To see the other types of publications on this topic, follow the link: Supervisione pedagogica.
Journal articles on the topic 'Supervisione pedagogica'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Supervisione pedagogica.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Pps, Jurnalpps, Rusjanto ÔÇÄ, Indra Prasetyo, and C. Sri Hartati. "PENGARUH SUPERVISI KEPALA SEKOLAH DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KINERJA GURU SMKN 2 BALIKPAPAN." Jurnal Manajerial Bisnis 4, no. 3 (August 18, 2021): 235–44. http://dx.doi.org/10.37504/jmb.v4i3.341.
Full textAbstract:
The study was conducted to determine the effect of principal supervision on teacher performance and the effect of pedagogic competence on teacher performance. In addition, to determine the simultaneous effect of principal supervision and pedagogic competence on teacher performance. The population of this study was 80 teachers of SMKN 2 Balikpapan as a sample taken according to the number of teachers in SMKN 2 Balikpapan. The results showed (1) there was a positive and significant effect of principal's supervision on performance (2) there was a positive and significant influence of teacher pedagogical competence on teacher performance (3) there was a positive and significant influence of principal's supervision and teacher's pedagogic competence on teacher performance. This shows that all the variables of the principal's supervision and the teacher's pedagogic competence have a significant simultaneous effect on the teacher's performance at SMKN 2 Balikpapan.
2
Sumarlin, Yopi, Fuad Abdurrahman, and Abdurrahmansyah Abdurrahmansyah. "ACADEMIC SUPERVISION OF THE HEAD OF THE MADRASAH IN INCREASING THE PEDAGOGIC COMPETENCE OF MTS TEACHERS AL-KHOIRIYAH BANYUASIN." Conciencia 22, no. 1 (June 30, 2022): 49–66. http://dx.doi.org/10.19109/conciencia.v22i1.13635.
Full textAbstract:
The teacher's pedagogic competence can develop well, and it is necessary to have supervision designed and implemented by the head of the madrasa. From the implementation of academic supervision, some factors can later support these activities and inhibiting factors. This type of research is classified as qualitative research. The aim is to examine and analyze how the supervision of the madrasah principal in the development of teacher pedagogic competence. The approach used in this research is a case study approach, with data collected by observation, interviews, and documentation studies. The results of this study concluded that academic supervision was carried out through three stages, namely the planning, implementation, and evaluation processes. The development of pedagogic competence for all ten teachers at MTs al-Khoiriyah Banyuasin is carried out by supervising the learning process in the classroom, helping to solve problems faced by teachers, improving infrastructure, and creating good communication and providing motivation. Supervision of madrasah principals is related to the pedagogic competence of teachers because supervision will form the ability of capable and professional teachers to implement learning.
3
Kasniari, Ni Made. "UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU KELAS IV SD NEGERI 9 DAUH PURI MELALUI PENERAPANSUPERVISI AKADEMIK TAHUN PELAJARAN 2016/2017." Jurnal Santiaji Pendidikan (JSP) 9, no. 1 (January 25, 2019): 48–55. http://dx.doi.org/10.36733/jsp.v9i1.182.
Full textAbstract:
This study aims to improve the Pedagogical Competence of Class IV Teachers of SD Negeri 9 Dauh Puri and the ability of teachers to prepare RPP in the Learning Process by applying Academic Supervision. This type of research is school action research and involves 1 teacher at the Dauh Puri 9 Elementary School in the academic year 2016/2017.The data of this study include pedagogic competency data collected using worksheets for assessment instruments for the implementation of learning and the ability to develop learning implementation plans using planning instruments for learning activities. Furthermore, the data collected in this study was analyzed using descriptive statistics. The results showed that there was an increase in Pedagogic Competence and Ability to Arrange RPP. This is evident from the results obtained in the 1.70% cycle for preparing lesson plans and 73.33% for pedagogical competencies. From cycle I to cycle II it increased 100% for the preparation of RPP and 100% for pedagogic competencies. The conclusion obtained from this study is that academic supervision can improve the pedagogical competence of the teacher and develop a plan for implementing learning.
4
Nerti, Ni Nyoman. "PENERAPANMODEL PEMBELAJARAN KUANTUM UNTUK MENINGKATKAN PRESTASIBELAJAR DALAMMENULIS CERITA PENDEK PADASISWA KELAS VIII ESMP NEGERI 1 DENPASARTAHUN PELAJARAN 2016/2017." Jurnal Santiaji Pendidikan (JSP) 9, no. 1 (January 25, 2019): 71–80. http://dx.doi.org/10.36733/jsp.v9i1.185.
Full textAbstract:
This study aims to improve the Pedagogical Competence of Class IV Teachers of SD Negeri 9 Dauh Puri and the ability of teachers to prepare RPP in the Learning Process by applying Academic Supervision. This type of research is school action research and involves 1 teacher at the Dauh Puri 9 Elementary School in the academic year 2016/2017.The data of this study include pedagogic competency data collected using worksheets for assessment instruments for the implementation of learning and the ability to develop learning implementation plans using planning instruments for learning activities. Furthermore, the data collected in this study was analyzed using descriptive statistics. The results showed that there was an increase in Pedagogic Competence and Ability to Arrange RPP. This is evident from the results obtained in the 1.70% cycle for preparing lesson plans and 73.33% for pedagogical competencies. From cycle I to cycle II it increased 100% for the preparation of RPP and 100% for pedagogic competencies. The conclusion obtained from this study is that academic supervision can improve the pedagogical competence of the teacher and develop a plan for implementing learning.
5
Mulyono, Mulyono. "PENINGKATAN KOMPETENSI PEDAGOGIK GURU DALAM HASIL BELAJAR SISWA MELALUI SUPERVISI PEMBELAJARAN DI SMP SUNGAI RAYA." Jurnal Kajian Pembelajaran dan Keilmuan 5, no. 1 (April 4, 2021): 20. http://dx.doi.org/10.26418/jurnalkpk.v5i1.48732.
Full textAbstract:
Abstract Carrying out supervision activities to improve learning is one of the duties of a school principal. For the implementation to run effectively, it requires a technical skill that must be possessed by a school principal. These skills include the ability to apply appropriate supervision techniques in the implementation of supervision activities. Understanding and mastery of these techniques by the principal as a supervisor is a must if you want the implementation of supervision in schools to run well so that it can improve the quality of learning. The purpose of this school action research is to find out to what extent the coaching of the principal through the supervision of learning can improve teacher pedagogical competence on student learning outcomes. This school action research was carried out in 2 cycles, from the results of the actions taken were proven to increase teacher pedagogical competence on student learning outcomes, namely from 65% in cycle 1, increasing to 99% in cycle 2. In other words, the supervision of learning carried out by researchers as the principal can improve the pedagogical competence of teachers on student learning outcomes. Keywords: Teacher Pedagogic Competence, Student Learning Outcomes, Learning Supervision
6
Dea Mustika, Nurhayati, Zulhendri, Rusdinal, and Nurhizrah Gistituati. "The Principal's Role as Supervisor to Develop Pedagogic Competence of the Elementary School’s Teacher." East Asian Journal of Multidisciplinary Research 1, no. 4 (June 3, 2022): 585–94. http://dx.doi.org/10.55927/eajmr.v1i4.362.
Full textAbstract:
This study aims to determine the role of school principals in the development of teacher pedagogic competencies in elementary schools. For the development of teacher pedagogic competence, this research refers to the academic supervision of teachers. This study used descriptive qualitative method. Data collection techniques through observation, interviews and documentation review. Testing the validity of the data using source triangulation and technical triangulation. Data analysis techniques include data collection, data reduction, data presentation and drawing conclusions. The conclusion of this study is that the principal acts as a supervisor in the development of teacher pedagogical competencies through the implementation of activities to review learning tools, monitor learning tools and choose supervision assessment instruments.
