger scope of teacher agencies among teachers in public schools.
10
Dorji, Sherab, Patcharin Sirasoonthorn und Kantabhat Anusaksathien. „School Teachers in Rural Bhutan: Quality of Work Life, Well-Being and the Risks of Resignation“. South Asia Research 39, Nr. 3 (23.09.2019): 270–84. http://dx.doi.org/10.1177/0262728019872038.
Der volle Inhalt der QuelleAnnotation:
In Bhutan, recent increases in annual teacher attrition rates, particularly in rural areas, pose significant challenges for the government and concerned agencies in terms of retaining qualified teachers and reducing teacher attrition rates and turnover. This article, partly based on a field study exploring the quality of work life (QWL) and well-being of school teachers in rural Bhutan, explores the possible reasons why such teachers might seek to resign. Using mixed methodology, the study reveals poor QWL and well-being of teachers, caused by a variety of factors. In view of such findings, the Ministry of Education and the government need to ensure better all-round protection for teachers to avoid the risk of large-scale resignations.
11
Superfine, Benjamin M., und David S. Woo. „Teacher Unions, Charter Schools, and the Public/Private Distinction in Education Law and Policy“. Teachers College Record: The Voice of Scholarship in Education 120, Nr. 10 (Oktober 2018): 1–28. http://dx.doi.org/10.1177/016146811812001006.
Der volle Inhalt der QuelleAnnotation:
Background Over the past decade, courts and administrative agencies increasingly have considered cases that involve clashes between charter school proponents and teacher unions. While these cases have focused on a range of education policy issues, some cases have focused on arguably the most important legal and policy distinction applicable to charter schools— whether a charter school should be considered public or private. Purpose This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies. We examine the history of the public/private distinction in U.S. law and policy and specifically in education, in addition to conducting an in-depth analysis of three recent decisions involving charter schools and teacher unions in which courts and agencies determined whether charter schools were public or private organizations. Research Design This article is a legal analysis and historical case study. Findings Three recent and high-profile education cases in agencies and courts reflect the continuing breakdown of the public/private distinction in law and policy. Courts and agencies have hinged their decisions about the applicability of federal and state collective bargaining laws on this distinction and have grounded decisions about the basic constitutionality of state charter school laws in this distinction as well. However, there is little consistency in how the public/ private distinction has been applied in legal clashes between teacher unions and charter schools. Conclusion Our analysis underscores the limitations of the current debate over the public/ private nature of charter schools and teacher unions, particularly in the institutional settings of courts and agencies, because this debate is largely untethered from issues of teaching and learning. However, our analysis also suggests that the public or private nature of charter schools still appears “up for grabs” in the legal arena. As such, courts and agencies might offer reformers a useful venue compared to the legislative arena for influencing how the public/private distinction applies to charter schools.
12
Leider, Christine Montecillo, Michaela Colombo und Erin Nerlino. „Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of Els?“ education policy analysis archives 29 (26.07.2021): 100. http://dx.doi.org/10.14507/epaa.29.5279.
Der volle Inhalt der QuelleAnnotation:
English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: Do state education agencies effectively prepare teachers of ELs? We reviewed the teacher credentialing requirements to teach classified English learners in bilingual education, English language development, and sheltered English immersion settings, as well as the professional teaching standards for reference to culturally and linguistically diverse learners across the 50 states and the District of Columbia. We found inconsistencies across the US with regard to the education of classified English learners and document wide variation in teacher certification for working with English learners. We highlight implications for policy and teacher preparation.
13
Tyagi, Chanchal, und Pradeep Kumar Misra. „Continuing Professional Development of Teacher Educators: Challenges and Initiatives“. Shanlax International Journal of Education 9, Nr. 2 (01.03.2021): 117–26. http://dx.doi.org/10.34293/education.v9i2.3634.
Der volle Inhalt der QuelleAnnotation:
Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an important role in the professional development of teacher educators. As part of their self-initiatives for CPD, teacher educators themselves act as the developers and creators of their professional learning opportunities and activities. Researches also depict that some factors may negatively affect teacher educators’ attitude and capacity to initiate his/her CPD activities. Extending all these arguments, the present study aimed to study teacher educators’ self-initiatives of CPD and the challenges they face in this journey. Data to conduct the study was collected from a sample of 120 teacher educators’ by using ‘Teachers’ CPD Initiatives Scale’ & ‘Teachers’ CPD Challenges Scale’, and analyzed by using percentage and product-moment r.
14
Hite, Rebecca, und Jeff Milbourne. „A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development“. Education Sciences 8, Nr. 4 (14.12.2018): 218. http://dx.doi.org/10.3390/educsci8040218.
Der volle Inhalt der QuelleAnnotation:
Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.
15
Iqbal, Muhammad, Zulkhairi Zulkhairi und Budi Budi. „PERAN KOMPETENSI PROFESIONAL GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN EFEKTIVITAS PEMBELAJARAN“. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 11, Nr. 3 (30.09.2021): 595. http://dx.doi.org/10.22373/jm.v11i3.8523.
Der volle Inhalt der QuelleAnnotation:
Teacher Training Management at Darul Hikmah Islamic Boarding School Medan. This study aims to determine: (1) Teacher Training Planning, (2) Teacher Training Organizing, (3) Teacher Training Implementation, (4) Teacher Training Supervision. This study uses qualitative research methods, data collected by observation, interviews, and reviewing documents. The findings of this study reveal four findings, namely: 1) Teacher training planning is contained in the vision, mission and goals of the pesantren and in collaboration with the government or other agencies, whether it is held by public or private universities, 2) Organizing teacher training involves several things, namely: discussion methods and training strategies, as well as democratic leadership in terms of encouraging teacher training motivation, 3) The implementation of teacher training is designed by providing opportunities for teachers to follow it and take a psychological approach and also give appreciation and reword for achievements, 4) Supervision of teacher training This is done by calculating the percentage of training activities and holding teacher performance evaluation meetings and implementing the results of the training.
