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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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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.
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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.
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Rizwan Fatma Zaidi and Waseem Ahmad Khan. "PROSPECTIVE TEACHER EDUCATORS’ ATTITUDE TOWARDS RESEARCH." Researchers' Guild 2, no. 1 (October 9, 2020): 43–50. http://dx.doi.org/10.15503/rg2019.4.
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The present study attempted to find out the level of attitude towards research of prospective teacher educators. The researchers have used the descriptive survey method for the present study. For this study 108 prospective teacher educators were taken as a sample from govt. aided college and private college. Out of 108 M.Ed students 42 were male and 66 were female students.40 students were studying in Govt. aided college and 68 students were completing their degree from private college of education. The simple random sampling technique was used to collect data. The scale used by the investigator was Attitude towards research by Vishal Sood and Sharma (2012). Data analysis was done with the help of mean, SD, t-test. The result shows that the levesl of Attitude towards research among M.Ed students were moderate. It was also revealed from the study that there is significant difference between the male and female prospective teacher educators’ research attitude. The research attitude of female students was comparatively better than male students. The investigators also found out that there exists no significant difference between the prospective teacher educators pursuing their degree from different types of colleges.
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Zaidi, Rizwan, Rohan Kumar, and Waseem Fatima. "Teaching and Research." International Journal of Asian Education 3, no. 1 (March 2, 2022): 13–20. http://dx.doi.org/10.46966/ijae.v3i1.235.
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The present study was conducted to understand the relationship between Researcher-like disposition and teaching effectiveness of teacher educators in two phases. The first Phase was the quantitative Phase, in which Pearson product-moment correlation was carried out to understand the relationship between the variables. One hundred teacher educators are teaching B.Ed. A stratified sampling technique selected the course. The second Phase was the qualitative Phase, in which only 20 teacher educators were randomly selected and interviewed to understand the problems faced by teacher educators in teaching & conducting research. The present study's findings revealed a significant and positive relationship between researcher-like disposition and teaching effectiveness of teacher educators, and the researcher-like disposition has positively contributed to enhancing the teaching effectiveness of teacher educators (p<0.01 level). However, the findings also revealed that the teaching workload, inadequate research pre-service training, infrastructure constraints, Lack of training in ICT, and involvement in other administrative work were the various factors affecting teaching effectiveness and research performance. In a rapidly changing teaching and learning scenario, conducting research is one of the most potential approaches and thoughtful ways to inspire, motivate, and equip teacher educators with skills to teach evidence-based methods. The result of the present study provides a clear picture to the educationists and policymakers to improve the teaching effectiveness and research performance of teacher educators teaching in B.Ed. Institutions.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Abdullah, Tina, Fauziah Ismail, Zubaidah Awang, and Azian Abd. Aziz@Ahmad. "Patterns of Teacher Trainee Grammar Talk in Second Language Classrooms." LSP International Journal 8, no. 1 (June 25, 2021): 81–94. http://dx.doi.org/10.11113/lspi.v8.17233.
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Literature in Language Teacher Education (LTE) has highlighted that teaching of grammar should be included as a foundational framework for all language teaching. This indicates that teacher trainees need to be trained with a firm foundation for grammar teaching in language classrooms. Thus, an investigation on how teacher trainees taught grammar and the pattern of their grammar instruction can provide insights to teacher trainees and teacher educators on grammar teaching methodology practised in language classrooms. By understanding how teacher trainees present grammar in their classrooms and what patterns emerged from their grammar instruction can lead to ongoing process of searching for better grammar teaching in language classrooms. This article shares the findings on an investigation conducted on how and what was practised by teacher trainees in their grammar instruction. Two prevalent patterns were discovered. Transmission technique which is teacher fronted and interaction technique which is teacher-student-teacher fronted were commonly practised by the trainees. However, the teacher-fronted technique dominates the interaction technique. This signals that teacher educators need to promote more interactive techniques in the LTE programme so that trainees are trained to teach grammar by utilising more interactive techniques such as questioning (to use more convergent and divergent questions instead of literal questions) and giving corrective feedback (to elicit and recast instead of repeating) which promote two-way grammar teaching.
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Hoque, Tafajul, Manjusha Tarafdar, and Jakir Hussain Laskar. "PERCEPTION OF TEACHER-EDUCATOR TOWARDS TWO YEARS B.ED. PROGRAMME." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 123–33. http://dx.doi.org/10.21474/ijar01/11833.