7
Soedjono, Soedjono. "APPLICATION THE ACADEMIC OF SUPERVISION USING ARTISTIC AND COOPERATIVE DEVELOPMENT MODEL TO IMPROVE THE COMPETENCY OF PEDAGOGICAL FOR TEACHER IN ELEMENTARY SCHOOL PUTAT GEDE 1/94 SURABAYA." AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 3, no. 1 (September 1, 2021): 15–27. http://dx.doi.org/10.46773/muaddib.v3i1.119.
Full textAbstract:
The development of teacher pedagogical competence in schools is a must, considering the teacher as the spearhead in learning. While the principal as a leader who has a function as a manager and supervisor has a strategic role in utilizing the teachers in the school. This research produces the following: 1. Principal supervision strategies to improve teacher pedagogical competence through the effective application of academic supervision with (a) conceptual skills; (b) interpersonal; and (c) technical. 2. Principal supervision approach to improve teacher pedagogical competence. The approach used (a) Directif Approach; (b) Non-directive Approach; and (c) Collaborative Approach. In this case, the core pedagogic competencies covered include: First, Mastering learning theory and principles of learning that educate with Second, Developing a curriculum related to the subjects being taught. Third, Utilizing information and communication technology in learning. (3) Implications for schools namely the creation of a conducive school atmosphere. the creation of effective learning by applying interesting learning methods, the implementation of curricula that are following the standards, and the implementation of ICT-based learning processes
8
Singerin, Sarlota. "The Impact of Academic Supervision on Teacher Pedagogical Competence and Teacher Performance: The Role Moderating by Teacher Efficacy." International Journal of Elementary Education 5, no. 2 (August 9, 2021): 496. http://dx.doi.org/10.23887/ijee.v5i3.34072.
Full textAbstract:
The success of the performance shown by the teacher is influenced by the surrounding environment, one of which is the role of the principal as a school supervisor. In addition, the quality of teacher performance can also be caused by the teacher's self-efficacy. This study aims to determine the effect of academic supervision on pedagogic competence and performance moderated by teacher efficacy. This research is a quantitative research that aims to determine the causal relationship between variables. The population in this study were all elementary school teachers with a sample involving 100 teachers who were selected by simple random sampling technique. Data collection in this study used a questionnaire distributed through the Google Form. The data collected was then analyzed by researchers assisted by the Smart PLS application. The results show that academic supervision has an effect on pedagogic competence with t-count >t-table (4.790> 1.984) and a P value < 5% (0.000 <0.05), academic supervision has an effect on teacher performance with t-count > t-table (4.344> 1.984) and a P value < 5% (0.000 <0.05), Efficacy was not able to moderate the effect of academic supervision on pedagogic competence with t-count < t-table (0.946 <1.984) and P value > 5% alpha standard (0.345> 0.05). Self-efficacy is able to moderate the effect of academic supervision on teacher performance with t-count > t-table (3.165> 1.984) and a P value < 5% (0.032 <0.05). Testing the moderating effect shows that efficacy is able to moderate the effect of supervision on teacher performance, while the pedagogical competence shows that efficacy has not been able to provide a significant moderating effect on pedagogic competence.
9
Winata, Ardi, Muhammad Kristiawan, Rambat Nur Sasongko, and Sudarwan Danim. "Does continuous supervision improve teacher’s pedagogical competence?" JPPI (Jurnal Penelitian Pendidikan Indonesia) 8, no. 1 (March 30, 2022): 102. http://dx.doi.org/10.29210/020221624.
Full textAbstract:
The purpose of this study is to provide a comprehensive picture of the importance of continuous supervision in the context of optimizing teacher pedagogic competence. In this study, a mixed method was used. This research is also known as population research, because all the teachers on duty at SMP Negeri 2 Cengal, namely 28 people, are the research sample. To obtain accurate data, the instruments are arranged according to indicators of pedagogical competence, namely understanding of students, design & implementation of learning, development of students and evaluation of student learning outcomes. Data analysis was carried out according to this research method, there was a qualitative and quantitative analysis with the stages of data reduction analysis, data display which was then verified so that it became a research conclusion. According to the findings of this study, at least there has been an increase in teacher competence as a result of continuous supervision. This research is unique in that it is tested continuously for several periods of supervision, not just once to determine the effect of the implementation of supervision on teacher performance and competence. The final average obtained in each supervision related to the teacher's pedagogic competence is 77.05; 77.75 and 78.8. Of course, these results can help strengthen policies that regulate the implementation of supervision in every educational institution.
10
Talato, TASSEMBEDO, NGANGUE Patrice, Arzouma Hermann PILABRE, PAFADNAM Yacouba, KINDA Abel Téwendé, BARRO Abibata, TRAORE Doulaye, BATIONO Nestor, and SOUBEIGA Dieudonné. "Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review." Journal of Nursing Education and Practice 12, no. 6 (February 25, 2022): 35. http://dx.doi.org/10.5430/jnep.v12n6p35.
Full textAbstract:
Objective: Education in nursing and obstetrics combines theoretical learning with clinical experience. Thus, the internship organization and the supervision of a trainee require the cooperation of different partners in educational and health institutions that receive the trainees. This systematic review aimed to identify factors that facilitate or hinder the effectiveness of clinical educational supervision of nursing and obstetrics students.Methods: Three electronic databases (PubMeb, CINAHL and ERIC) were searched. Two independent reviewers selected eligible publications based on inclusion and exclusion criteria. Qualitative, quantitative or mixed studies conducted in Sub-Saharan Africa and published between January 2011 and December 2020 were included.Results: The study revealed that while there are some strengths (facilitators), clinical pedagogical supervision presents mostly weaknesses (barriers) at the structural and procedural levels. Of the 65 factors studied, all nine studies were unanimous that 54 were barriers and 3 were facilitators. In addition, eight factors were cited as both barriers and facilitators.Conclusions: Clinical pedagogical supervision of nursing and midwifery students in sub-Saharan Africa faces major challenges of diverse origins that may undermine its effectiveness. It would be appropriate at the country level to analyze the barriers inherent in this supervision's structure and process and improve them.
11
Singh, Kanwarjeet, Jane Southcott, and Damien Lyons. "Knowledge Meals, Research Relationships, and Postqualitative Offerings: Enacting Langar (a Sikh Tradition of a Shared Meal) as Pedagogy of Doctoral Supervision." International Journal of Qualitative Methods 21 (January 2022): 160940692210972. http://dx.doi.org/10.1177/16094069221097223.
Full textAbstract:
In research, particularly within the pedagogies of doctoral supervision, the significance of relational experiences is less explored and understood. Such relational aspects determine the nature and quality of the doctoral research output and are a crucial element of successful doctoral completions. A conscious assessment, estimation and management of the vulnerable sensibilities surrounding these relation fosters a deeper insight into the way student-researchers and supervisors experience their doctoral journeys. In this paper, to feature the importance of these relational experiences and to accentuate ideas and concepts for pedagogical change, my co-authors and I forsake the repetitious and employ Langar - a Sikh cultural practice of congregational cooking and consumption of a shared meal as a postqualitative methodological alternative. We utilise the innovative insights of Langar to reflect on our own research experiences and demonstrate the complexities of ‘becoming’ researchers to explicate how a sometimes-distant cultural practice could induce a shift in our research thinking. In context of methodological approaches, and within an educational framework, we argue that such a shift may instil freshness into the way doctoral journeys and cognate supervision pedagogies are viewed, navigated, and experienced. Methodological innovation, we submit, may occasion pedagogical transformation.