16
KIM, Min-Seong. „Physics Teacher Agency for Physics Education“. Physics and High Technology 32, Nr. 10 (31.10.2023): 11–14. http://dx.doi.org/10.3938/phit.32.026.
Der volle Inhalt der QuelleAnnotation:
In the field of middle and high school physics education, teachers must succeed in both “physics education” and “physics as education.” This is because the school classroom is not just a time for learning physics, but also a time for connecting physics to students’ lives “Right here Right now” as an education. Physics teachers are actively interpreting and reconstructing the field with students who change rapidly in society and creating the context of physics education. In this personal and social context, teacher agency is exerted.1) Teacher agency is not just the personal ability of individual teachers to implement policies sincerely or the policies promoted by higher institutions. Teacher agency as a change agent is achieved by creating an environment in which teachers can actively demonstrate their expertise with their own beliefs in a context that encompasses both the personal and social structural dimensions of teachers.2) In order to promote the emergence of physics teacher agency, educational administrative agencies should focus not only on promoting education policies that focus on the individual competencies of teachers, but also on creating a structural context around teachers and teacher networks as important agent in the development and implementation of education policies. The Korean Physical Society, which plays an important role in the development of physics education, needs to expand opportunities for participation in physics education by physics teachers to help expand the network of physics teachers, who are important actors in the network of physics education.
17
Takda, Amiruddin, La Tahang, Luh Sukariasih, La Sahara und La Ode Nursalam. „PELATIHAN PEMBUATAN VIDEO PEMBELAJARAN BERBASIS POWTOON SEBAGAI ALTERNATIF MEDIA PEMBELAJARAN PADA GURU SMP-TQ MU’ADZ BIN JABAL KENDARI“. Jurnal Pengabdian Masyarakat Nusantara (JPMN) 1, Nr. 1 (24.02.2021): 8. http://dx.doi.org/10.35870/jpmn.v1i1.265.
Der volle Inhalt der QuelleAnnotation:
Activities seek to improve the awareness and information of teachers about the role of educational media in Junior High School learning activities. Furthermore, this curriculum also teaches SMP TQ-Mu'adz Bin Jabal teachers to use the Powtoon technology to design and render instructional videos. Increasing teacher imagination in the creation and use of video learning media is the specific goal to be accomplished, so that science learning in schools can be more contextual. The method used in implementing this Community Service is counselling, training, and question and answer methods. This activity begins with observations in schools and related institutions/agencies in the first week, followed by core activities at SMP TQ-Mu'adz Bin Jabal Kendari. From the results of the dedication, it was found that: (1). This activity has been able to increase teacher knowledge about the urgency of instructional media and the development of forms of instructional media, especially those related to technological developments; (2) This activity has been able to improve the ability of teachers to operate computers or laptops, including in making online-based learning videos that are integrated into Powtoon.
18
Panthee, Shree Krishna, Sanjib Raj Khanal und Keshab Sharma Adhikari. „Teacher Education and Teacher Selection Courses: Resolving Compatibility Issues of Tribhuvan University and Teacher Service Commission“. Prithvi Journal of Research and Innovation 5 (15.12.2023): 53–69. http://dx.doi.org/10.3126/pjri.v5i1.60691.
Der volle Inhalt der QuelleAnnotation:
This study evaluates the alignment of teacher education (TE) programs of Tribhuvan University (TU) with the teacher selection courses of Teacher Service Commission (TSC), using a comparative, exploratory-cum-explanatory research design. The data collection methods included content analysis, focus groups, and interviews. The data analysis method includes interpreted phenomenological analysis (IPA). The results showed a lack of course compatibility, with only 9% of the teacher license (TL) and teacher selection (TS) courses from the Teacher Service Commission (TSC) and Tribhuvan University (TU) being comparable. The study also questions the relevance of current TE, TL, and TS programs, particularly in incorporating professional skills and TE innovations for classroom instruction. To improve TE, respondents proposed strategies such as introducing digital pedagogy, combining pedagogical and general education subjects, updating subject-specific content, and adding practical skills for responsive teaching. The study concluded that closing the theory-practice gap in teacher education is challenging and calls for various changes, institutional cooperation, and teamwork. Similarly, the policymaking and implementing agencies of education are suggested to consider course reviews, required training for teaching professionals, sufficient internships for pre-service teachers, the use of TE's innovations and professional skills, improvements to the teacher selection process, and collaboration among education stakeholders.
19
Zebua, Armansyah, Azizah Hanum und Syamsu Nahar. „Management of Teacher Competency Development in the Madrasah Ibtidaiyah Negeri“. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, Nr. 1 (04.03.2022): 271–78. http://dx.doi.org/10.37680/scaffolding.v4i1.1253.
Der volle Inhalt der QuelleAnnotation:
The goal of this research was to examine the Planning of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, the Organizing of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, the Implementation of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, and the Monitoring of Teacher Compet The data collection technique used interviews, observations, and documentary studies, while the standard data validity suggested by Lincoln and Guba consisted of credibility, transferability, dependability, and confirmability to strengthen the validity of the data found and the authenticity of the research. The technique used in planning teacher competency development is to collect all recommended programs, then discuss and discuss and decide which programs will be carried out, such as workshops, training, outbound, and programmatic delivery of teachers for every training held by the Ministry of Religion or other agencies.
20
Yakimowski, Mary, und Mary Truxaw. „Assessing Teacher Education through Mathematics Pupil Performance: A Case Study about Implementation in Response to External Pressure“. Journal of Assessment and Institutional Effectiveness 6, Nr. 1 (01.04.2016): 28–49. http://dx.doi.org/10.5325/jasseinsteffe.6.1.28.