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The present study investigates the perceptions of teacher-educators towards two years B.Ed. programme, which introduced according to NCTE 2014, norms and regulations. The study investigated the perceptions of teacher-educators towards two years B.Ed. programme considering gender, locale & experience variations of the participants. By using selfdeveloped standardized tool,in which 136 items in a five points scale, for the study. Where sample of the studywere 150 teacher-educators from 10 B.Ed. colleges of Murshidabad district of West Bengal participated. The participants were selected by using simple random basis technique. Descriptive survey method was applied for conducting the present study. The present studyinvestigated delimiting toteacher-educators perceptions towards two years B.Ed. programmefrommurshidabad district of WestBengal only. Another delimitation of the study is teacher educators perception analysed in the context of, B.Ed. programme as professional course, generates motivation for teaching, develops professional acumens, provides essential of child psychology,B.Ed.programme influences the personality of the teacher and perceptions about two years B.Ed. course only. The obtained data were analysed using both descriptive and inferential statistics. The findings revealed that,significant impact existed on the opinion of teacher educators perceptions as they are agreed mostly for positive impact of secondary teacher education programme. That is mixed perceptions towards secondary teacher education programme by the teacher educators.The present findings of the study is matched with i.e. confirmatory study of Adhikary (2017) in a study where found that teacher trainees mixed perception towards the two year B.Ed. programme in Assam.
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Bernard Chemwei. "Relationship between Teacher Educators’ Attitude towards Computers and their Level of ICT Integration in Instruction in Primary Teacher Training Colleges in Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (July 30, 2019): 14–22. http://dx.doi.org/10.51317/ecjces.v1i1.96.
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This study examines the relationship between teacher educators’ attitudes towards computers and their level of ICT integration in instruction in public primary teacher training colleges in Kenya. Rogers’s Theory on the Diffusion of Innovations (2003) is used to understand the key factors affecting ICT integration as well as the teacher educators’ attitudes towards ICT integration in the classroom. In terms of methodology, the simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents to participate in the study. Data was collected using a questionnaire, interview schedule and observation. Descriptive statistics were used to analyse the data collected for means, frequencies, means, percentages and standard deviation. The Pearson Moment Correlation was used to determine the relationship between teacher educators’ attitude and their level of ICT integration. The study results indicated a low level of ICT integration in teaching in all teacher-training colleges. It was also noted that teacher educators had positive attitudes towards ICT integration. However, they did not seem to integrate the available ICTs in their classroom instruction. It was further established that there was a positive relationship between their attitude and their level of ICT integration in instruction. The Ministry of Education should organise in-service training for teacher educators in teacher education institutions on ICT integration in instruction. At the same time, there is a need to applaud and encourage by means of incentives teacher educators who exhibit positive attitudes so as improve their ICT integration in their teaching. Consideration should be given to older teacher educators’ who may be holding poor attitudes towards computers.
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Angaiz, Dil, Shazia Kanwal, and Salma Jan. "TEACHING BELIEFS AND PRACTICES OF TEACHER-EDUCATORS TEACHING IN B.ED. HONS. ELEMENTARY AT A PUBLIC SECTOR UNIVERSITY IN GILGIT CITY." Pakistan Journal of Social Research 03, no. 03 (September 30, 2021): 418–31. http://dx.doi.org/10.52567/pjsr.v3i3.266.
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The purpose of this research study was to examine the teaching beliefs and practices of teacher educators teaching in B.Ed. Hons regarding elementary program in a public sector university in Gilgit city. Within qualitative research, case study design was employed to conduct the research study. Ten teacher educators were selected from within a total population of seventeen teacher educators teaching in the B.Ed. Hons. Elementary program was selected through convenient sampling technique. Research tools included descriptive interview questionnaire, and document analysis. Findings of the study revealed that teachers seemed to believe in variety of teaching strategies and emphasized on giving feedback to students along with other formative and summative assessment strategies. Findings indicated effect of teacher preparation programs in changing teachers' beliefs and practices. However, there appears to be inconsistency in teachers' beliefs and practices. Future research should explore the variation between beliefs and practices. Key Terms: Pedagogical beliefs and practices, Teacher educators, Elementary programs, Public university, Teaching learning
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C.Shankar. "AWARENESS OF E-LEARNING AMONG PROSPECTIVE TEACHER EDUCATORS (M.Ed. SCHOLARS)." International Journal of Research -GRANTHAALAYAH 5, no. 1(SE) (January 31, 2017): 62–67. http://dx.doi.org/10.29121/granthaalayah.v5.i1(se).2017.1923.