12
Ayoola-Adeniyi, Ruth. "Pedagogical Supervision: A Competency Standards Framework." Leadership and Policy in Schools 20, no. 2 (March 22, 2021): 332–34. http://dx.doi.org/10.1080/15700763.2020.1800749.
Full text
13
Torrealba Campos, Angélica Pia, Estefanía Belén Jaramillo Canseco, Natalia Carola Salinas Córdova, César Patricio Faundez Casanova, and Iván Ramón Sánchez Soto. "Validación de cuestionarios de Supervisión de Prácticas Pedagógicas: caso supervisores y supervisados (Validation of Pedagogical Practice Supervision questionnaires: supervisors and supervised cases)." Retos 47 (November 10, 2022): 347–51. http://dx.doi.org/10.47197/retos.v47.89396.
Full textAbstract:
En Chile y en Latinoamérica, hasta el momento no existe un instrumento que pueda ser utilizado para evidenciar el nivel de conocimiento sobre la importancia de la relación teórico-práctica que se produce de la supervisión dentro de la Formación Inicial Docente (FID), para sus actores principales, como son los supervisores (académicos) y supervisados (estudiantes). Dicho instrumento busca entregar datos para que las Universidades logren tomar decisiones sobre los factores que afectan al proceso considerado como base de la FID. Por lo que, el objetivo de este estudio es validar dos cuestionarios con las mismas dimensiones, que midan dentro de la Supervisión de Prácticas Pedagógicas los factores que inciden, verificando la fiabilidad, objetividad y desarrollando valores normativos de cada categoría. La muestra para supervisados fue compuesta por 26 estudiantes, seleccionados de tipo censal (Otzen & Manterola, 2017), siendo 17 hombres y nueve mujeres, que constituyeron el 100% de la población de cuarto año de una Universidad del Norte de Chile; y para supervisores la muestra estuvo compuesta por 11 docentes, siendo siete hombres y cuatro mujeres. Cada cuestionario contó con 11 preguntas para determinar los componentes que afectan la relación teórica-práctica en la FID. Se validó por análisis confirmatorio y la fiabilidad se determinó por consistencia interna. Como resultado se obtuvo que los instrumentos son válidos, confiables y sirven para valorar los factores que inciden en la supervisión de prácticas. Además, las normas propuestas podrían servir a los profesionales del sistema educativo para valorar la supervisión de prácticas en poblaciones similares. Palabras clave: Supervisión de Prácticas, Supervisor, Supervisado, Formación Inicial Docente, Prácticas, Docencia, Tutoría. Abstract. In Chile and Latin America, until this moment doesn’t exist a questionnaire that could be used for showing the level of knowledge about the theoretical-practical relationship that is produced by the supervisión within the initial teacher training, for its main actors, like supervisors and supervisees. That instrument will give information to the Universities and they will take decisions about the factors that most affect the process inside the FID. The objective of this study is to validate two questionnaires that measure the influencing factors on the supervision of pedagogical practices, checking reliability and developing normative values for each category. The sample for supervisees was composed of 26 students, selected by census type (Otzen & Manterola, 2017), being 17 men and nine women, they constituted the 100% of student population of four year of one university in the north of Chile and for supervisors the sample was made of 11 teachers, being seven men and four women. Each questionnaire had 11 questions to determine the components that affect the theoretical-practical relationship in the initial teacher training. It was validated by the confirmatory analysis and reliability was determined by internal consistency. As a result it was obtained that the instruments developed are valid and reliable and it helps to value the factors influencing supervision of pedagogical practices. Besides, the proposed rules could help the professionals of the educational system to assess the supervision of practices in similar populations. Keywords: Practice Supervision, Supervisor, Supervised, Initial Teacher Training, Practices, Teaching, Tutoring.
14
Phillips, Gail. "The production-based PhD: an action research model for supervisors." Quality Assurance in Education 22, no. 4 (August 26, 2014): 370–83. http://dx.doi.org/10.1108/qae-10-2013-0043.
Full textAbstract:
Purpose – This paper aims to demonstrate how action research methodologies can help to define and clarify the pedagogical role of the supervisor in production-based research (PBR). A major challenge in supervising practice-related research is trying to disentangle and articulate the theory embedded within practical projects. In journalism, which is still a relatively new discipline in academe, supervisors and students are often operating in under-theorised areas with no pre-existing theoretical roadmap. Action research has shown itself to be a useful methodology for structuring and explaining practice-related research, which in journalism would encompass PBR in the field. This paper shows how the action research paradigm is equally useful in describing and clarifying the supervisor’s role in these sorts of projects. Design/methodology/approach – The paper looks first at practice-related research and the main challenges for candidates and supervisors in trying to align PBR with academic paradigms. Using examples from the author’s experience in supervising journalism research, it then illustrates how the main supervision tasks of project management, research mentoring and the writing-up process fit into the action research model. Findings – In reflecting on the dynamics between candidates and supervisors in PBR, this paper shows how supervision of production-based PhDs is a dynamic research process in itself, presenting opportunities for pedagogical reflection. Originality/value – The paper helps to clarify the role of the supervisor in this specialist research area which is still trying to establish itself within academe. It provides one way for supervisors to conceptualise their experiences and so contribute to a corpus of knowledge on which others can draw and build. By showing how the action research methodology applies to the supervision process in production-based research (PBR), this paper articulates a way for supervisors to understand and manage their role in this still-evolving research area. Building on previous scholarship and applying this knowledge to journalism production, the paper shows how action research may provide a way of addressing many of the issues and dilemmas others have encountered and identified in their pedagogical practice.
15
Sudarmiatun, Sudarmiatun, Azhar Azhar, and Dudung Burhanuddin. "PENGARUH SUPERVISI KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP KOMPETENSI PEDAGOGIK GURU DI SMP NEGERI KECAMATAN BANGKO KABUPATEN ROKAN HILIR HILIR." Jurnal Kepemimpinan dan Pengurusan Sekolah 7, no. 2 (June 30, 2022): 192–99. http://dx.doi.org/10.34125/kp.v7i2.731.
Full textAbstract:
This research is motivated by phenomena such as, There are several teachers in the field of study who do not explain the learning objectives, There are several teachers in the field of study when teaching do not use learning media or learning technology in schools. This study aims to analyze the contribution of two independent variables, namely the supervision of the principal and organizational culture, and the dependent variable is the pedagogic competence of teachers at SMPN Bangko District, Rokan Hilir Regency. To obtain the data needed, the writer uses descriptive statistical analysis techniques and inferential analysis. Based on the results of this study, it can be seen that 1) There is an effect of principal supervision on pedagogic competence in SMPN Bangko District, Rokan Hilir Regency. This is evidenced from the results of the t-test that is 3.351 while the t-table is 2.000, thus t-count > ttable (3,351>2,000). 2) There is an influence of organizational culture on the pedagogical competence of teachers at SMPN Bangko District, Rokan Hilir Regency. The results of the calculation of the t test on organizational culture are 3,432 while the t table is 2,000. t count > t table (3,432>2,000). 3) There is a joint influence of principal supervision and organizational culture on the pedagogic competence of teachers at SMPN Bangko District, Rokan Hilir Regency. This is evidenced by Fcount > Ftable or 27.775 > 2.76. The influence of the two variables of supervision and organizational culture on pedagogoic competence is 50.2% while the remaining 49.8% is not discussed in this study.
16
Guerin, Cally, Heather Kerr, and Ian Green. "Supervision pedagogies: narratives from the field." Teaching in Higher Education 20, no. 1 (September 26, 2014): 107–18. http://dx.doi.org/10.1080/13562517.2014.957271.