Der volle Inhalt der QuelleAnnotation:
Abstract Policymakers and accreditation agencies are now seeking to gauge the effectiveness of teacher preparation programs by following teacher candidates into their professional practice and, further, by linking to their pupils' academic performance. However, the task of gathering and analyzing such data is complex, especially within states that have not received federal funding to link the pupil test database to individual teachers by higher education institute where they attended. In this case study, researchers examine mathematics pupil performance in grades 3–8, as measured by the state-mandated assessment, and make connections to a specific university teacher education program. The results of this longitudinal study of pupil performance are shared in order to evaluate the specific teacher preparation program and provide a model for those who investigate the impact of teacher preparation programs. Additionally, obstacles faced and challenges of such a quantitative study for a higher education institution are shared.
21
Hasanah, Nur. „MOTIVASI MENULIS KARYA ILMIAH GURU MADRASAH IBTIDAIYAH DI KOTA SALATIGA TAHUN 2014“. ATTARBIYAH 24, Nr. 2 (30.12.2014): 91. http://dx.doi.org/10.18326/tarbiyah.v24i2.91-110.
Der volle Inhalt der QuelleAnnotation:
The study aimed (1) to find the motivation to write scientific papers Elementary School (MI) teacher in Salatiga (2) to know some enabling and inhibiting factors of motivation to write scientifc papers Elementary School teacher in Salatiga. Tis study focuses on the motivation to write scientifc papers Elementary School teacher in Salatiga. The subjects of the study was the teacher MIN Kecandran, MI Pulutan, MI and MI Blotongan Mangunsari. The data collection methods used were observation, interviews, and documentation. And to engineer data analysis is inductive analysis techniques. The results of his research fndings indicate that the motivation to write scientifc papers Elementary School teacher Salatiga is intrinsic and extrinsic motivation. But in general, or in the majority of teachers’ motivation to write scientifc papers MI in Salatiga is extrinsic motivation, and a small portion of intrinsic motivation. And supporting factors of motivation to write scientifc papers teacher is curiosity about science writing scientifc papers and demands of institutions or agencies associated with the development of teaching skills. Medium obstacle or hindrance of writing scientific work of teachers is the lack of time to write, a lack of literature or reference, less insight about knowledge to write scientific papers, and the lack of facilities for writing scientific papers.Keywords : Teachers Motivation, write scientific papers, MI
22
Fauziah, Elly Ayu, Nurul Aini, Paramita Nurhidayah und Alifatul Khikmah. „Menyusun Rencana Strategis untuk Ketersediaan Guru dan Tenaga Kependidikan: Tinjauan Analitis dan Solusi Prospektif“. TSAQOFAH 4, Nr. 3 (23.05.2024): 2038–50. http://dx.doi.org/10.58578/tsaqofah.v4i3.3047.
Der volle Inhalt der QuelleAnnotation:
Human resource planning in education plays an important role in improving the quality of education. This research aims to reveal the results of research regarding the analysis of planning needs for teachers and education personnel at SDN Lidah Kulon IV, Surabaya. This research method uses a qualitative approach and descriptive research type. Data collection techniques were observational and interviews with school principals. The research results showed that the school collaborated with the Surabaya City Education Office in HR planning. However, schools do not have independent authority in teacher placement. The main challenge faced is a shortage of teachers which has resulted in double workloads for some teachers. To overcome this, SDN Lidah Kulon IV utilizes IT personnel to teach. However, the position of IT personnel has not been officially recognized as a teacher. In conclusion, educational human resource planning requires good coordination between schools and related agencies to ensure teacher needs are met effectively and efficiently.
23
Hall, Michael. „Research Ethics: Deontological Perspectives“. Shanlax International Journal of Arts, Science and Humanities 7, Nr. 3 (01.01.2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.
Der volle Inhalt der QuelleAnnotation:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities.
Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews.
Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations.
This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
24
Beroš, Ivan. „Education of Teachers for the Implementation of the Citizenship Education in Finland and Estonia“. European Journal of Teaching and Education 4, Nr. 1 (20.04.2022): 14–24. http://dx.doi.org/10.33422/ejte.v4i1.745.
Der volle Inhalt der QuelleAnnotation:
The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.
25
Hager, Karen D., und Barbara J. Fiechtl. „Evolution of Technology-Enhanced Alternative Preparation for Special Education Teachers“. Rural Special Education Quarterly 38, Nr. 3 (19.07.2019): 162–76. http://dx.doi.org/10.1177/8756870519860070.
Der volle Inhalt der QuelleAnnotation:
In this article, we describe the evolution of a statewide alternative teacher preparation program for teachers of students with disabilities and explain current processes to revise and expand the program to increase accessibility to teacher candidates in rural schools. We will identify important features of the program including (a) significant collaboration with Local Education Agencies, (b) the combination of synchronous and asynchronous course delivery to increase accessibility, and (c) embedded supports for alternative preparation teacher candidates completing a distance learning program, as well as describe the process and collaboration involved in revising the program to increase accessibility and efficiency, while retaining quality. Ongoing challenges to delivering effective alternative preparation programs that are accessible to individuals in rural schools and potential solutions to these challenges are provided.
26
Makhsin, Mardzelah, Yong Ping Teoh und Nor Hasimah Ismail. „MALAYSIAN TEACHER STANDARD 2.0 IN BECOMING THE SOUL OF EDUCATORS“. International Journal of Education, Psychology and Counseling 7, Nr. 46 (15.06.2022): 327–46. http://dx.doi.org/10.35631/ijepc.746026.