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Prospective Teacher Educators (M.Ed scholars) using e-learning is more crucial than acquiring a large number of computers. Prospective teacher educators have to be trained to facilitate the learning process, make the process real, achievable, challenging, yet exciting and not intimidating. Everything need not be written on the blackboard to be considered as taught. Prospective teacher educators think that the computer is used only to make the content look attractive. They need to know that in 21st century, information is not difficult access, instead organizing, sharing, and collaborating become essential skills. The present generation is a multimedia generation. They are numbed by too much of information and easy access to that information. The information that is given in the classroom is redundant and presented in boring manner. They show so much of the present and the past far and wide that one seems to learn unknowingly. So a study is intended to study about the level of awareness of e-learning among prospective teacher educators. The investigator selected normative methodology and survey technique for the present study based on the problem selected. For that a sample of 306 number of prospective teacher educators was selected for the present study. Descriptive and inferential techniques were used for the present study. It was found that the level of awareness of e-learning of prospective teacher educators was average. Independent variables like gender, nature of subject has significant influence on the awareness of prospective teacher educators. Other independent variables like medium of instruction, educational qualification, marital status, location and type of family has least significant influence over the awareness of e-learning among prospective teacher educators. So it is necessary to revamp the existing policies to improve e-learning among the prospective teacher educators during their pre-service training programme.
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Aied, Enas Falah. "Reflective Technique As a Teacher Language Guide." Journal of Tikrit University for Humanities 26, no. 3 (June 24, 2019): 40–59. http://dx.doi.org/10.25130/jtuh.26.3.2019.25.
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Reflective teaching involves questioning one own self to bring perfection by asking the following questions :. Which teaching model the reflective is using ?. How does it apply in specific teaching situation?. How well is it working ?Teacher educator should apply this theory in classroom practice in order to observe and reflect on the result so that the classroom becomes as a kind of laboratory where the teacher can relate teaching theory to teaching practice .By adopting reflective teaching pedagogy teacher educators imparts inspiration among teacher trainees , so as to enable them to practice session . Reflective teaching is innovative approach that should be practiced in open and distance education to sustain interest among teachers trainees who obtain the teacher training degree through open and distance education .This paper deals with definitions of reflective teaching , theories of reflective teaching and the seven key characteristic of reflecting teaching.Finally , there is a conclusion which sums up the findings of the study .
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Bhandari, Bhim Lal. "Methods and Techniques Used by English Teacher Educators in Nepal." Journal La Edusci 1, no. 4 (December 12, 2020): 9–15. http://dx.doi.org/10.37899/journallaedusci.v1i4.211.
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This qualitative research study aims to explore the methods and techniques used by teacher educators in Nepalese English Language Teaching (ELT) contexts. Four teacher educators from two campuses of Rupandehi district of Nepal were selected purposively. Open-ended questions were used to collect information from the participants. The results of the study reveal that grammar-translation method (GTM), audio-lingual method and communicative language teaching (CLT) were three major methods like-wise, role play, group, and pair work techniques were found to be used frequently used in the ELT classrooms by teacher educators. The study reveals a positive perception of teachers towards the methods and techniques used by them. It also shows the necessity of the eclectic method with the idea that no method or technique is the best and worst in English language teaching.
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KENEA DEBELA, ADUGNA. "EFFECTIVENESS OF COOPERATIVE LEARNING AND ITS ASSOCIATED FACTORS: THE CASE OF NEKEMTE COLLEGE OF TEACHERS’ EDUCATION." International Journal of Education and Social Science Research 05, no. 02 (2022): 161–84. http://dx.doi.org/10.37500/ijessr.2022.5211.
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The study was conducted with the objective of factors affecting the effectiveness of cooperative learning in Nekemte College of teacher education. The study further examined teacher educators' and trainees' roles in the process of cooperative learning. Data was collected by using closed and openended questionnaires. The participants were selected by using a stratified random sampling technique. About 19 teacher educators and 401 regular trainees with a total of 420 participants were included in the study. Data were cleaned, edited, coded, and entered into Epi data version 3.1 and was exported to SPSS windows version 24 for analysis. Data were summarized by descriptive statistics and graphs. All variables significant at p-value
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Mahmood, Munazza, Syed Asad Rizvi, and Uzma Perveen. "Value Related Practices Used by Teacher Educators at a Public University, Islamabad." Journal of Education and Educational Development 4, no. 2 (November 14, 2017): 301. http://dx.doi.org/10.22555/joeed.v4i2.1316.
