Journal articles on the topic 'High school teachers In-service training Victoria'
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1
Soffianningrum, Imbarsari, Yufiarti, and Elindra Yetti. "ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (April 30, 2022): 52–68. http://dx.doi.org/10.21009/jpud.161.04.
Full textAbstract:
ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers.
Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance
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Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907
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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.
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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.
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Surya, Awang, Firmansyah Azharul, W. Wilarso, Mustopa Idris, Yusril Zindar Azziqi, and Iwung Hari Retno. "Improving High School and Vocational School Teachers in Writing Skill." Jurnal Dedikasi 17, no. 1 (June 2, 2020): 64. http://dx.doi.org/10.22219/dedikasi.v17i1.12021.
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Sekolah Tinggi Teknologi Muhammadiyah Cileungsi has the duty of the College Dharma Chess which includes education and teaching activities, research and community service, and AIKA and Al-Islam. The purpose of this research is to teach writing methods to teachers, to facilitate teaching and learning. The method used in this research are identification of the problem, conduct a field survey, finding material, and direct training to representatives of each high school / vocational school teachers. In this training participants were given the easiest writing method. From telling great writers in life in the world, where they can exist in writing. Then the participants were asked to write an article to get used to writing. After the end of the activity, participants are asked to share in the group or discuss directly with the speaker, so that the writing that has been made can be immediately reviewed. Solutions in writing training, taking the time to write, and frequent discussions with people who often write. The result of this research is the teachers know writing techniques to develop teaching activity in the classroom.
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Elijah, Olorunda Sola. "Education and Training as a Tools for Sustainable Development among Secondary School Teachers in Southwest Nigeria." Indonesian Journal of Contemporary Education 4, no. 2 (October 30, 2022): 89–94. http://dx.doi.org/10.33122/ijoce.v4i2.38.
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The educational methodologies that might be used to manage education and in-service training among secondary school teachers in southwest Nigeria were mentioned in the paper. The degree of in-service training and academic qualifications of secondary school teachers in Southwest Nigeria were investigated, as well as male and female teachers' impressions of in-service training and re-training by the government. The study employed survey-style descriptive research. In southwest Nigeria, the population was made up entirely of teachers. The study's sample included 200 teachers who were chosen using a multistage sampling approach that included both simple random sampling and stratified random sampling techniques. The study found that secondary school teachers in southwest Nigeria have a low level of in-service training and a high level of academic qualifications and that there is no significant difference in perceptions of in-service training and academic qualifications between male and female secondary school teachers in southwest Nigeria. It was suggested that the government step up their efforts to organize in-service training for secondary school teachers, such as conferences, seminars, and workshops, in order to impart the necessary knowledge to students in order to achieve sustainable development goals. Additionally, necessary types of machinery should be put in place to improve the performance of the ministry of education and local education authorities in order to upgrade teachers and enhance their performance. In conclusion, there is a lack of teacher training and retraining in southwest Nigeria, as well as a high level of academic qualifications among secondary school teachers.
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Annisa, Faida, Nina Rizka Rohmawati, and Elok Triestuning. "MENTAL HEALTH THERAPY TRAINING IN YOUTH." Community Service Journal of Indonesia 3, no. 1 (June 12, 2021): 8–11. http://dx.doi.org/10.36720/csji.v3i1.286.
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Community Service Activities in the form of Mental Health Therapy Training for Adolescents is one form of community service in the form of seminars aimed at conveying opinions or something new to participants, namely BK and teachers of Vocational High School in Sidoarjo with the hope that participants will get something new to be developed to become one thing that is broader about mental health therapy in adolescents. The activity was carried out on April 7, 2021 at the Health Polytechnic of Kerta Cendekia, Sidoarjo with the target being BK teachers at the Senior High School and Vocational High School levels in Sidoarjo. Before the activity was carried out, there was a process of preparing activities for 3 weeks before the activity was carried out, starting from the selection of extension materials to submission to related parties. As an evaluation, the activity was attended by BK teachers at the Senior High School and Vocational High School in Sidoarjo. Participants participated in these activities with enthusiasm and conducive, the activities can be carried out on time smoothly.
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Lund, Lea. "When school-based, in-service teacher training sharpens pedagogical awareness." Improving Schools 23, no. 1 (April 29, 2018): 5–20. http://dx.doi.org/10.1177/1365480218772638.
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Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training. This article shows that it is possible to teach teachers to reflect on their beliefs and actions, making them visible to teachers and their colleagues during a cooperative process of inquiry in the classroom. The empirical data stem from a 2-year, school-based, in-service teacher-training program involving 16 teachers at two Danish high schools. The research question is ‘how can teachers’ reflections, pedagogical awareness, and perspectives on their beliefs be sharpened by in-service teacher training?’ With regard to school improvement, two conclusions are drawn: (1) teachers’ pedagogical awareness is sharpened and their classroom behavior and educational thinking change when their routine actions and thinking are questioned and scrutinized; (2) teachers who experiment systematically with their own teaching alongside their colleagues find the process and product rewarding.
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Huhtala, Anne, and Marjo Vesalainen. "Challenges in developing in-service teacher training." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 55–79. http://dx.doi.org/10.17011/apples/urn.201712104584.
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Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with challenges connected to in-service teacher training. Based on two projects, consisting of seven one-month courses for teachers of Swedish in Finland, we reflect on the challenges we encountered during the three-year process. In our research, theory and practice, but also data and methods, have been intertwined, as we have studied the phenomenon by using exploratory practice (Allwright, 2003). The projects and the study were based on a thorough literature review. During the planning phase, we identified many issues that should be taken into consideration during in-service training projects for teachers of Swedish, e.g., challenges posed by the new national core curricula and the new distribution of lesson hours, declining results in middle-long Swedish (Syllabus B1), relatively low self-reported school satisfaction, and problems linked with teachers’ professional development. In this paper, we report on challenges we encountered during the process. These included challenges connected to (a) teacher co-operation, (b) traditional vs. modern teaching methods, and (c) teachers’ language skills. Based on our research, we wish to emphasise the importance of research-based planning and implementation of in-service training, as well as a genuine connection between in-service training, teachers’ everyday work and school reality.