Full text
17
Aliefaryudha, Aliefaryudha, Tajudin Noor, and Sayan Suryana. "SUPERVISI PEMBELAJARAN KEPALA MADRASAH DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU DI MADRASAH ALIYAH GHOYATUL JIHAD KABUPATEN KARAWANG." Jurnal Manajemen Pendidikan Islam Al-Idarah 6, no. 1 (January 5, 2021): 17–23. http://dx.doi.org/10.54892/jmpialidarah.v6i1.98.
Full textAbstract:
Abstract
This study aims to describe the implementation of learning supervision by the headmaster in Madrasah Aliyah Ghoyatul Jihad Karawang Regency viewed from aspects: 1. Planning learning supervision, 2. Implementation of learning supervision, 3. The relationship between planning and implementing learning supervision. Supervision of Madrasah Principal Learning is basically a servant activity for teachers conducted by madrasah principals for coaching teachers especially to improve the quality of learning. As an impact of increasing the quality of learning can certainly also increase student learning achievement and that means increasing the quality of madrasah graduates themselves. So that supervision of learning of teachers is expected to be carried out on an ongoing basis so that the teacher's pedagogical competence can increase. The research method used by researchers in conducting this research is descriptive qualitative method, in which the researcher describes and analyzes the data obtained in the field. Data collection techniques are done through observation, interviews and documentation. The purpose of this study is to find out and analyze the implementation of learning supervision conducted by the headmaster in Madrasah Aliyah Ghoyatul Jihad. From the results of the study it can be concluded that the implementation of learning supervision has been effective because the headmaster of madrasas when supervising learning refers to the planning program that has been created to improve teacher pedagogical competence.
Key words: Learning Supervision, Madrasah Head Learning Supervision, Teacher's Pedagogical Competencies
Abstrak
Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan supervisi pembelajaran oleh kepala madrasah di Madrasah Aliyah Ghoyatul Jihad Kabupaten Karawang dilihat dari aspek: 1. Perencanaan supervisi pembelajaran, 2. Pelaksanaan supervisi pembelajaran, 3. Hubungan antara perencanaan dan pelaksanaan supervisi pembelajaran. Supervisi Pembelajaran Kepala Madrasah pada dasarnya suatu kegiatan pelayan untuk guru yang dilakukan kepala madrasah untuk pembinaan kepada guru khususnya agar kualitas pembelajarannya meningkat. Sebagai dampak meningkatnya kualitas pembelajaran tentu dapat meningkat pula prestasi belajar siswa dan itu berarti meningkatlah kualitas lulusan madrasah itu sendiri. Sehingga supervisi pembelajaran terhadap guru diharapkan dapat terlaksana secara berkelanjutan agar kompetensi pedagogik guru dapat meningkat. Metode penelitian yang peneliti gunakan dalam melakukan penelitian ini yaitu metode kualitatif deskriptif, dimana peneliti mendeskripsikan dan menganalisis data-data yang diperoleh di lapangan. Teknik pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Tujuan dari penelitian ini adalah untuk mengetahui dan menganalisa implementasi supervisi pembelajaran yang dilakukan oleh kepala madrasah di Madrasah Aliyah Ghoyatul Jihad. Dari hasil penelitian dapat disimpulkan bahwa pelaksanaan supervisi pembelajaran sudah efektif karena kepala madrasah ketika melakukan supervisi pembelajaran mengacu pada program perencanaan yang sudah di buat untuk meningkatkan kompetensi pedagogik guru.
Kata Kunci: Supervisi Pembelajaran, Supervisi Pembelajaran Kepala Madrasah, Kompetensi Pedagogik Guru
18
Rahmadi, Bobby, Yasir Arafat, and Andi Arif Setiawan. "Principal Leadership in the Development of Teacher Pedagogical Competence." Journal of Social Work and Science Education 2, no. 2 (November 16, 2021): 117–26. http://dx.doi.org/10.52690/jswse.v2i2.231.
Full textAbstract:
This study described the principal's leadership in guiding teacher pedagogic competence at SMP Negeri 1 Ogan Komering Ulu. This study used a qualitative method where observation, interviews, and documentation used as instruments. The research subjects were principals, teachers and staff. The results of this study indicate that the principal has two leadership styles in empowering and mobilizing teachers and staff. The two styles are charismatic and democratic leadership style. The principal used four models of pedagogical competency development for teachers were supervision, workshops, regular meetings, and the principal directs teachers to participate in educational trainings and seminars. The obstacles were the lack of teacher preparation in making learning tools such as lesson plans and syllabus, the schedule of the principal's activities impromptu so that the implementation of supervision, meetings, or workshops is delayed. There are some teachers who cannot attend meetings or workshops.
19
Nurhayati, Siti. "Improvement of Pedagogic Competency of Pendidikan Agama Islam and Budi Pekerti Teachers of Islamic Education by Online Learning Supervision in Cilacap District." International Conference of Moslem Society 3 (April 12, 2019): 149–61. http://dx.doi.org/10.24090/icms.2019.2367.
Full textAbstract:
The background of the problem of this study are: (1) the low pedagogical competence of the teacher in the making of the learning implementation plan (RPP), the implementation of the learning process and the implementation of learning evaluation; (2) the progress of communication and information technology, being realized or not, has an influence on the development of education. Such progress, inevitably drags the world of education to various changes in accordance with the needs and demands of the community; (3) improving education in the future requires information systems and information technology that not only function as supporting facilities, but rather as the main weapon to support the success of the world of education, so as to be able to compete in the global market; and (4) the importance of supervising online learning to improve the pedagogical competencies of Junior High School (SMP) teachers of the subject Pendidikan Agama Islam and Budi Pekerti in Cilacap District. Therefore, the purpose of this study is: “to analyze the increase in pedagogical competencies of Pendidikan Agama Islam and Budi Pekerti SMP Teacher by applying supervision of online learning in Cilacap District.” The design of this study uses the School Action Research (PTS) design which is a development of the design of Classroom Action Research (CAR) and carried out in four stages, namely planning, implementation, observation and interpretation, analysis and reflection, which is carried out in at least two cycles. The research location is the Working Area of the Supervisor of Islamic Education and Junior High School Characteristics in Cilacap District with the research subjects being all Teachers of Pendidikan Agama Islam and Budi Pekerti SMP in CilacapDistrict which are held for 3 (three) months, starting from January 2019 to the Month March 2019. Data collection techniques are observation and documentation, using data analysis techniques in the form of descriptive-qualitative and descriptive-quantitative. Based on several results of the study it can be concluded that the use of online learning supervision can improve the pedagogical competence of Pendidikan Agama Islam and Budi Pekerti SMP Teacher in Cilacap District. The increase occurred in: an increase in the average assessment of pedagogic competencies in the teachers of Pendidikan Agama Islam and Budi Pekerti SMP Teacher of Cilacap District, where the pre-cycle average was 62.63% with the criteria of "GOOD," then in cycle 1 it increased to 72 , 00% with the criteria of "GOOD," and finally in cycle 2 it increased again to 83.00% with the criteria "VERRY GOOD.".
20
Zulvah, Irvina. "Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas." MUDARRISA: Journal of Islamic Education 9, no. 1 (December 31, 2015): 270. http://dx.doi.org/10.18326/mdr.v5i2.270-298.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA
21
Zulvah, Irvina. "Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas." MUDARRISA: Journal of Islamic Education 9, no. 1 (December 31, 2015): 270. http://dx.doi.org/10.18326/mdr.v5i2.781.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA
22
Rohmi, Fauriza. "Pengaruh Pelaksanaan Supervisi Akademik terhadap Peningkatan Kompetensi Pedagogik Guru di SDN Margorejo VI/524 dan SDN Baratajay." Education and Human Development Journal 5, no. 1 (October 28, 2019): 71–77. http://dx.doi.org/10.33086/ehdj.v5i1.1167.