Der volle Inhalt der QuelleAnnotation:
The Malaysian Teacher Standard is a standard that outlines the professional competencies that teachers should achieve, and the requirements that should be provided by teacher training agencies and institutions to help teachers achieve the required level of competence. Recently, issues related to the ethics of the teaching profession often occur in our country and this shows the lack and room for improvement in the development of teaching professionalism. This study aims to examine how the Malaysian Teacher Standard 2.0 can shape the soul of a perfect and holistic educator, examine teachers' views on the components of teaching ethics and how the domains of competence listed in the Malaysian Teacher Standard 2.0 namely knowledge orientation, instructional, community involvement and personal qualities can help teachers in the effective implementation of teaching and facilitating. This study is qualitative and has involved 12 primary and secondary school teachers as respondents. The findings from the interviews were analyzed descriptively and comparisons were made as a whole. The findings of the study are that many teachers are less clear with the objectives and content of the Malaysian Teacher Standard 2.0 and those responsible need to provide more in -depth exposure to teachers. The Malaysian Teacher Standard 2.0 is a comprehensive reference document that can assist teachers in the effective implementation of teaching and facilitating and all teachers are clear with the responsibilities of teachers towards the profession, students, parents, society and the country. The researcher hopes that this study can make a small contribution in the effort to produce a holistic and perfect educator soul.
27
Mamat, Nordin, Abdul Rahim Razalli, Abdul Talib Hashim, Mohd Mahzan Awang, Mohamed Nor Azhari Azman und Elise Muryanti. „A study of a pre-school teacher professionalism in order to improve the quality of educational work“. Perspectives of Science and Education 55, Nr. 1 (01.03.2022): 594–606. http://dx.doi.org/10.32744/pse.2022.1.38.
Der volle Inhalt der QuelleAnnotation:
The problem and the aim of the study. High quality early childhood education (ECE) enables children to enjoy the experience and have nurturing environment that promotes holistic development. The teachers quality have been predicted to produce desirable outcomes. However, the challenge is to identify the predictors that can quantify the definition of a quality teacher. This study was formulated to identify the best practice of quality pre-school teachers. Research methods. This study applied a quantitative approach involving survey to answer the research questions. The quantitative approach with a descriptive analysis. This study uses questionnaire to assess individual perceptions and views on quality of early childhood pre-school education. The sample size was 1817 teachers from four types of pre-school or TADIKA (kindergartens). The surveys were conducted in Malaysia starting with random sampling of groups to select representatives of the statewide zones. Each identified zone then underwent a stratified sampling method to ensure that all critical groups of informants were included Results. The study's findings revealed that the gap analysis related to the upgrading of professionalism of pre-school teachers based on in-service course and teaching and learning course attended beyond the standard 7 days a year except MOE pre-school. Second, all pre-school agencies in Malaysia have not reached the best quality benchmarks. However, more than half of MOE pre-school teachers have a bachelor’s degree. The result shown differences between the ratio of teacher from the agencies. The gap ratio of children to teachers between private kindergartens with best practice benchmarks is 2.0 times, while 2.1 times for pre-schools MOE 2.6 times for KEMAS kindergartens, and 3.3 times for JPNIN kindergartens. Conclusion. In conclusion, these findings are important to be given attention and remedial action in order the improvement and quality of teacher achieve the minimum standard especially in participating in adequate professional development programs.
28
Gaches, Sonya, und Shelina Walli. „‘My mom says you’re not really a teacher’: Rhizomatic explorations of ever-shifting student teacher identities and experiences“. Contemporary Issues in Early Childhood 19, Nr. 2 (Juni 2018): 131–41. http://dx.doi.org/10.1177/1463949118778020.
Der volle Inhalt der QuelleAnnotation:
Current teacher preparation programmes in the USA are required to report to state agencies on how their students are attaining professional preparation standards in order to fully become named as a ‘teacher’. As teacher educators immersed in these neo-liberal policies and expectations, the authors sought a way for their students to work through these expectations by having them write personal narratives of their experiences in university courses and early childhood practicums. The authors found the results from their initial analysis troubling and sought further meaning from the students’ and other texts. Only when the authors returned to literature that was closer to their own feminist, post-structural core did they find some (un)comfort. They had become distracted by institutionalized, modernist and neo-liberal notions of linear teacher development. They had nearly overlooked the majority of their data illustrating student teachers’ often clandestine classroom experiences, leading to a non-linear ‘messiness’ of constantly shifting, vacillating, variable and ever-flowing multiple identity enactments in the narratives. Drawing on student teachers’ narratives in order to challenge and rupture the neo-liberal truth(s) of linear teacher development, the authors argue that teachers’ identities are not built on the dissemination of discrete knowledges and specified skills and dispositions articulated in standards, but rather are under ever-evolving, messy, multifaceted, multilayered construction through their experiences with children, families and fellow teachers. Finally, the authors explore possible implications for teacher educators and teacher education.
29
Adz Dzaky, Sahid Zuhdi, Badarudin Badarudin und Aji Heru Muslim. „ANALISIS KOMPETENSI GURU DALAM PENGUASAAN TEKNOLOGI INFORMASI DAN KOMUNIKASI PADA PEMBELAJARAN DI SEKOLAH DASAR NEGERI 2 PURBALINGGA LOR“. SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 10, Nr. 1 (30.06.2020): 27. http://dx.doi.org/10.24114/sejpgsd.v10i1.18036.
Der volle Inhalt der QuelleAnnotation:
This research focuses on teacher competencies in the use and utilization of information and communication technology in learning. The purpose is to analyze and describe teacher competencies in the use of information and communication technology in learning in a school. The study was conducted using a qualitative descriptive approach. This research was conducted using observation through direct interviews with informants consisting of school principals, class teachers and students. Data validity uses triangulation and reflection. The results show that teachers at SDN 02 Purbalingga Lor have been able and able to use, utilize and collaborate information and communication technology with learning in the classroom. Although in addition there are also constraints both internal and external. Support from related agencies was immediately felt both by the students and by the teachers as users. Principals with their full support also continue to encourage teachers to always innovate, especially in the use of information and communication technology in learning, both in the classroom and outside the classroom.Keywords: Teacher competence, information and communication technology, elementary school.