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Rico, Angélica, and Angela Patricia Cárdenas. "Entrepreneurship teacher training in high school in Bogotá (Colombia)." International Journal for Innovation Education and Research 8, no. 10 (October 1, 2020): 441–52. http://dx.doi.org/10.31686/ijier.vol8.iss10.2698.
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Entrepreneurship is an issue that has positioned itself as a key element for decision-making by governments, in their aspiration to generate new alternatives for progress. Its involvement in education has led international organizations to consider it within their action plans. In the case of the Organization for Economic Cooperation and Development, its incorporation is in sight, especially in high school. Law 1014 of 2006 in Colombia supports the entrepreneurship class at schools in the country, intending to motivate processes that increase job opportunities and improve the quality of life of the society. However, according to this law, the responsibility of leading concrete actions in the classrooms falls on the teachers who, despite the lack of training in entrepreneurship at the university degrees, courageously assume this challenge. Considering this situation, it is important to generate a discussion from the teachers' point of view in the framework of a qualitative investigation, through interviews and documentary analysis, configures an inquiry resulting from the approach to their experiences, concerns and needs for a quality teacher training, that assumes entrepreneurship based on the demands of the new millennium. Hence, this reflection article is inclined to present the tasks aimed at the implementation of entrepreneurship in high school, from the experience of the teachers and instructors of the National Learning Service, through an approach to the reality of some schools in the city of Bogota. As a result, it was possible to demonstrate their efforts, learn about their implementation style and uncover this immense field to explore within the lack of training offered by universities and institutions in charge of providing training to teachers and those who are being prepared to become ones.
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Buenvinida, Lerma P., Maria Teresa M. Rodriguez, Sherwin B. Sapin, Nilda S. Alforja, and Francisco P. Panopio. "Senior High School Teachers’ Readiness In Implementing 21st Century Learning: An Input To School Improvement Plan." Advances in Social Sciences Research Journal 7, no. 9 (September 10, 2020): 42–51. http://dx.doi.org/10.14738/assrj.79.8967.
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This study aimed to identify the level of teachers’ readiness in implementing the 21st century learning; determine the relationship between teachers’ demographic profile and level of understanding 21st century learning; determine the difference between Bay and Los Baños districts teachers’ readiness; and design a training program for teachers. The respondents were the regular/permanent senior high school teachers of the Department of Education in the said districts, School Year 2019-2020. The teacher-respondents were from three and six public senior high schools from Bay and Los Baños, Laguna, respectively; adopted questionnaire and used simple random sampling technique. Findings, reveal that the level of teachers’ readiness was high but they still need professional development in order to: increase the knowledge about 21st century learning; assessment of students, use technology as a tool in teaching; and have advanced training on different strategies in handling 21st century students. The teachers’ profiles such as sex, age, teaching position, years in service and educational attainment influenced the level of teachers’ understanding in implementing the 21st century learning; while there is no difference on teachers’ level of readiness between the Bay and Los Baños districts. Hence, a comprehensive training program is recommended to enhance teachers’ professional and technical skills.
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Zhou, Xun, Yanyun Meng, Haojie Sun, and Zezhong Yang. "Research on the Cognitive Degree of Pre-service High School Mathematics Teachers for Mathematical Modeling Literacy." International Academic Journal of Education and Literature 3, no. 02 (April 30, 2022): 6–16. http://dx.doi.org/10.47310/iajel.2022.v03i02.002.
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Currently, mathematical modeling literacy has attracted more and more attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of mathematical modeling literacy of pre-service high school mathematics teachers. This study investigates 51 pre-service high school mathematics teachers' cognitive degree of mathematical modeling literacy by using the method of open interview. After analyzing, it is found that: 1. The scope of cognition of the current pre-service high school mathematics teachers' mathematical modeling literacy is not wide, and more than half of the content of mathematical modeling literacy has not been realized by many pre-service teachers yet; 2. The cognition of many pre-service teachers is not deep and lacks continuity or gradualness; 3. The cognition of many pre-service teachers for many aspects of mathematical modeling literacy is not very clear. Therefore, it is suggested that: 1. Experts and teachers responsible for training work should pay more attention to mathematical modeling literacy and add relevant courses; 2. Pre-service high school mathematics teachers should understand the content of mathematical modeling literacy comprehensively and deeply and clarify relevant statements. Contribution/Originality: This study analyzed the cognition degree of mathematical modeling literacy of current pre-service high school mathematics teachers in China with an open-ended questionnaire self-designed. The results are conducive to reforming the present Chinese teaching and curriculum in order to improve the training for pre-service teachers.y
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Gupta, Abha, and Guang Lea Lee. "Making a Difference Through Sustained In-Service Teacher Training." International Education Studies 15, no. 1 (January 20, 2022): 148. http://dx.doi.org/10.5539/ies.v15n1p148.
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This study is based on collaboration between a school and a university on professional development training of 4th and 5th grade elementary school teachers in a southeastern state in the USA. The study was three-pronged and focused on teacher knowledge, pedagogy, and student achievement. We examined how the building of teacher capacity affected the performance of underachieving students in math and literacy. Underachieving students were targeted with specific strategies, projects, problems solving stories, self-reflection, and higher-level thinking questions. Student performance was measured for literacy achievement, with quantitative and qualitative measures used for data collection purposes. Students showed progress over previous years in reading scores. Teachers’ growth in knowledge related to the content area was evidenced by the consistently high mean scores. Teachers’ self-ratings on the frequency of using the targeted strategies were indirect evidence of their implementation in the classroom. The results were positive and showed significant progress over previous years concerning student achievement.
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Priyanda, Roni, Rizki Amalia, Muhammad Zaki, Fadilah Fadilah, Nishbah Fadhelina, and Iden Rainal Ihsan. "Quick count training for junior high school teachers in Gayo Lues District." Community Empowerment 6, no. 5 (May 11, 2021): 877–84. http://dx.doi.org/10.31603/ce.4584.