Full textAbstract:
th
The principal is fully responsible for distributing education with the help of the teacher. In the process, teachers are required to be able to master four competencies, one of which is pedagogic competence. The competency aims to realize an educational learning for students. However, not all teachers master these competencies, so it is the responsibility of the principal to hold academic supervision activities. The activity is carried out by the authorities (headmaster) by giving guidance, in the form of class meetings / visits. That way, the teacher will get the provision of new learning and motivation to improve the pedagogical competence possessed. These activities can correct problems that occur during the learning process. The explanation above makes researchers interested in conducting research that aims to analyze the implementation of academic supervision in SDN Margorejo VI / 524 and SDN Baratajaya Surabaya. The two schools are located in Surabaya. In addition, the study was conducted with the aim of examining the influence of the implementation of academic supervision on teacher pedagogical competencies using quantitative descriptive research methods and spearman rank correlation with ordinal scale data. The researcher took the population in two schools with the number of respondents 102 then taken a sample of 81 respondents with a level of error of 0.05. The study was conducted by distributing questionnaires that have been tested valid and reliable. The results obtained were also obtained using SPSS 21 for Windows 2007. The results of the study were obtained using two data analysis techniques, namely descriptive analysis and Spearman rank correlation analysis. The results of the study indicate that the two schools actually carry out academic supervision activities to improve the teacher's pedagogical competence. So that the results obtained are 0.608 ** which means categorized as very good and good and classified as medium correlation with a significant correlation value of 0.000 < 0.05. So the hypothesis in this study is that H1 is accepted and H0 is rejected.
e
23
Khilyuk, S. O., and S. A. Dneprov. "ISSUES OF PSYCHOLOGICAL-PEDAGOGICAL AND SOCIO-PEDAGOGICAL REHABILITATION KNOWLEDGE FORMATION OF FUTURE POLICE OFFICERS." INSIGHT, no. 1(4) (2021): 71–84. http://dx.doi.org/10.17853/2686-8970-2021-1-71-84.
Full textAbstract:
The successful prevention of juvenile delinquency and recidivism lies in the formation of psychological and pedagogical knowledge in the socio-pedagogical rehabilitation of individuals placed under the preventive supervision by the police. To assess the level of formation of students' knowledge about socio-pedagogical rehabilitation, the authors developed a series of tests “Monitoring the level of students’ knowledge about the implementation of socio-pedagogical rehabilitation activities of the citizens under supervision”, consisted of 40 questions and divided into three sections: regulatory, methodological and psychological-pedagogical. The tests were offered to 56 students of the Ural Law Institute of the Ministry of Internal Affairs of Russia, Ekaterinburg. The article presents the results of the methodological section of the test.
24
Dahl, Carl-Ivar. "A model for teaching the pedagogics of supervision." Nordic Journal of Psychiatry 49, sup34 (January 1995): 33–34. http://dx.doi.org/10.3109/08039489509100217.
Full text
25
Cunha, Mariana, Paula Batista, and Amândio Graça. "A construção da identidade profissional do professor cooperante de Educação Física [The construction of the Physical Education cooperating teacher’s professional identity]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 41–51. http://dx.doi.org/10.47863/jmbb7646.
Full textAbstract:
This research focuses on the construction of the supervising teaching practice professional identity of the cooperating teacher. To this end, it explored the discourses on the teaching practices and teacher education experiences; the legitimate participation in teacher education and working spaces; and the teaching perspectives that substantiate the pedagogical relationships and learning trajectories in the context of professional practice. A case study was conducted to examine the narratives of cooperating teachers, an experienced and a beginner on the supervisory roles and tasks of the pedagogical practice of Physical Education pre-service teachers during an academic year. Data were gathered through interviews. The qualitative inductive thematic analysis was informed by grounded theory coding procedures. Themes included: i) challenges in interacting with the pre- service teachers; and ii) challenges in the (re)configuration of the supervisory practices. The reconstruction of the cooperating teacher’s professional identity happens in the doing of their roles, the confrontation with the challenges encountered, the negotiation of interactions with the pre-service teachers, and the implementation of teaching perspectives that inform their practices and pedagogical supervision relations.
26
Yani, Muhammad, Murniati AR, and Nasir Usman. "The academic supervision in improving the pedagogical competence of teachers." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 1, 2022): 4877–82. http://dx.doi.org/10.35445/alishlah.v14i4.1393.
Full textAbstract:
This study aimed to examine teachers' abilities in organizing, implementing and overcoming obstacles to implementing academic supervision programs to enhance their pedagogical competence. Using observation, interviews, and documentation studies, qualitative methods, and data gathering approaches were utilized for data collection. The subjects of the study were the principals of three high schools in Aceh and the biology professors from each school. The results demonstrated that the planning was developed through conversation with the teacher to identify problems, implementation approaches, and clinical supervision implementers. The program implementation plan incorporates all Education Office personnel, managers, and school principals. However, many teachers still do not understand academic supervision, both in terms of how it is implemented and its function, and there is a lack of supervisors to solve academic supervision problems. However, the implementation of academic supervision is facilitated by the high willingness of teachers to carry out academic supervision and their strong support from the Department of Education
27
Aswinda, Aswinda, Arifuddin Siraj, and Saprin Saprin. "Effect of Principal Supervision on Teacher Pedagogic Competencies." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 1 (June 9, 2019): 95. http://dx.doi.org/10.26858/jiap.v9i1.9331.
Full textAbstract:
The research aims to Effect of Principal Supervision on Teacher Pedagogic Competencies at Public Elementary School 237 Aletellue in Soppeng Regency.This research use quantitative methodology with correlational ex post facto design to explain the research questions. To understand the issue, this research use methodological approach (quantitative-positivistic) and scientific approach (pedagogic and psychological). The participants of this reseach are 13 teachers at Publich Elementary School 237 Aletellue. The data were gathered using survey and dokumentasi, and then analysed through descriptive statistic with hypothesis testing using correlation and linear regression coefficient. The research reveals some key findings. The first finding shows that the supervision of principals shows a comparison of the competence of pedagogic teachers. This, seen from every activity of the teacher who is able to be effective in improving the competencies possessed. Helps develop science with innovation and creativity.
28
Malfroy *, Janne. "Doctoral supervision, workplace research and changing pedagogic practices." Higher Education Research & Development 24, no. 2 (May 2005): 165–78. http://dx.doi.org/10.1080/07294360500062961.
Full text
29
Ärlestig, Helene, and Monika Törnsen. "Classroom observations and supervision – essential dimensions of pedagogical leadership." International Journal of Educational Management 28, no. 7 (September 2, 2014): 856–68. http://dx.doi.org/10.1108/ijem-01-2014-0001.
Full textAbstract:
Purpose – The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership. Design/methodology/approach – The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. Findings – The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. Practical implications – The paper gives practical examples on how principals can improve their understanding of pedagogical leadership. Originality/value – There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.
30
Najmariah, Najmariah. "PENINGKATAN KOMPETENSI PAEDAGOGIK GURU DALAM PENYUSUNAN PERENCANAAN PEMBELAJARAN MELALUI SUPERVISI AKADEMIK DI MADRASAH IBTIDAIYAH SWASTA TIMBANG LAWAN BOHOROK." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 10, no. 4 (December 29, 2020): 369–78. http://dx.doi.org/10.24114/sejpgsd.v10i4.20858.