30
KAYA, Fatma. „Identity (Re)Construction of Turkish Pre-service Language Teachers during the Practicum“. International e-Journal of Educational Studies 7, Nr. 14 (04.06.2023): 243–56. http://dx.doi.org/10.31458/iejes.1228795.
Der volle Inhalt der QuelleAnnotation:
Teacher identity has been prioritized in current research related to teacher education in order to understand teaching and learning context. This case study investigates identity (re)construction of three pre-service English teachers during the practicum. Drawing on sociocultural theory, how pre-service teachers constructed their identities and enacted their agencies in the field school was examined based on the narratives of the participants. Data collection tools included reflective papers and semi-structured interviews with the participants. Analysis of the qualitative data revealed the following themes related to identity formation of pre-service teachers during the practicum: their imagined selves (Wenger, 1998), the practicum as shaping their identity, and directions for future selves as a result of practicum experience. It was found that previous experiences of the participants as language learners and interaction with the parties including mentor teacher and students in the field school had both positive and negative impacts on identity formation of pre-service teachers. Findings of the study is expected to contribute to the relevant literature, and suggestions are presented for further studies.
31
Nurhidayah, Arvin Septian, Erlina Liastuti und Muljadi Muljadi. „PENGARUH PENGEMBANGAN KARIER TERHADAP KINERJA GURU DI SMP BINONG PERMAI“. Jurnal Comparative: Ekonomi dan Bisnis 5, Nr. 1 (24.02.2023): 48. http://dx.doi.org/10.31000/combis.v5i1.8076.
Der volle Inhalt der QuelleAnnotation:
Education is one of the studies that has received much attention from scientists. This is because of its very strategic role in improving human resources, Islamic education also gets various kinds of attention, especially in various complex problems that require immediate handling. Teacher problems are in the spotlight, because teachers are the spearhead of any policy or related to education. It is the teacher who will carry out operationally all forms of pattern, movement and movement of change in the world of education. Given the great role of the teacher, teachers are required to pay maximum attention to the development and quality of education. But the problem is, the teacher's own condition has not supported much in that direction, both in terms of quality, professionalism, quantity, and welfare. This research is a qualitative research that aims to determine the effect of career development on teacher performance at SMP BINONG PERMAI. The results of this research indicate that career development is carried out based on qualifications, competence, performance appraisal and the needs of government agencies through mutation mechanisms, promotions in accordance with applicable regulations.Keywords: Career Development and Teacher Performance
32
Poudel, Prem Prasad. „(Re)thinking English Language Teacher Education: Towards Contextualized and Coordinated Efforts for Enhancing Teacher Competencies“. Journal of TESON 3, Nr. 1 (31.12.2022): 74–90. http://dx.doi.org/10.3126/jteson.v3i1.51770.
Der volle Inhalt der QuelleAnnotation:
This paper explores issues around the implementation of English language teacher education programs in Nepal. It also presents the challenges facing teacher education and stakeholder opinions on future transformation of English language teacher education. The data were obtained through in-depth interviews with four teacher educators, four school heads, one assistant dean and 2 education officials. The analysis of the data adopted a grounded theory that enabled the author to build on themes emerging from the interview data, and the authors’ insider experience as an English language teacher educator further facilitated the contextual interpretation of the available data. The findings showed an existence of misalignment of the teacher education programs and contemporary market demands, thereby creating gaps between the graduates’ attributes and expectations of the schools. It further identified lack of coordination between school curriculum regulating agencies, teacher education institutions and the schools, that eventually led to the production of teaching human resources that lacked adequate competencies. This implies that English language teacher education programs needed reforms through competency-based framework. Findings further indicated a need for contextualization of current and prospective teachers’ professional development initiatives.
33
Camphuijsen, Marjolein, und Tom Stolp. „Private provision of teaching services: Exploring trends and developments in temporary teachers in the Netherlands“. Revista Española de Educación Comparada, Nr. 42 (30.12.2022): 44–62. http://dx.doi.org/10.5944/reec.42.2023.34447.
Der volle Inhalt der QuelleAnnotation:
The alleged increase of temporary teachers that are sourced by private employment agencies has generated a heated debate about its benefits and pitfalls. At the same time, little is known about the scope of the private teacher employment industry and the composition of the temporary teacher workforce. Using a large and representative labor survey administered by the Central Bureau of Statistics Netherlands, we provide context for the discussion and examine the scale and development of temporary teaching in the Netherlands. We furthermore depict characteristics of temporary teachers and their jobs. We find that the amount and share of temporary teachers in primary and secondary education more than doubled during the last decade. Moreover, we show that teachers who are relatively young, male and have a migration background are more likely to take up temporary teaching. Our study also shows that temporary teachers work less hours and, on average, earn less.
34
Borden-King, Lisa, Warren Gamas, Kathy Hintz und Chelsie Hultz. „Should standardized testing define our profession?“ Phi Delta Kappan 101, Nr. 6 (24.02.2020): 24–28. http://dx.doi.org/10.1177/0031721720909586.
Der volle Inhalt der QuelleAnnotation:
Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession.
35
Bansilal, Sarah, und Thelma Rosenberg. „REFLECTIONS OF SOUTH AFRICAN TEACHERS TEACHING UNDER ADVERSARIAL CONDITIONS“. Problems of Education in the 21st Century 70, Nr. 1 (25.04.2016): 34–44. http://dx.doi.org/10.33225/pec/16.70.34.