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This community service is carried out together with the Gayo Lues District Education Office. The purpose of this activity is to improve the speed counting skills and junior high school teachers in Gayo Lues, so that each teacher can become an agent of change in improving students' fast counting skills. The implementation of the activity began with a pre-test, discussion of partner problems, mentoring and training, review and evaluation by giving rewards to participants who get the best score. The results of the initial pre-test showed that the math teachers' ability to count quickly in Gayo Lues district was still low, where only 22.5% of the teachers were able to solve the questions according to the time given. However, after training and mentoring, more teachers were able to solve quick arithmetic questions according to the set time (75%). Although the level of accuracy is still low.
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NIEMI, Hannele. "Teacher Professional Development in Finland: Towards a More Holistic Approach." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 279. http://dx.doi.org/10.25115/psye.v7i3.519.
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ABSTRACT: The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.
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Byndas, Olena. "Professional Training of Foreign Languages Teachers in Austria." Comparative Professional Pedagogy 4, no. 2 (June 1, 2014): 76–83. http://dx.doi.org/10.2478/rpp-2014-0023.
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Abstract The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English) have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations
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Tusino, Tusino, Titi Rokhayati, Basuki Basuki, and Intan Nasihah. "Fostering Junior High School Teachers’ Competence in Technology-Assisted Learning Media Development." Surya Abdimas 6, no. 4 (October 27, 2022): 702–8. http://dx.doi.org/10.37729/abdimas.v6i4.2113.
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Technology literacy and poor teaching competences are common weaknesses experienced by junior high school teachers. This is because most junior high school teachers rarely use technology-based media in developing learning materials. Lecturers of English Education Study Program, Universitas Muhammadiyah Purworejo held training on technology-assisted learning media to overcome the problems faced. The method used was covered four steps namely problem analysis, preparation, implementation, and evaluation. The training activities were carried out face to face at SMP N 22 Purworejo. A total of 36 (thirty six) teachers participated in this activity. To evaluate the training program's achievements and participant responses, close-response questionnaires and semi-structured interviews were conducted after the presentation and discussion sessions finished. The results of the interviews showed that the participants were happy and enthusiastic about participating in the training activities. This community service program is able to increase teacher competence in developing technology-based learning media. The output of this program was an article published in a national-accredited journal. Further training needs to be held by increasing the number of participants from junior and senior high school teachers.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (September 12, 2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.267.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (September 12, 2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.270.
Full textAbstract:
Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (September 12, 2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.274.
Full textAbstract:
Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Saini, Fadhlan, Nur Halimah, and Indah Wardaty Saud. "E-Learning Application Training for Junior High School and Madrasah Tsanawiyah Teachers in Manado City." NYIUR-Dimas: Jurnal Ilmiah Pengabdian Kepada Masyarakat 2, no. 2 (December 21, 2022): 95–105. http://dx.doi.org/10.30984/nyiur.v2i2.352.
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E-learning has always been a need for everyone. It develops to be utilized since Covid-19 attack. For this reason, many parties including Education attempts to involve applications in E-learning materials. Teachers, in particular required a lot of methods to apply teaching and learning materials through online materials. Within this case, this community service aims to train teachers in using and applying E-learning applications into the classroom. The following community service was accomplished in several schools located in Manado city, such as SMP Yapim, MTs Assalaam, Mts Al Muhajirin. The subjects were teachers from the following schools who have been teaching during covid-pandemic. This activity was held during one month. The results say that the teachers feel motivated, improved and getting understood to have an easier method to use E-learning application such as Edmodo and Google Classroom for their Classroom. The tools in those applications are useful, for instance, to perform an understanding about how to use formula in Math, how to express ideas in English, how to write an assignment in History, and how to learn sufficiently and properly. In the meantime, students are also conveyed grateful and enjoyable to use google classroom and Edmodo application. However, factors such as do not have and have limited smartphone, internet network, and the late to access the apps can be said as the problems found during the service by the team.
Keywords: E-learning; Learning Applications, Junior High Schoool Teachers.
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Abuda, Ben Fermin Quitorio, Kareen Dionesia R. Rivera, and Jestoni C. Orque. "Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study." International Journal of Humanities and Innovation (IJHI) 4, no. 4 (December 31, 2021): 181–85. http://dx.doi.org/10.33750/ijhi.v4i4.138.
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In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.
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Rico Alonso, Angélica, and Angela Cardenas. "Entrepreneurship in High School Education – Perspectives of Colombian Teachers." Multidisciplinary Journal of School Education 9, (2) 18 (December 31, 2020): 35–60. http://dx.doi.org/10.35765/mjse.2020.0918.02.
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The term entrepreneurship has been seen from a productive perspective, tending towards the development of business ideas. However, today it is also associated with the strengthening of skills and attitudes on a personal level. In Colombia, Law 1014 of 2006 regulates entrepreneurship as part of academic training, at all educational levels. Despite it being an initiative raised by the government, concrete actions on the subject are being directed by teachers in classrooms. For this reason, the views of high school teachers, through the lens of qualitative research, are essential for exploring the reality that education occupies in this aspect, and that increasingly highlights some obstacles which hinder its progress.
Therefore, the aim of this article – immersed in the framework of a doctoral thesis about the practices of entrepreneurship among high school teachers in public schools in Bogotá – is to expose which actions have been aimed at integrating entrepreneurship into Colombian high school education from the experience of teachers, as well as to unveil their criticism of the absence of the entrepreneurial process from the first grades established in the law, the role of the National Service of Learning (SENA) as an important institution in Colombia related to entrepreneurship in the classrooms, the lack of a more human vision that is less focused on production in entrepreneurship education, and the huge gap in teacher training in the area.
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Julina, Niza Ayuningtias, and Rudiansyah. "SFE Learning Model for High School Mandarin Teachers in Tebing Tinggi City." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 30, 2021): 461–69. http://dx.doi.org/10.47175/rielsj.v2i3.292.