Full textAbstract:
The writing of this School Action Research (PTS) was carried out by researchers of 9 educators (teachers) which consisted of 2 cycles by implementing the Improvement of Teacher's Pedagogical Competence in Preparing Learning Plans through Academic Supervision Can Improve the Quality of Teaching Teachers at Private Madrasah Ibtidaiyah Weigh Against Bohorok, The report on the results of the calculation of the Teacher's Learning Planning Ability about the initial correlation to the first cycle of 0.738 and the t test value of 4.283, as well as the calculation of the correlation of the first cycle to the second cycle of 0.921 and the t test value of 16.156 and the results of the calculation of the Learning Planning Component about the initial correlation to the first cycle of 0.713 and the value of the t test of 2.507, the calculation of the correlation between the first cycle and the second cycle is 0.875 and the t test value is 6.466. As well as the Improvement of Teacher's Pedagogical Competence in Preparing Learning Planning through Academic Supervision Getting Student Learning Outcomes at Private Madrasah Weigh Against Bohorok, with reports on the results of the calculation of the Average value of 9 Subjects about the initial correlation to the first cycle of 0.778 and the t-test value of 5.222 and calculations. The correlation between the first cycle and the second cycle is 0.934, and the t test value is 19.293. All calculation results show a significant value. Keywords: Teacher Pedagogic Competence, Learning Planning Compilation, Academic Supervision, Teacher Teaching Quality
31
Grant, Barbara, and Catherine Manathunga. "Supervision and cultural difference: rethinking institutional pedagogies." Innovations in Education and Teaching International 48, no. 4 (November 2011): 351–54. http://dx.doi.org/10.1080/14703297.2011.617084.
Full text
32
Sutcliffe, Nick. "Helping Doctoral Students Write – pedagogies for supervision." Enhancing the Learner Experience in Higher Education 4, no. 1 (November 22, 2012): 75. http://dx.doi.org/10.14234/elehe.v4i1.53.
Full text
33
Pérez Medina, José Gregorio, Debora del Valle Giraldoth, Marys Estella Valles de Rojas., Lourdes Josefina Lugo Cueva, and Nancy Josefina Nava Reyes. "SUPERVISIÓN EDUCATIVA COMO ACOMPAÑAMIENTO PEDAGÓGICO POR LOS DIRECTORES DE EDUCACIÓN MEDIA - Educational supervision as pedagogical accompaniment by high school principals." Panorama 12, no. 23 (January 30, 2019): 62–72. http://dx.doi.org/10.15765/pnrm.v12i23.1201.
Full textAbstract:
El artículo tiene como objetivo analizar la supervisión efectuada por los directores de educación media, con la finalidad de optimizar el acompañamiento pedagógico en las instituciones destinadas para ello. Este estudio se encuentra bajo el paradigma positivista, siendo no experimental, transeccional y de campo. La población y muestra estuvo conformada por 24 directivos y de 173 docentes de las unidades educativas oficiales del municipio Miranda del Estado Zulia, se empleó un cuestionario bajo escala tipo Likert, con cinco alternativa de respuestas, alcanzando un nivel de confiabilidad, Alfa de Cronbach de 0.89 para directores y 0.98 para docentes. Los resultados indicaron que la Supervisión educativa como Acompañamiento Pedagógico de los Directores se realiza en un nivel bajo, siendo medianamente inadecuado para su cargo; no aplican correctamente las características de una adecuada supervisión educativa, que permita crear un buen clima de trabajo basado en la aplicación de una eficiente y eficaz forma de supervisión, no muestran funciones de acompañamiento que generen climas favorables que busque lograr el cambio de los patrones de conducta y de actuación de las personas comprometidas en el proceso educativo, por lo que tampoco pueden exteriorizar un perfil como supervisor consonó con las exigencias del caso, por lo que es necesario proponer constructos teóricos – metodológicos de supervisión educativa que permitan optimizar el proceso.
34
Quan-Baffour, Kofi Poku, and Maurice Taonezvi Vambe. "Critical issues in the Supervision of Post-Graduate Dissertations in Distance Education Environments." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 4, no. 1 (June 9, 2008): 7. http://dx.doi.org/10.12681/jode.9728.
Full textAbstract:
The main aim of this paper to identify, explain and advance as best practice, the principles of an alternative framework of postgraduate supervision in the context of distance education. This framework, we describe as Dynamic facilitation. Thepaper starts with a critique of the African Union Commission Plan of Action of the Second Decade for Education in Africa (2006-2015), highlighting the document’s unfortunate silence on the role of distance education in Africa’s Higher education. Wesuggest that this silence is due to African educationists’ reliance on old theories of learning and supervising dissertations whose main limitations are their narrow definition of higher education as residential university, and also the dominance ascribed to the pedagogic role of supervisors in the Behaviourist and Cognitivetheories of learning. We critique these theories for their inherent limitations and proceed to suggest that the context of distance education has its unique features and particularities that must be robustly engaged with, in the areas of learning and supervising of postgraduate dissertations. We then propose ‘dynamic facilitation’ as a type of supervision suited to distance education contexts. Our basic argument is that dynamic facilitation empowers postgraduate students because it allows for their initiative in generating new knowledge systems. We conclude by suggesting that dynamic facilitation takes into account the ‘distance-ness’ between supervisor and thesupervised; it integrates methods of assessment ranging from the main dissertation, to continual self-reflective assessment achieved through maintaining journal notes on work done and portfolio of the supervised’s experience during the process ofsupervision.Key words: Supervision, Distance Education, Post-Graduate, Critical, Dissertation, Context, Dynamic facilitation.
35
Singerin, Sarlota. "Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables." International Journal of Elementary Education 5, no. 2 (May 26, 2021): 268. http://dx.doi.org/10.23887/ijee.v5i2.34073.
Full textAbstract:
Teaching skills are one of the skills that must be possessed by a teacher. Whether or not the pedagogical competence possessed by teachers can be seen from the quality of school performance. Supervision still tends to lead to inspection. So far, the implementation of academic supervision is considered effective. In order for the Academic Supervision to provide objective and detailed results, collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the Structural Equation Model (SEM) assisted by the Smart PLS application. The results showed that Academic Supervision has an effect on Pedagogical Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogical competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogical Competence (Y1) variable of 69.4%. Supervision is able to explain the Performance Quality variable (Y2) of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning. Researchers who want to research further on this topic can use other variables and a wider sample.
36
Maimunah, Ariani, and Rohiat Rohiat. "HUBUNGAN SUPERVISI KLINIS DAN KOMPETENSI PEDAGOGIK GURU DENGAN KINERJA GURU." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 2 (November 27, 2019): 133–40. http://dx.doi.org/10.33369/mapen.v13i2.9666.
Full textAbstract:
This research determined and analyzed the relationship of clinical supervision, pedagogic competence of teachers with the performance of teachers in the learning process at junior high school in Pinang Raya subdistrict, North Bengkulu Regency. This research is a correlational research with quantitative approach, by using questionnaire which is distributed to 53 sample of teachers at SMPN se Pinang Raya Sub-district, North Bengkulu Regency. Data analyzed with correlation method to determine relationship between variables. The results showed that 1) there was a positive significant correlation on clinical supervision with teacher performance; 2) there was a positive significant correlation on pedagogic competence with teacher performance; 3) there was positive significant correlation on clinical supervision, pedagogic competence together with teacher performance. The conclusion states there is very strong relationship on clinical supervision, pedagogic competence with teacher performance at junior high school on Pinang Raya Subdistrict North Bengkulu Regency.
37
MOUASSINE, FATIMA EZZAHRA, Mounya M'rabti, and El Mehdi EL MADANI. "Reflections on the Challenges and the Prospects of a Post-pandemic Doctoral Supervision in Moulay Ismail University." International Journal of Linguistics and Translation Studies 3, no. 3 (August 13, 2022): 59–70. http://dx.doi.org/10.36892/ijlts.v3i3.233.