Der volle Inhalt der QuelleAnnotation:
Teachers often teach under difficult conditions of which they do not have oversight. In order for teacher development programmes to be responsive to teachers’ needs, it is necessary to understand the teaching contexts of their participant teachers. Accordingly the purpose of the research was to identify the problems of practice reported by 41 Mathematical Literacy teachers who teach under impoverished conditions in South Africa. The participants identified their problems of practice and focused on one problem which they tried to address during a two-week teaching intervention. They were required to generate a reflective research report based on their teaching intervention, which formed the primary data source. The findings indicate that of the 305 citations of problems, 174 were attributed to socio-economic factors, 111 to pedagogic factors and 51 to school management factors. With most of these problems being out of their locus of control, these teachers are forced to spend time dealing with the consequences of these problems, instead of focusing their energy to find ways to improve their pedagogic practice. Teacher development agencies need to consider how such teachers could be more appropriately supported. Key words: classroom practice, non-prototype classes, problems of practice, teacher learning.
36
Gill, Peggy, Ross Sherman und Cynthia Sherman. „The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion“. Journal of Teacher Education for Sustainability 11, Nr. 2 (01.01.2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.
Der volle Inhalt der QuelleAnnotation:
The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.
37
Munadi, Muhammad, Ahmad Umar und Novianni Anggraini. „Education and Concern of Zakat Agencies“. JURNAL PENELITIAN 15, Nr. 1 (29.07.2021): 51. http://dx.doi.org/10.21043/jp.v15i1.9208.
Der volle Inhalt der QuelleAnnotation:
<p>This research examined the zakat agencies which concern to the education program. This research used library reserach. The documents used were the ins and outs of zakat agencies that have educational development programs. These documents were taken from the website of zakat agencies both BAZNAS and Dompet Dhuafa (DD). The data taken consisted of information, data, and news related to the alocation of zakat for education, education variations of education program, the type of zakat disbursement, and the path alocation in education. The data analysis was descriptive qualitative analysis. The results showed that BAZNAS gave scholarships from Elementary School – Undergraduate (Islamic Religious Higher Education and Public Higher Education) and in-country scholarships. DD gave scholarships for undergraduate – Post graduate (Islamic Religious Higher Education and Public Higher Education), in-country scholarships, overseas scholarships, middle and high school level, education for teacher and literacy school. Zakat agencies are very varied in the development of education especially in Dompet Dhuafa from upstream to downstream.</p>
38
Aman Serah, Yenny. „Legal Service Unit and Teacher Protection as A Mediation Forum for Penal Violence in the World of Education“. Advances in Social Sciences Research Journal 8, Nr. 11 (02.12.2021): 370–77. http://dx.doi.org/10.14738/assrj.811.11311.
Der volle Inhalt der QuelleAnnotation:
This study offers a development of a model of fair teacher protection, with a focus on research conducted in West Kalimantan, particularly in Pontianak City and Ketapang District. The offer of a just teacher protection model is based on the empirical facts that there is still violence in the world of education and/or the criminalization of teachers that is still happening. Although various laws and regulations have been regulated to provide legal protection for teachers, the mechanism for implementing legal protection for teachers has not yet been formulated, so the reality is that when problems occur in the world of education and/or criminalization of teachers, they are resolved in various ways, either through government agencies, teacher organizations, schools or police officers, and there are even mutual opinions on social media. Through the socio-juridical research method through interviews and discussions, it was found that the effort to provide legal protection for teachers is important to be regulated through regional policies related to the formation of the Legal Service Unit and Teacher Protection or Unit Pelayanan Hukum dan Perlindungan Guru (UPHPG) which can become a coordinating institution and a forum for solving legal problems for teachers. The focus of this article describes how the UPHPG is intended to be a mediation platform for penal mediation in resolving violence in education and/or criminalizing teachers.
39
Setyawan, Cahya, und Akhsan Akhsan. „كفاءات معلمي اللغة العربية في إندونيسيا في القرن الحادي والعشرين“. Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 4, Nr. 1 (30.06.2020): 19. http://dx.doi.org/10.29300/im.v4i1.3222.
Der volle Inhalt der QuelleAnnotation:
In the 21st century is a disruptive era, millennial era, digital age. Information technology and science develop. This development was followed by the development of the human generation, namely generazi Z. This generation is technology literate, multitalent, and creative. In the world of education of course this makes a very extraordinary impact. Arabic language teachers as one of the components of education must follow the flow of globalization. Arabic teachers face many challenges in this era. Therefore there is a standard for Arabic teacher competencies. In the standardization, of course there are efforts made by the government, agencies, institutions and individual teachers in developing and training their competencies. Therefore this paper is a literary paper that discusses how the challenges faced by Arabic language teachers in the 21st century, then the competency standards of 21st century Arabic language teacher as well as the efforts made to develop them.
40
Liang, Guodong, und Motoko Akiba. „Characteristics of teacher incentive pay programs: a statewide district survey“. Journal of Educational Administration 53, Nr. 6 (07.09.2015): 702–17. http://dx.doi.org/10.1108/jea-09-2013-0106.
Der volle Inhalt der QuelleAnnotation:
Purpose – The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri. Design/methodology/approach – This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and characteristics of financial incentives that Missouri districts used to recruit, reward, and retain quality teachers. Findings – The data showed that, during the 2009-2010 academic year, 32 percent of the districts offered at least one financial incentive to recruit or retain teachers. Districts were more likely to reward teachers for obtaining National Board certification and for assuming extra duties than for teaching in the subject areas of shortage or in hard-to-staff schools. Larger districts with higher teacher salary were more likely than small districts to offer a larger number of incentive pay programs. Originality/value – The findings of this study advance our knowledge of local incentive pay policies. It also contributes to the global discourse of teacher compensation and incentives and can be informative to policymakers in the USA and around the world when designing and implementing incentive pay programs to teachers. Further, it sheds light on the important policy question of whether disadvantaged local educational agencies are more likely to use incentive pay programs to recruit and retain teachers and promote an equitable distribution of the teacher workforce. This informs the decision making of providing targeted support to those in need.