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This research is entitled 'SFE Learning Model for Mandarin Language Teachers at Senior High Schools in Tebing Tinggi City.' This activity aims to provide assistance in an effort to improve teacher skills in teaching Mandarin to high school students. This teaching training was carried out through a community service program with partner teachers in Tebing Tinggi City High School. This activity started from the anxiety of the principal, where the teacher had not been able to create an attractive and effective learning model. The research used training and mentoring method, starting with socialization activities and then opening in the form of offline motivational seminars. Furthermore, training activities were carried out online using the Zoom Meeting media for two months, involving teachers. The strategy in this activity used the Student Facilitator and Explaining (SFE) type of cooperative learning model. The results of this study are expected to be useful for all teachers in creating an interactive learning atmosphere, with various forms of games and facilitated by current technological advances.
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Julina, Julina, Niza Ayuningtias, and Rudiansyah Rudiansyah. "SFE Learning Model for High School Mandarin Teachers in Tebing Tinggi City." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 30, 2021): 467–75. http://dx.doi.org/10.47175/rielsj.v2i3.313.
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This research is entitled 'SFE Learning Model for Mandarin Language Teachers at Senior High Schools in Tebing Tinggi City.' This activity aims to provide assistance in an effort to improve teacher skills in teaching Mandarin to high school students. This teaching training was carried out through a community service program with partner teachers in Tebing Tinggi City High School. This activity started from the anxiety of the principal, where the teacher had not been able to create an attractive and effective learning model. The research used training and mentoring method, starting with socialization activities and then opening in the form of offline motivational seminars. Furthermore, training activities were carried out online using the Zoom Meeting media for two months, involving teachers. The strategy in this activity used the Student Facilitator and Explaining (SFE) type of cooperative learning model. The results of this study are expected to be useful for all teachers in creating an interactive learning atmosphere, with various forms of games and facilitated by current technological advances.
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Kanyesigye, Stella Teddy, Jean Uwamahoro, and Imelda Kemeza. "The Effect of Professional Training on In-service Secondary School Physics 'Teachers' Motivation to Use Problem-Based Learning." International Journal of Learning, Teaching and Educational Research 21, no. 8 (August 30, 2022): 271–87. http://dx.doi.org/10.26803/ijlter.21.8.16.
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Professional training for in-service teachers is at an utmost level to improve their teaching practices. Therefore, this study aimed to assess the effect of professional training on in-service secondary school physics teachers' motivation to use Problem-Based Learning (PBL). A pre-and posttest quasi-experimental design was used to conduct the study. A two-day professional training on PBL was delivered as an independent variable, while teachers' motivation to use PBL was conceived as the dependent variable. The study involved fifty (50) in-service physics teachers (20 in control and 30 in the experimental group) from 25 secondary schools in four districts of Southwestern Uganda. Data were analyzed with SPSS v.23.0 using descriptive statistics, and paired, and independent samples t-test. The findings indicated a high statistically significant (p<.05) positive change and a greater motivation to use PBL among teachers who received professional training in PBL compared to those who did not receive it. It was recommended that the Government, in conjunction with school administrators, regularly organize similar training and, if possible, for all teachers national wide.
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Latouche, Alexandre Pascal, and Michael Gascoigne. "In-Service Training for Increasing Teachers’ ADHD Knowledge and Self-Efficacy." Journal of Attention Disorders 23, no. 3 (May 11, 2017): 270–81. http://dx.doi.org/10.1177/1087054717707045.
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Objective: The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers’ ADHD knowledge and sense of self-efficacy. Method: Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers’ ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up. Results: Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps < .001). Knowledge increased more than twofold, from very low to high levels, although increases in self-efficacy were more modest. Both knowledge and self-efficacy decreased at the 1-month follow-up but, nevertheless, remained higher than baseline levels ( p < .001). Conclusion: Results demonstrate that a brief training workshop can increase primary school teachers’ ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers’ training and knowledge about the disorder.
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Saiyachit, Lakaisone. "Effectiveness of outcome-based approach to design contents for training secondary school English teachers in Laos." Journal of Green Learning 2, no. 1 (June 28, 2022): 10–15. http://dx.doi.org/10.53889/jgl.v2i1.99.
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This research aimed at evaluating effectiveness of an outcome-based approach for redesigning contents (training tasks, instructions, and assessments) of a teacher training program. Research participants were three English secondary school teachers. The effectiveness was evaluated by assessing abilities of in-service teachers to use 15 student-centered teaching techniques to design activities to teach English, appropriateness of training contents and usefulness of abilities gained from the training. Therefore, the data were gathered by assessing trainees’ abilities during and after training and interviewing them at the end of the training. The findings show that all of the in-service teachers have gained high abilities to use the 15 students centered teaching techniques for designing activities to teach English. The findings from interview show that the training contents are suitable for training the new teaching skills and they confident to use them. Therefore, high training achievement and very positive opinions found in this research confirm that outcome-based approach is effective to use for designing contents of training program.
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Tulak, Noper, and Yusuf Bungkang. "PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN FISIKA BERBASIS KOMPUTASI PADA GURU-GURU FISIKA SMA Se-ABEPURA." JURNAL PENGABDIAN PAPUA 5, no. 1 (March 3, 2021): 1–5. http://dx.doi.org/10.31957/.v5i1.1098.
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Training on developing physics learning media for high school physics teachers in Abepura and surrounding areas was carried out on 15 and 16 August 2019 at computer laboratory of physics department. The aim of the training is to motivate and improve the ability of teachers to create virtual learning media as alternative physic learning media so as to improve the quality of teaching and physics learning. The method used to support the success of this program is in the form of training, demonstration and practice or tutorial using matlab program. The results of the implementation of service activities felt by the team and the training participants were very satisfying, with indicators of participant activity in each activity process, and participating in training enthusiastically. The training of create physics learning media for senior high school teachers in the community service program that has been implemented is expected to provide understanding and also the ability of teachers to design physics learning media using computers that will have an impact on increasing teaching and learning productivity and professionalism of physics teachers in senior high school. Keywords: learning media, Matlab, physic teachers
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Ozcan, Mehmet. "High school teachers’ self-efficacy beliefs: A mixed method research." Waikato Journal of Education 27, no. 3 (December 9, 2022): 123–41. http://dx.doi.org/10.15663/wje.v27i3.827.