Full textAbstract:
There has been an extensive growth of ICT-based models adopted in doctoral supervision as a major avenue in maintaining relationships with doctoral candidates engaged in research at a geographical distance from university and those undertaking research-related activities off-campus. However, the ongoing COVID-19 pandemic, resulting in recommendations of safety procedures and extended restrictions issued by the World Health Organization, has considerably affected doctoral education in ways that have revitalized distance, online supervision and so moved this latter from being an option on the side to a requisite. The main endeavor of this study is to examine the challenges doctoral supervisors have encountered whilst supervising candidates’ projects in the present circumstances and also explore the prospects of post-pandemic distance-delivered doctorate programs in the Moroccan university. The study employs a qualitative analysis guided by semi-structured interviews of 17 supervisors to obtain a clearer perception of doctoral supervision practices in light of the pandemic as well as the efficacy of alternative online distance modes. The findings yielded compelling issues grounded on institutional support, financial restrictions, adaptability of existing platforms, as well as technical unpreparedness to move online, all of which demand a critical reflection and strategic attention to build research capacity. Eventually, this study brings in various pedagogical implications sought to enlighten the uptake of online supervision and its integration and efficacy as a current alternative.
38
Kerry, Trevor, and Edgar Stones. "Supervision in Teacher Education: A Counselling and Pedagogical Approach." British Journal of Educational Studies 33, no. 1 (February 1985): 97. http://dx.doi.org/10.2307/3121182.
Full text
39
Zeegers, Margaret, and Deirdre Barron. "Pedagogical concerns in doctoral supervision: a challenge for pedagogy." Quality Assurance in Education 20, no. 1 (January 27, 2012): 20–30. http://dx.doi.org/10.1108/09684881211198211.
Full text
40
Frith, Hannah, and Emily Harrison. "Editorial: Developing pedagogical practice in undergraduate dissertations and supervision." Psychology Teaching Review 26, no. 1 (2020): 3–5. http://dx.doi.org/10.53841/bpsptr.2020.26.1.3.
Full text
41
Karno Diharjo, Mantri, Hendi S. Muchtar, Yosal Iriantara, and Deti Rostini. "Management Of Teacher Pedagogic Competency Development In Improving Teacher Performance Productive Network Computer Engineering (Case Study Of SMKS Kosgoro and SMKS Nusantara Bogor City)." International Journal of Educational Research & Social Sciences 3, no. 5 (October 20, 2022): 1964–72. http://dx.doi.org/10.51601/ijersc.v3i5.490.
Full textAbstract:
This research is motivated by the implementation of pedagogic competence development in general has not been able to improve its quality because it does not yet have a superior quality culture. This study aims to determine the implementation of the management of teacher pedagogical competence development in an effort to improve their performance. The theories in this research are: management theory, coaching (empowerment), competence, performance and six value systems. This study uses a descriptive exploratory method with a qualitative approach to the type of case study that focuses on one particular object as a case and makes general conclusions based on scientific facts. The results of the research in general have obtained an overview of the implementation of management of pedagogic competence development in an effort to improve its performance. Specifically, it is concluded that: (1) Planning for teacher competency development to improve teacher pedagogic competence has a 5-year program formulation and an annual coaching program. (2) The organization of teacher competency development to improve teacher pedagogic competence is prepared by the School Team, consisting of school principals, vice principals and heads of the Computer Network Engineering program. (3) Implementation of teacher competency development to improve teacher pedagogic competence is sometimes not in accordance with the programmed schedule/time and established procedures, as well as operational cost constraints. (4) Supervision of teacher competency development to improve teacher pedagogic competence has been carried out by the Head by recommending suggestions to teachers to make follow-up plans, (5) Factors that support teacher competency development to improve teacher pedagogic competence are good activity planning according to the program and objectives; high enthusiasm and passion for the profession. As for the obstacles in the implementation of the development of pedagogical competence include: a) Lack of competent teachers; b) productive teachers of Network Computer Engineering have not fully utilized the data obtained from the coaching; and c) productive teachers of Network Computer Engineering have not carried out their duties according to their duties and responsibilities. (6) Efforts made to overcome obstacles and obstacles in the implementation of teacher pedagogical competence development to improve the performance of productive teachers in Networking Computer Engineering are: a) maintaining communication always connected and monitoring more intensely, b) Principal recommending the results of coaching to the Foundation , c) sharing good practices of knowledge and experience with other productive teachers; and d) Utilizing information technology in the form of applications and social media to facilitate the implementation of coaching. The research product of the hypothetical model is depicted in a schematic diagram and its explanation.
42
Зеленська, Л. Д. "ФЕНОМЕНОЛОГІЯ ПОНЯТТЯ «ПЕДАГОГІЧНЕ СУПЕРВІЗОРСТВО»." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 3 (2021): 327–30. http://dx.doi.org/10.34142//2708-4809.siuty.2021.78.
Full textAbstract:
The materials of the theses actualize the problem of organization the supervision in the conditions of reforming the secondary education in Ukraine and the current legislation; reveal approaches to the interpretation of the basic concepts of pedagogical supervision: supervision (mentoring), supervisor (mentor), supervised (student, teacher), educational supervision, psychological supervision.
43
Kaipatty, Leinora Juliana, Lobby Loekmono, and Slameto Slameto. "PENGUASAAN KOMPETENSI PEDAGOGIK GURU TERSUPERVISI KLINIS DAN GURU TANPA SUPERVISI DI DUA SMA SWASTA DI KOTA AMBON." Kelola: Jurnal Manajemen Pendidikan 2, no. 2 (December 7, 2015): 185. http://dx.doi.org/10.24246/j.jk.2015.v2.i2.p185-195.
Full textAbstract:
<p>This study is an experimental research with using pretest and posttest control group design. The aimed of the study were: 1). To know the differences significant of teacher’s mastery of pedagogical competences between teachers clinical supervised in SMA Kristen YPKPM Ammbon and non-supervised teachers in SMA Kartika XIII-I Ambon, 2). To determine how the the clinical supervision influenced the teachers’ mastery of pedagogical competences. The data was collected by using observation toward teaching profile competence from Wasserman and Egert. Data analyzed using t test comparative and linear regression analysis. The result of the study was the coefficient t test was 4,184 with significant 0,001 < 0,05. It proved that there was a difference between supervision and non-supervision teachers significantly. The clinical supervision has influence about 41,9% on teachers pedagogical competences.</p>
44
Wardani, Ika Kusuma, Misykat Malik Ibrahim, Baharuddin Baharuddin, and Danial Rahman. "SUPERVISI AKADEMIK DAN KOMPETENSI PEDAGOGIK SEBAGAI DETERMINAN KINERJA GURU." Manajemen Pendidikan 17, no. 1 (June 6, 2022): 50–61. http://dx.doi.org/10.23917/jmp.v17i1.16261.
Full textAbstract:
This article aims to examine the impact of academic supervision and pedagogic competence on teacher performance at State Junior High Schools in Ulaweng District, Bone Regency. This type of research is ex-post facto research with a positivistic-quantitative approach. Respondents in this study were 56 teachers at State Junior High Schools in Ulaweng District, Bone Regency as a whole through a saturated sample. The data collection method used is a questionnaire. Questionnaires were distributed to respondents and then analyzed through inferential statistics using multiple linear regression. The results of this study prove that: Academic supervision partially has a positive and significant effect on teacher performance by 12.8%. Pedagogic competence partially has a positive and significant effect on teacher performance by 10.9%. Simultaneously, academic supervision and pedagogic competence have a positive and significant effect on teacher performance by 23.7% at State Junior High Schools in Ulaweng District, Bone Regency. This indicates that the better the implementation of academic supervision and pedagogic competence, the higher the performance of State Junior High School teachers in Ulaweng District, Bone Regency.