41
Knackstedt, Kimberly M., Melinda M. Leko und Molly Baustien Siuty. „The Effects of Secondary Special Education Preparation in Reading: Research to Inform State Policy in a New Era“. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, Nr. 1 (29.03.2017): 70–85. http://dx.doi.org/10.1177/0888406417700960.
Der volle Inhalt der QuelleAnnotation:
In this study, the authors present findings from a survey of 577 secondary special educators in a large Midwestern state regarding their reading pre-service and in-service teacher preparation and its effect on teachers’ sense of preparedness for teaching reading to adolescents with disabilities. Six models were fitted using multinomial logistic regression analyses. Results demonstrate the importance of two factors in preparing special educators who have a high sense of preparedness for teaching reading to adolescents with disabilities. The first is pre-service coursework that uses practice-based pedagogical approaches as opposed to passive lecture and the second is more extensive in-service professional development. The results are discussed in light of the Every Student Succeeds Act (ESSA) and its delegation of teacher preparation policy to state education agencies. Implications for future research and policy in special education teacher preparation are provided.
42
Beck, Jori S. „Backtalk: Removing artificial barriers to licensure could ease the teacher shortage“. Phi Delta Kappan 105, Nr. 4 (Dezember 2023): 66–67. http://dx.doi.org/10.1177/00317217231219556.
Der volle Inhalt der QuelleAnnotation:
In this opinion essay, Jori S. Beck argues that current teacher shortages could be mediated by rethinking candidate licensure. She shares various examples of how local, state, and federal policy have prevented talented candidates from earning teacher licensure. She unpacks some of the requirements for licensure, including costs, and discusses actionable steps that could be taken by state and federal government agencies to support teacher licensure.
43
Nurmalina, Nurmalina, und Suhartono Suhartono. „The Effect Of Sustainable Professional Development On The Competence And Performance Of Elementary School Teachers In Learning Innovation“. Jurnal Pendidikan Terbuka Dan Jarak Jauh 22, Nr. 2 (21.12.2021): 64–73. http://dx.doi.org/10.33830/ptjj.v22i2.3227.2021.
Der volle Inhalt der QuelleAnnotation:
The research aims to describe the effect of Continuing Professional Development (PKB) on the competence and performance of elementary school teachers in learning innovation, and analyze how much influence PKB has on the competence and performance of elementary school teachers in carrying out learning innovations. Quantitative research method with simple random sampling technique. The population is 116 people and the sample used is 90 respondents. The resulting instruments include: PKB planning, self-development, scientific publications and innovative works with indicators following and implementing training, workshops, seminars, making innovative works and scientific publications in teacher performance. While learning innovation is measured through learning programs, classroom management, mastery of teaching materials, use of methods, media and evaluation of learning. The application of reflective actions and the results of Classroom Action Research reports on a regular basis become a benchmark for more professional teacher performance. Statistical data shows that: 1) there is a positive and significant effect of the PKB variable on teacher competence by 9.28%, 2) there is a positive and significant effect of the PKB variable on teacher performance by 4.84% and 3) there is a positive and significant influence on teacher performance. Simultaneous PKB variable on teacher competence and performance is 14.12%. Continuing Professional Development has a significant influence on teacher competence and performance which can be designed, tested and measured by the relevant agencies and has a broad impact on the innovative culture of teacher learning during the pandemic.
44
Salokangas, Maija, Wieland Wermke und Gerry Harvey. „Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control“. European Educational Research Journal 19, Nr. 4 (10.09.2019): 329–50. http://dx.doi.org/10.1177/1474904119868378.
Der volle Inhalt der QuelleAnnotation:
Teacher autonomy has been a popular topic of investigation over the past decades. This article contributes to the debate by casting light on Irish and Finnish teachers’ perceptions of their professional autonomy, drawing from teacher interviews conducted in both countries. The intersection of newly introduced curriculum reforms, differing education governance models and differing control regimes make Ireland and Finland fertile points of comparison. Teacher autonomy is understood in this article as a multidimensional and context-dependent phenomenon, and the conceptualisation is presented in an analytical matrix applicable to comparative research. Findings indicate that teachers in both countries consider themselves very autonomous in their classroom practice and in their educational decisions overall. However, where much of the school-level decision-making in Finnish schools concerning educational, social and developmental issues tends to be in the hands of teachers (either collegially or as individuals), in Irish schools the senior management, and especially the principal, is reportedly more involved. Possibly the greatest difference is the ways in which teachers’ work is controlled, and in how teachers perceive it; Finnish teachers report intensified external control from the civil society, whereas on top of parental pressures Irish teachers report also increasing pressures from the state agencies.
45
Harford, Judith, und Teresa O'Doherty. „The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland“. Center for Educational Policy Studies Journal 6, Nr. 3 (30.09.2016): 37–58. http://dx.doi.org/10.26529/cepsj.64.
Der volle Inhalt der QuelleAnnotation:
Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006) as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues.This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.
46
Nasution, Ali Fuddin, Supriyansyah Lumbu und Lukman Hakim Nasution. „Management Developing Competence of the Arabic Teachers in Pesantren Mawaridussalam Deli Serdang, North Sumatra“. Studi Arab 14, Nr. 1 (30.06.2023): 1–9. http://dx.doi.org/10.35891/sa.v14i1.3636.