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The aim of this study is to reveal high school teachers’ self-efficacy beliefs with an explanatory sequential design, which is one of the mixed method research designs. Quantitative data of the research were analysed by package program, and qualitative data were analysed by content analysis method. Three hundred and twenty-nine high school teachers participated in the quantitative part of the research and 15 high school teachers participated in the qualitative part of the study. In the quantitative section of the study, the “Teacher Self-Efficacy Belief Scale” was used and in the qualitative dimension an interview form consisting of four research questions were asked. As a result of the research, it was revealed that the factors affecting the academic self-efficacy beliefs of the participants were scientific research, postgraduate education, in-service training, following up-to-date resources, individual development and communication; the factors affecting professional self-efficacy beliefs were the use of different teaching principles and methods, in-service training, personal development, graduate education, communication, professional sharing and experience; the factors affecting social self-efficacy beliefs were social activities, school activities, communication, harmony and sharing; and the factors affecting intellectual self-efficacy beliefs were following periodicals, following the agenda, scientific-philosophical reading, activities and organisations, personal development and travel.
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David Richard, Selvia, and Dyah Ayu Kartika Wulan Sari. "Kelor Leaf Extraction As Organic Inhibitor Of Steel In Seawater Training To Increase Competence Luqman Al-Hakim Surabaya High School Teachers And Students." Journal of Innovation and Applied Technology 6, no. 2 (December 15, 2020): 1038–43. http://dx.doi.org/10.21776/ub.jiat.2020.006.02.5.
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The Materials Engineering Department held the training as a public service program with participants coming from Teachers and Students of Luqman Al-Hakim Surabaya High School. This training was held at the Materials Engineering Department. The training method used was the presentation of material by the Team, followed by experiments in the Laboratory. These results indicate an increase in the competency, insight and understanding of Luqman Al-Hakim High School Teachers and Students regarding the process of Kelor leaves as an organic inhibitor
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Krisdianata, Yoannes Yuka, and Concilianus Laos Mbato. "Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences." Journal of English Language Teaching and Linguistics 7, no. 3 (December 9, 2022): 557. http://dx.doi.org/10.21462/jeltl.v7i3.930.
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<em>Constructing teacher identity is important for pre-service teachers, especially when taking part in teacher training practicums in school. Nonetheless, they faced many adversities, such as passive students, negative emotions, and anxiety. Therefore, pre-service teachers need to be aware of their capacity for resilience. This study aimed to discover the resilience factors pre-service teachers had in coping with the problems found in teacher training practicums in schools in constructing their teacher identity. A mixed-method study from questionnaires and semi-structured interviews was employed to gather quantitative and qualitative data. The participants reported that they faced hard times but displayed high resilient ability. It was influenced by their perseverance, ability to reflect, adaptive help-seeking, responses to the negative affect, and emotional regulation. The resilient ability supports the teacher identity construction after conducting a teaching practicum in school. Further research needs to consider the number of participants, gender, age, and the school levels where the teaching practicums are conducted to gain more perspectives on pre-service teachers’ resilience.</em>
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Afifah, Dian Septi Nur. "Pelatihan Implementasi Pendekatan Onto-Semiotik dalam Pembelajaran di Kelas bagi Guru SMP Al-Bahjah Tulungagung." Jurnal Pengabdian Pada Masyarakat 4, no. 3 (October 28, 2019): 231–38. http://dx.doi.org/10.30653/002.201943.135.
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TRAINING ON THE IMPLEMENTATION OF ONTO-SEMIOTIC APPROACH IN CLASS LEARNING FOR TEACHERS AT JUNIOR HIGH SCHOOL AL-BAHJAH TULUNGAGUNG. The purpose of this community service activity is the teachers training by implementing an onto-semiotic approach in classroom learning and produce a lesson plan. This activity done at Junior High School Al-Bahjah Tulungagung. The participants are teachers in Junior High School Al-Bahjah Tulungagung. The method used is theory method and practice. The results obtained throught this training are knowldge of innovative learning with an onto-semiotic approach for teachers and their ability to create and implement the lesson plan with an onto-semiotic approach.
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Staroń, Ryszard. "In-service training among comprehensive high school physical education teachers in Cracow between 1918–1939." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Kultura Fizyczna 14, no. 1 (2015): 45–59. http://dx.doi.org/10.16926/kf.2015.14.03.
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Pratiwi, Brillianing, Arini Noor Izzati, Ratu Badriyah, and Ulfa Mariana. "Improving literacy competence for junior high school teachers." Community Empowerment 7, no. 2 (February 28, 2022): 350–56. http://dx.doi.org/10.31603/ce.6412.
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During discussions with the teachers at Said Na'um Islamic Junior High School, it was discovered that there were issues with the school's facilities and infrastructure, specifically the lack of printed learning resources as enrichment materials for students. Therefore, it was agreed on priorities for teacher problem solving efforts in improving information literacy competence, so that they are able to utilize technology-based information. The implementation of this service involves several steps, including observation, implementation, and program evaluation. The implementation of the training on digital literacy skills will be held in September 2021. The results of the activity show a good response from teachers where 85% actively attend the program, 50% of them submitted the task and have been able to use digital technology well. As for 80% of the participants have mastered the ability to browse the literature.
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Subagyo, Adit Darwo. "TRAVEL GUIDE TRAINING IN TRAVEL EDUCATION FRAMEWORK." JELAJAH: Journal of Tourism and Hospitality 1, no. 1 (March 3, 2019): 14–17. http://dx.doi.org/10.33830/jelajah.v1i1.451.
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The use of computer programs in learning mathematics can help students construct mathematical concepts. Therefore, computer media is needed in learning mathematics today. One computer program that is often used by teachers to help explain geometry concepts is Geogebra. This community service activity aims to provide training on the use of Geogebra in instilling straight-line concepts, and graphs of quadratic functions, for junior and senior high school teachers in Jember Regency, which is attended by 30 people. This training was conducted in March 2016 for 2 training sessions, held at Jember 3 Public Middle School. The method used: presentation, practice, discussion, demonstration. Furthermore, assistance is provided at the school where the training participants teach. As a result, there was an increase in skills in utilizing the Geogebra program to teach students about the concept of straight lines, and graphs of quadratic functions. The expected output of the community service activities are: (1) abdimas articles which are published in journals / electronic media (2) Handbook on how to operate the Geogebra program.