45
Kamler, Barbara, and Pat Thomson *. "Driven to abstraction: doctoral supervision and writing pedagogies." Teaching in Higher Education 9, no. 2 (April 2004): 195–209. http://dx.doi.org/10.1080/1356251042000195358.
Full text
46
Arnold, Josie. "Learning from psychotherapy for postgraduate supervision." Journal of University Teaching and Learning Practice 5, no. 2 (April 1, 2008): 62–83. http://dx.doi.org/10.53761/1.5.2.5.
Full textAbstract:
This paper explores some of the ways in which our insights into the pedagogy of postgraduate supervision may benefit from understanding some of the attributes of psychotherapy. It proposes that psychotherapy involves teaching and learning processes that can be fruitfully compared with the idealised pedagogical model of the dialectic. It develops insights into postgraduate supervision as pedagogy by interrogating the intersection of teaching and learning with some aspects of psychotherapy. In doing so, it shows how those pedagogical aspects of psychotherapy can enable a deeper understanding and richer practising of postgraduate supervision. This paper works within a model postulated by Gregory Ulmer. In his development of an idea that there is in academic writing the self and the researched, the conscious intellectual semiotic and that arising from storytelling, Gregory Ulmer surveys the idea of ‘mystories’. This word encompasses the self, the story and the mystery of this. I propose my own version of this as the ‘subjective academic narrative’.
47
Owusu-Addo, Augustine, Alexander Yeboah Gideon, and Kwarteng Addai-Amoah Anthony. "Supervisory Styles and Teacher Commitment: Implications for Pedagogical Quality." American Journal of Multidisciplinary Research and Innovation 1, no. 5 (November 28, 2022): 75–80. http://dx.doi.org/10.54536/ajmri.v1i5.857.
Full textAbstract:
Ghanaians have expressed worries about the commitment of teachers at public pre-tertiary schools, which has resulted in falling educational standards in the country. Ghanaians have highlighted poor supervision as the primary cause of teachers' commitment, resulting in students’ poor academic performance in external examination. The present study examined supervisory styles and teacher commitment in senior high schools. Using three senior high schools in a Municipality in the Bono region of Ghana as the point of call, this paper provides empirical insights on whether or not supervisory styles of headteachers affect teacher commitment. 152 teachers were sampled using the proportionate sampling technique. The findings indicated that all the supervisory types were perceived to be practiced in the schools. Inquiry-based supervision, however, was adjudged the most practiced supervisory type in the schools. The findings show that only clinical supervision significantly contributes to the prediction of teacher commitment in schools. It was recommended, among other things, that school heads create a working environment that is more supportive, caring, and positive, which provides a space for regular communication, problem-solving and pedagogical quality.
48
Bakri, Akhirman. "Peningkatan Kompetensi Paedagogik Guru Mata Pelajaran Melalui Supervisi Akademik Berkelanjutan di SMKN 2 Praya Tengah." Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran 6, no. 2 (October 18, 2021): 152. http://dx.doi.org/10.33394/jtp.v6i2.4226.
Full textAbstract:
The purpose of this study was to improve the pedagogic competence of subject teachers through continuous academic supervision at SMKN 2 Praya Tengah. The research method used in this research is school action research. This research consists of two cycles consisting of planning, implementation, supervision, and reflection. The data collection techniques in this study were documents, observations, and checklists, while the data analysis techniques used descriptive analysis. The results showed that the teacher's pedagogic competence increased from cycle to cycle. In the pre-cycle the average value of the pedagogic competence of 14 teachers was 52%, in the first cycle the number of teachers who made the syllabus was 31% and the lesson plan was 31%. in the second cycle there was an increase in the number of syllabus 83% and teacher lesson plans 89%, so that the competence of teachers in compiling the syllabus and lesson plans increased to 58%, thus through academic supervision could increase the pedagogic competence of subject teachers.
49
Kaneko-Marques, Sandra Mari. "Reflective Teacher Supervision Through Videos of Classroom Teaching." PROFILE Issues in Teachers' Professional Development 17, no. 2 (July 1, 2015): 63–79. http://dx.doi.org/10.15446/profile.v17n2.44393.
Full textAbstract:
<p>The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.</p><p>El objetivo de este trabajo es presentar diferentes roles de profesor supervisor según modelos distintos y destacar la importancia de diálogos colaborativos con apoyo de grabaciones de video. Para lograrlo, se muestran resultados de un estudio cualitativo desarrollado en un curso de formación de profesores de inglés como lengua extranjera en Brasil. Los resultados indicaron que la supervisión colaborativa fue eficiente frente a la adversidad de contextos educativos. Se concluyó que los estudiantes-profesores que observaron sus acciones pedagógicas a través de videos se volvieron más reflexivos y lograron autoevaluarse, ya que hacían un profundo análisis de su práctica. Con supervisión colaborativa, se alienta a futuros profesores a reconocer y comprender las complejidades de la enseñanza y aprendizaje local y globalmente.</p>
50
Fanani, Ahmad Aziz, and Imam Wahyono. "Pelaksanaan Supervisi Akademik Pengawas Madrasah dalam Peningkatan Kompetensi Pedagogik Guru di Madrasah Ibtidaiyah Tarbiyatussibyan Banyuwangi." JIEMAN: Journal of Islamic Educational Management 3, no. 1 (May 31, 2021): 25–40. http://dx.doi.org/10.35719/jieman.v3i1.43.
Full textAbstract:
Penelitian ini mengkaji tentang pelaksanaan supervisi pengawas madrasah dalam peningkatan kompetensi pedagogik guru. Penelitian ini secara spesifik membahas tentang pelaksanaan supervisi akademik yang dilakukan oleh pengawas madrasah yang terdiri dari perencanaan kegiatan supervisi, pelaksanaan supervisi hingga sampai tindak lanjut. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Teknik pengumpulan data menggunakan pengamatan, wawancara, dan studi dokumen. Alat analisis data yang digunakan model interaktif yang terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan/verifikasi. Semenyara itu, keabsahan data dalam penelitian ini menggunakan trianggulasi sumber. Hasil penelitian ini pertama, perencanaan kegiatan supervisi akademik meliputi penyiapan instrumen supervisi, membuat rancangan pendekatan supervisi dan teknik supervisi dan penentuan waktu pelaksanaannya. Kedua, pelaksanaan kegiatan supervisi akademik dilakukan dengan pendekatan kolaboratif dan teknik individual dan kelompok. Teknik individual yakni pertemuan secara individu dengan guru, sedangkan teknik kelompok dengan cara menghadirkan seluruh guru untuk diskusi sebagai proses kelompok dan tukar-menukar pengalaman. Sebagai tindak lanjut dari pelaksanaan sepervisi, yakni pengawas memberikan pembinaan kepada guru dengan cara memberikan pelatihan. Kata Kunci: supervisi akademik, pengawas madrasah, kompetensi pedagogik Abstract The study examined the execution of the madrassa supervisor's supervision in increased pedagogical teachers' competence. The study specifically discussed the implementation of academic supervisions carried out by madrassa supervisors of supervision activities, the administration of supervision down to follow-up. The approach used in this study is a qualitative approach. Data-collecting techniques use observation, interviews, and document study. The data analysis tool used by interactive models consists of data collection, data reduction, data presentation and deduction deduction. Incidentally, the validity of the data in this research uses source triulation. The results of this first study, the planning of the academic supervision activities included the preparation of supervision instruments, the design of supervision approaches and supervision techniques and the timing of the execution. Second, the performance of academic supervision is carried out with collaborative approaches and individual and group techniques. An individual technique of meeting individually with teachers, while a group technique presents all teachers to discussion as a group process and an experience swap. As a follow-up to the exercise of a sense, the supervisor gives coaching to the teachers by training them.