Der volle Inhalt der QuelleAnnotation:
This research aims to describe and analyze the management of arabic teacher competencies and the influence factors in a process according to natural circumstances in Pesantren Mawaridussalam. Management of teacher competencies needs considered in order to realize the improvement of the good quality teachers. Because the role of teachers is very vital as the main actor driving in realizing good and quality learning education. This research is compiled in a descriptive qualitative approach, data collection through interviews and documentation, the analysis data technique using data reducting, presenting data and drawing conclusions. The results of this study indicate in managing teacher competence, several stages are carried out, such as recruiting teachers from recommended agencies only. The new teachers have to attend training with the leadership and Nazir Waqf for one month. Forming a formatur for educational management every year, conducting learning evaluations and making I'dat congregations every week are reflected in the form of competence of Arabic language teachers. The supporting factors are leadership and organizational factors students of language. Meanwhile, the inhibiting factors are teachers who have not been able to make and master teaching materials properly and weak commitment organizations about programs. This research finds the influence developing factors of managing the Arabic language teacher's competence.
47
Muhammad Naseer und Rafaqat Ali Akbar. „Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab“. Journal of Business and Social Review in Emerging Economies 6, Nr. 3 (30.09.2020): 1015–24. http://dx.doi.org/10.26710/jbsee.v6i3.1350.
Der volle Inhalt der QuelleAnnotation:
National Curriculum for English in Pakistan, reveals its intentions for acquiring language related international requirements concerning with career choices and furthering education. Formative assessment is at the center of students’ learning and is devised in the curriculum document providing basis for its implementation. Curriculum implementation is pivotal to classroom practices of teachers. Curriculum guides teachers to implement formative assessment. Professional commitment contributes enriching teacher’ classroom practices. Focus of the study was to examine formative assessment practices of teachers, as a part of curriculum implementation, in accordance with curriculum document and its relationship with professional commitment of secondary school English teachers. Study secures its significance for teachers, curriculum developers, and governmental agencies. Quantitative survey was the method adopted for the study and explanatory correlational design was used. Teachers, concerned with teaching of English at secondary level, from entire secondary schools working under the supervision of the Punjab province were the study population. Sampling procedure employed multistage stratified random sampling technique and 576 teachers were selected as study sample. Two questionnaires were developed that included questionnaire regarding implementation of formative assessment (QIFA) and teachers’ professional commitment scale (TPCS). Survey was conducted as a data collection strategy. In statistics, Mean and Spearman correlation were employed. Results revealed that professional commitment of teachers and their formative assessment practices were moderate. Results regarding relationship between the variables; professional commitment of teachers and their formative assessment practices were significant correlated. The study recommended school based teacher trainings to sensitize and enhance teachers’ awareness and practices towards formative assessment practices as a part of implementation process. Governmental agencies are needed to focus the situation of professional commitment of teachers and implementation of formative assessment as a part of implementation.
48
Kintu, Denis. „Perceptions of Pre-Service Technical Teachers on the Teaching and Learning Activities in Teacher Instructor Colleges of Uganda“. East African Journal of Education Studies 7, Nr. 2 (08.05.2024): 219–32. http://dx.doi.org/10.37284/eajes.7.2.1913.
Der volle Inhalt der QuelleAnnotation:
Understanding perceptions about the teaching and learning activities has implications on the way teacher training programs can be improved and influences trainers’ motivation. The aim of the study was to examine pre-service technical teachers’ perceptions of the teaching and learning activities in teacher-instructor colleges in Uganda. The following research questions guided the study; “Is the time allocated for the teaching and learning activities adequate; how is the tutoring conducted; are the pre-service teachers satisfied with the assignments given; do the pre-service teachers trust the teaching and learning process and are the pre-service teachers satisfied with the equipment and materials used for training? The study adopted across sectional survey design. Data was collected from 168 pre-service technical teachers using a researcher-constructed questionnaire. The data gathered was analysed using SPSS and presented as descriptive statistics. The findings revealed that time for teaching and learning; tutoring (organization of training), and assignments given were adequate; pre-service technical teachers trusted the teaching and learning process; however, they observed that the equipment and materials were inadequate for training. It was therefore recommended that the government increase the budget for technical teacher instructor institutions; lobbying for funds through; private partnerships, companies, international donor agencies, tax rebates, fellowships, and research grants to purchase adequate training equipment and engage policy makers to create mechanisms for responding to constant technology advancement for technical teacher instructor training institutions to cope
49
Kanya, Nita, Aryo Bima Fathoni, Tri Wisda, Nahla Nurkholifa und Siti Bunga Nurjanah. „Readiness for Change for Teachers in Pandemic Time: Viewed from Leadership and Organizational Culture“. Almana : Jurnal Manajemen dan Bisnis 7, Nr. 1 (29.04.2023): 147–53. http://dx.doi.org/10.36555/almana.v7i1.2140.
Der volle Inhalt der QuelleAnnotation:
The existence of the COVID-19 pandemic has had a huge impact on human life, one of which is in teaching and learning activities. Both students, teachers, and agencies are required to adapt to the situation and change learning methods to distance learning (online). The purpose of this research is to look for factors that influence teacher readiness for change, especially in terms of leadership and organizational culture. This study uses a quantitative approach to the statistical analysis used in the multiple regression method assisted by the SPSS tool. The measuring instruments used are arranged using a Likert scale based on various theories. From the results obtained, the principal's leadership and organizational culture have a significant influence on teacher readiness for change both partially and simultaneously.
50
Doerr-Stevens, Candance, und William Harvill. „Telling a Different Type of Story: Inviting Youth Voice through Community Partnerships“. English Leadership Quarterly 39, Nr. 1 (01.08.2016): 6–9. http://dx.doi.org/10.58680/elq201628679.
Der volle Inhalt der QuelleAnnotation:
What teachers perceive as social justice may differ greatly from what students see as relevant and just. Furthermore, what teacher educators and teachers view as justice-oriented education may differ significantly from what community partners and agencies see as locally relevant. Wanting to provide high school English students the same opportunities to enact change in their communities, the authors invited ninth graders to pick up the microphone, audio recorder, and camera in order to craft their own community stories. What issues did they address? With whom did they partner? And whose voices did they include? These questions and more shape this exploration