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Kusjono, Gatot, Suprianto Suprianto, and Syamruddin Syamruddin. "Pelatihan Penulisan Naskah Ilmiah Jurnal Investigasi Volume 3 Nomor 1 Maret – Juni 2022 bagi Guru-guru se Kota Tangerang Selatan." Indonesian Journal of Society Engagement 3, no. 2 (September 6, 2022): 106–18. http://dx.doi.org/10.33753/ijse.v3i2.86.
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Community service activities Scientific Manuscript Writing Training Journal Investigation Volume 3 Number 1 March-June 2022 For Teachers throughout South Tangerang City aims to help elementary / junior high school / junior high school / high school / vocational school teachers in South Tangerang City in writing scientific manuscripts that will be published in journals with ISSN. The training method is carried out using the method of assistance, discussion, workshop and technical guidance (bimtek) of writing scientific manuscripts in accordance with journal manuscript standards. The training results were obtained as many as 8 elementary school teacher manuscripts (62%), 3 junior high school teacher manuscripts (23%), and 2 high school / vocational school teacher manuscripts (15%) published in the journal INVESTIGATION Volume 3 Number 1 March-June 2022. The publication of teachers' scientific manuscripts in the journal INVESTIGATIVE is certainly very helpful for teachers in fulfilling the obligation to journalize their scientific manuscripts, so that they are not constrained in increasing classes or positions.
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Kwabena Odum, James. "Examining the use of Manipulative Materials in Teaching Mathematics among Junior High School Teachers in the Seikwa Central Circuit." Scholars Journal of Science and Technology 3, no. 4 (September 8, 2022): 772–86. http://dx.doi.org/10.53075/ijmsirq/56504464.
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The Ministry of Education (MoE)/Ghana Education Service (GES) require all mathematics teachers to use manipulative materials to teach mathematics in Junior High Schools (JHSs) because they have the potential to demystify learning of the subject. The study was designed to examine the use of manipulative materials in teaching mathematics among junior high school teachers in the Seikwa Central Circuit of the Tain District of the Bono Region. The questionnaire was used to collect data from 15 teachers and 9 headteachers sampled from JHSs in the Seikwa Central Circuit of the Tain district. Descriptive statistical analysis was applied to the quantitative data obtained from the questionnaire. The study showed those teachers use manipulative materials in teaching mathematics in the classroom. Teachers knew the benefits of manipulative materials in learning; two factors challenged their use in the classroom: non-availability and inadequate supply of manipulative materials, and the high cost of preparing some manipulative materials. The study concluded that most JHS teachers in the circuit improvise most of the manipulative materials they use in the classroom since they are not supplied by MOE/GES, NGOs/Philanthropists, Tain district assembly, and PTA/SMC. The study recommended that stakeholders in education in the Seikwa Circuit should boost the supply of manipulative materials and organize periodic in-service training for JHS teachers on the use and development of manipulative materials for teaching mathematics. Lastly, MOE/GES should organize in-service training on the use of problem-solving in teaching mathematics.
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Ubit, Fadliadi. "UNDERSTANDING CRITERIA OF EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT: PERSPECTIVES OF ISLAMIC HIGH SCHOOL TEACHERS IN ACEH." Tatar Pasundan : Jurnal Diklat Keagamaan 16, no. 1 (June 29, 2022): 1–12. http://dx.doi.org/10.38075/tp.v16i1.285.
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This cross-sectional qualitative study was conducted to understand teachers’ expectations of their professional development that will inform the policy and practice of effective teacher professional development programs. The participants of the study were in-service English teachers who were alumni of professional development programs held at a training centre in Banda Aceh-Indonesia under the Ministry of Religious Affairs (MoRA). Data were collected using semi-structured interviews and data collected were analysed using thematic analysis. The findings show that teachers had high expectations when attending a professional development program. Another significant findings were teachers expected qualified trainers both instructional and interactional; the provision of good quality training facilities, resources, and infrastructure; adequate and equal teachers’ access to professional development that meets their professional development’s needs, career and learning journey. These elements were perceived by teacher participants as important criteria for effective teacher professional development, especially in Aceh’s context. Keywords: teachers’ expectation; teacher professional development; trainer’s quality; learning environment
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Custodio-Espinar, Magdalena. "Influencing Factors on In-Service Teachers’ Competence in Planning CLIL." Latin American Journal of Content & Language Integrated Learning 12, no. 2 (May 11, 2020): 207–41. http://dx.doi.org/10.5294/laclil.2019.12.2.2.
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In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results.
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Setiawan, Deny, Siti Zubaidah, Susriyati Mahanal, and Rahmi Masita. "PELATIHAN HIGH ORDER THINKING SKILLS DAN EVALUASI BERBASIS ONLINE BAGI GURU SMA DI KOTA MALANG." PAMBUDI 6, no. 02 (December 20, 2022): 119–26. http://dx.doi.org/10.33503/pambudi.v6i02.2511.
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Applying HOTS and the need for effective and efficient evaluation facilities for teachers is urgent for Malang schools. This study aimed to determine the results of HOTS training and online-based evaluation in Malang. This community service aims to find out the results of HOTS training and online-based evaluation for teachers in Malang. The training target is 40 high school Biology Teachers in Malang. The activity consists of 3 stages, namely the preparation stage, the activity stage, and the evaluation stage. HOTS training and online-based evaluation positively impacted high school teachers in Malang. The average score of participants in Padlet development was 86.78%, 100% were able to make and apply Kahoot! in class, and 90.45% of participants had prepared questions according to the HOTS criteria and were able to identify their cognitive level.
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Risnawaty, Widya, Sandi Kartasasmita, and Denrich Suryadi. "Peer Counselor Training for High School Students in West Jakarta." MITRA: Jurnal Pemberdayaan Masyarakat 3, no. 2 (November 29, 2019): 108–19. http://dx.doi.org/10.25170/mitra.v3i2.350.
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The present community service activities were held to provide peer counselor training for high school Students in West Jakarta. Results from our survey showed several problems such as high achievement demand from parents, disparity between peer groups, and verbal abuse from parents. Despite these problems, students prefer to share their problems with their peers to consulting their problems with the Guidance and Counseling (GC) teacher, subject teacher, or homeroom teacher. To address this problem, the solution offered was to prepare assistance for GC teachers by giving training to selected students so that they are able to help other students, that is as peer counselors. Students who were trained must pass a selection process to meet standard qualifications as peer counselors. The peer counselor training aimed to provide competency-based knowledge and skills as a counselor. The task of these peer counselors was to act as peer assistants who can accommodate stories and complaints from peers based on basic counselling skills. Peer counselors are expected to help reduce psychological tension experienced by peers in need. The implementation stages included the following: socializing the program, implementation of training with 14 sessions, practices and supervisions, and evaluation program. Through the training, the students were successfully introduced to simple theories and counseling skills to trainees. After 6 simulated exercises, each participant experienced better counseling skills. However, to keep improving their skills, it is necessary that the trainees be given a periodic training and a strong support from the school, especially from GC teachers.
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Arnellis, Arnellis, Nonong Amalita, Elita Zusti Jamaan, Media Rosha, and Saddam Al Aziz. "Training of Mathematics Olympiad Contents by Using Edmodo App for Mathematics Teachers of MGMP of Junior High School in Bukittinggi City." Pelita Eksakta 4, no. 2 (November 30, 2021): 104. http://dx.doi.org/10.24036/pelitaeksakta/vol4-iss2/150.
Full textAbstract:
The purpose of this study is to improve the ability of mathematics olympiad coaches through the edmodo platform, and to find out the satisfaction of Bukittinggi junior high school mathematics teachers in fostering mathematics olympiads with the edmodo application. The target audience for the service is mathematics teachers in the Subject Teachers' Consultation (MGMP) at Bukittiggi Junior High School Mathematics. This training stage begins online with workshops from home, giving out questionnaires, administering tests, then followed by giving Edmodo platform skills, strengthening math olympiad training materials, and offline discussion sessions in the Edmodo class. The results of the training implementation showed that the mastery of Mathematics teachers in junior high schools in Bukittinggi City on the Olympic material through the tests given on the Edmodo platform was 76%, meaning that teachers who participated in this activity were able to conduct mathematics Olympiad coaching with the Edmodo application. While the results of the participant satisfaction questionnaire were 81.27% participants had good satisfaction with the training activities carried out.
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Malik, Abdul, Niaz H. Soomro, and Zahid H. Pathan. "EFL School Teachers Perceptions about In-Service Trainings: A Cross- Sectional Study." Global Educational Studies Review VII, no. I (March 30, 2022): 204–17. http://dx.doi.org/10.31703/gesr.2022(vii-i).21.
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This study explores the perceptions of EFL school teachers about their in-service trainings in Balochistan, Pakistan. In addition to self-reflection and experiences, teacher trainings contribute to enhancing teachers' skilling, re skilling and up skilling with best classroom practices. However, not all teachers may have an opportunity to quality teacher trainings. Those who do, also carry varied views about in-service teacher training. This study attempted to unveil general perceptions of EFL teachers and the differences in perceptions of primary, middle, or high school EFL teachers in terms of motivation,attitude, ongoing learning, and factors affecting CPD in Balochistan. The findings show that there were no meaningful differences in perceptions of teachers in terms of factors affecting professional development, motivation, ongoing learning, and attitudes. As professional development is a life-long process, the study suggests that at least one CPD activity should be fixed for every EFL teacher each year to develop them professionally.
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Pongsakdi, Nonmanut, Arto Kortelainen, and Marjaana Veermans. "The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies." Education and Information Technologies 26, no. 5 (February 11, 2021): 5041–54. http://dx.doi.org/10.1007/s10639-021-10439-w.
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AbstractTo prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching. This study is a part of OpenDigi, which aimed to create teachers’ communities for enhancing digital pedagogy skills and the use of digital assessment tools. The aim of this study is to investigate the impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Self-report questionnaires were collected from 98 elementary and lower secondary school in-service teachers in southern Finland. A total of 22 in-service teachers completed both pre- and post-test. The results showed that the impact of the digital pedagogy training depended on teachers’ ICT confidence level. Teachers who had low confidence in ICT use showed an increased ICT confidence level after the programme, while teachers who already had high confidence in ICT use showed no significant changes in their confidence level. Moreover, the results indicated that the need for ICT support was lower after the training for the teachers in high confidence group, while there were no significant changes in the need for ICT support for the teachers in the low confidence group. These results suggested that the training could fulfil teachers’ needs for ICT support, particularly for the teachers in the high confidence group. The challenges teachers face in expanding the use of digital technologies in practice and their commitment to the digital culture are discussed.
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Uspayanti, Rezky, Desy Kumala Sari, and Fredy Fredy. "Pelatihan Penulisan Artikel Ilmiah untuk Meningkatkan Kompetensi Profesional Guru SMA Negeri 2 Merauke Provinsi Papua." Jurnal Pengabdian UNDIKMA 3, no. 1 (May 18, 2022): 107. http://dx.doi.org/10.33394/jpu.v3i1.5077.
Full textAbstract:
The aims of this community service is to improve teachers’ professional competence through training for writing scientific article and classroom action research. The method used was training method with online and offline form. This training was done on September until November 2021. The target was the teachers of Senior High School 2 Merauke province Papua. There were some steps of this community service namely observation, giving material, and monitoring to know the progress of the program. After that training was done, the participants were give the questionnaires that consisted of ten statements. Based on the result of questionnaires, the teachers of Senior High School 2 Merauke gave positive responses namely the responses on very good, good, and neutral category. The result showed that the training can help the teachers in doing classroom action research and scientific research, improving the motivation in writing, helping the job, and improving the professional competency of the teacher.
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Sbai, Mohamed Aymane. "Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in Meknes City as a Case." International Journal of Pedagogy, Innovation and New Technologies 6, no. 1 (June 24, 2019): 71–93. http://dx.doi.org/10.5604/01.3001.0013.2879.
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The ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfied with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compensate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. This is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be reflective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. The findings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfied with conventional methods and - (P=96%) of them- are not committed to one or two teaching methods. The vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and inflexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. The findings also show that the majority of teachers do, to some extent, know about classroom research; however, they - (P=72%) of them- have never conducted it inside their classrooms. The teachers (P=57%) attribute this to the lack of financial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them financially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specific students and contexts within which they work.
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Bogachkov, Iu N., I. N. Zakomirnyi, and P. S. Ukhan. "Distance learning support service for night general education schools." CTE Workshop Proceedings 3 (March 20, 2015): 260–63. http://dx.doi.org/10.55056/cte.275.
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The purpose of experiment is approbation of Moodle system for support of educational process in comprehensive night school for teaching of night-school students and external students http://moodle.virtualschool.org.ua/. The task of the study is working off (polishing) of procedures of training of teachers in remote work, development of educational content and test tasks, training of pupils in remote work. The object of research – technology of distance learning. The subject of research – estimation (assessment) of efficiency and organization of distant learning in secondary schools. The method of experimental research is used. Research is in the phase-forming stage. Training of teachers in remote work and development of tests are provided. The full set of thematic tests in all disciplines of high school is created. Training of pupils in the use of testing system is being provided. Collection of information about the course of resource use is organized. Development of educational content is started.
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Onyshchenko, Nataliia, Nataliia Serdiuk, and Valentyna Krykun. "PRE-SERVICE TEACHERS’ TRAINING FOR THE INNOVATIVE EXTRACURRICULAR WORK." Advanced Education, no. 19 (December 29, 2021): 20–32. http://dx.doi.org/10.20535/2410-8286.225789.
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The research proves that the level of pre-service teachers’ readiness for innovative extracurricular work at school will be increased together with the general index of their satisfaction with the extracurricular work at university after the implementing the designed holistic program of their training. The participants of the pedagogical experiment were 148 students, divided into experimental and control groups; the experts were 18 teachers of Philological Faculty of the Hryhorii Skovoroda University in Pereiaslav and 10 General Secondary Schools teachers (Pereiaslav, Ukraine). After implementation of the program, 27% of participants were ready for innovative extracurricular work at the high level, 62% of students increased their level of readiness for innovative extracurricular work to the middle one. The suggested program also increased the students' satisfaction with the extracurricular work at university. On the basis of the research results, the authors suggest methodical recommendations for educators.
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Wu, Ming-Jenn, Chi-Yo Huang, Yu-Sheng Kao, Yeou-Feng Lue, and Liang-Chu Chen. "Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan." Sustainability 10, no. 10 (October 1, 2018): 3537. http://dx.doi.org/10.3390/su10103537.
Full textAbstract:
Educational quality is one of the most important factors for having well-trained human resources that support the productivity, competitiveness, and economic growth of a nation. Teachers have always played dominant roles in ensuring education quality. Thus, teacher education is becoming ever more important. However, scholars have long warned about the ineffectiveness of teacher preparation. Indeed, a significant gap still exists between current pre-service teacher education and ideal training. Thus, a new professional performance evaluation system for pre-service teachers will be very helpful in resolving long-term public dissatisfaction with schools. To resolve this problem, developing a performance evaluation system that contains professional standards, performance evaluation criteria, and a precise performance evaluation mechanism is essential to guarantee the highest teacher quality in Taiwan. The authors designed a two-stage research effort for a professional performance evaluation system for Taiwanese pre-service teachers of automobile repair. In the first stage, the Delphi method is introduced to develop pre-service teachers’ professional standards and key evaluation criteria using two iterations of Delphi processes and 14 iterations of focus group meetings based on experts’ opinions. In the second stage, a professional performance evaluation and review mechanism for pre-service teachers is developed using focus group meetings to collect opinions from six vocational education experts. The final performance evaluation system will enhance the quality of pre-service teachers in vocational high schools and serve as a useful model for other countries and economies.
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Dangin, Dangin, and Elysa Hartati. "Technology Utilization Training In Material Design Process, Learning Engagement & Learning Assessment For Senior High School Teachers." International Journal Of Community Service 2, no. 4 (November 20, 2022): 398–402. http://dx.doi.org/10.51601/ijcs.v2i4.139.
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The use of technology is crucial to support effectiveness in the learning process. In this development trend, teachers are required to master and be able to use technology inside and outside the classroom or Teacher Pedagogical Content Knowledge (TPACK). This service program aims to answer the challenges faced by teachers at the high school level. Through training programs/workshops, teachers as participants are supposed to get knowledge about the use of technology in 3 learning processes, namely preparing materials (material design), attractive learning activities (learning engagement), and conducting evaluations or assessments.
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Jeong, Jongseong, and Jinoh Choi. "The Perception of General Elementary School Teachers about Dyslexia." Korean Association for Literacy 13, no. 4 (August 31, 2022): 245–78. http://dx.doi.org/10.37736/kjlr.2022.08.13.4.08.
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The purpose of this study was to investigate the perception of elementary school teachers about dyslexia, which was receiving major attention in school settings. Three hundred nine elementary school teachers were surveyed regarding their perceptions about the causes, symptoms, diagnosis, and treatment of dyslexia. Survey data were analyzed by descriptive statistics and regression analysis. The results of the analysis were as follows. First, it was found that elementary school teachers generally did not know or have inaccurate knowledge about dyslexia. In particular, the correct response rate for the treatment of dyslexia was 12.8%, and that for the cause of dyslexia was 24.3%, indicating that the level of accurate recognition was very low. Second, teaching experience, confidence of teaching, in-service training experience related to dyslexia, experience of completing subjects with dyslexia, and experiences of teaching students with dyslexia had a positive or negative effects on the perception of dyslexia. In particular, the rate of misconceptions among teachers who had in-service training experience and completion of subjects was relatively high. The results of this study indicate that teacher training or education for correct perceptions of dyslexia is urgent for elementary school teachers. Also, the results show that current dyslexia-related teacher training programs should be updated based on the latest research of dyslexia.