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<p>Values play a vital role in any teacher-training program. The value practices, used by teacher educators affect students’ understanding and practicing of values. This study aimed to explore the value related practices of teacher educators and to rank the value practices of education programs at a public sector university. Survey method was used for the study and the population comprised prospective teachers of education program at the university.100 prospective teachers were selected through simple random sampling technique. Data were collected through questionnaire and analyzed by using mean. It was found that there were several value related practices used by teacher educators such as realness, prizing, empathic understanding, fully functioning person, humility, lovingness, courage – overcoming one’s own fears, tolerance, decisiveness, living the tension between patience and impatience and the joy of living. With reference to ranking, realness stood above all other values. It is recommended that there may be more focus on different value related practices and that these are introduced in contents of teacher education program.</p>
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Sumiati, Ati, Umi Widiastuti, and Usep Suhud. "Workshop Teknik Menganalisis Butir Soal dalam Meningkatkan Kompetensi Guru di SMK Cileungsi Bogor." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 2, no. 1 (July 10, 2018): 136–53. http://dx.doi.org/10.21009/jpmm.002.1.10.
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Activities of devotion to the public were all intended to help the level of a unit of education and in the teacher raising the standard of living incompetence is the need of evaluation hands-on learning uses the technique that analysis an easy one and pleasing. Universitas Negeri Jakarta, as educators who took on the task of Tri Dharma Perguruan Tinggi. One of which is the third Darma, devotion to the public. The Implemented of it, educators and Faculty of Economics’ family member UNJ have done education for the public through the development of competence to Vocational High School’s teacher. Workshop technique analyzes details of the problem within increase competence of vocational teacher in evaluation learning accordance 2013 curriculum in VHS Cileungsi, Bogor, be held on Saturday, May 13th, 2197 in multi-function room VHS Amal Mulia Kab. Bogor that attend by all of the teachers. The workshop helps teachers in the evaluation of a test that used. The training is expected that could add more teacher’s knowledge about technique analyze details of the problem either qualitative or quantitative and could design question accordance with the achievement of competence effectively. In future, be expected will be model of technique analyze details of the problem for teacher either manual or electronic.
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Sahito, Zafarullah, and Pertti Vaisanen. "Perception and Experience of Teacher Educators about Their Motivation: A Case Study Approach." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 480. http://dx.doi.org/10.17507/jltr.0903.05.
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This study was designed to explore the perception and experiences of motivation of teacher educators of the universities of Sindh province of Pakistan. The data was collected and analysed through case study approach, the qualitative research design and thematic-narrative analysis technique. The total twenty-one teacher educators revealed their stories in the form of narratives about their motivation. The findings of this article would be found suitable, authentic and reliable resource, which would be an excellent addition in to the existing literature of motivation in order to understand the phenomenon, its process and causations.
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Sogalrey, Febi Adriana Mutiara, R. Madhakomala, Heru Santosa, and Asyraf Isyraqi Bin Jamil. "The Influence of Educators' Perceptions of Principal Leadership and School Culture on Digital Teacher Literacy Services at School." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 4 (September 19, 2022): 1262–73. http://dx.doi.org/10.33650/al-tanzim.v6i4.3987.
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This study was conducted to determine the effect of digital literacy services on educators' perception regarding the leadership of school principals and the influence of digital literacy services on school culture and the influence of school culture on educators' perceptions of principal leadership. Researchers chose a quantitative method with a path analysis technique, and with a total population of 152 teachers and up to 110 respondents. Data were collected through questionnaires distributed to each respondent and analyzed using SPSS 25. The results show a direct influence of teachers' perceptions of school leadership on digital teacher literacy services with a correlation of 0.518 and a path coefficient of 0.306, contributing to 15.84 percent. There is also a direct influence of school culture on digital teacher literacy services with a correlation of 0.586 and a path coefficient of 0.439, contributing to 25.75 percent. Meanwhile, an influence of educators' perceptions regarding principal's leadership and school culture on digital teacher literacy can be viewed from a correlation of 0.483. In other words, there is a joint influence of educators' perceptions of principals' leadership and school culture on digital teacher literacy services with a correlation of 0.64 and a contribution of 41.59 percent. This means that teachers' perceptions of principal leadership and school culture have a significant influence of 41.59 percent on teacher digital literacy services.
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McLaren, Mary-Rose, Caroline Scott, Marlene McCormack, and Aishling Silke. "It Started with a Blog: How International Connections were Made and Sustained in a Global Pandemic." World Studies in Education 23, no. 1 (August 1, 2022): 115–34. http://dx.doi.org/10.7459/wse/23.1.08.
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In a desperate 2020 Covid-inspired pivot, the early childhood team at Victoria University, Melbourne, introduced remote placements for their early childhood teacher students. This was represented through RPEC @ VU (Remote Placements in Early Childhood at Victoria University), and when an online blog post about RPEC@VU reached Ireland, the VU team were contacted by the early childhood team at Dublin City University, who were similarly introducing remote placement for their students. On opposite sides of the world, each team working in isolation in their own country, these educators connected to share ideas, insights and inspiration. From the redesign of thinking and practice in response to the pandemic, unforeseen opportunities were generated. This paper presents a case study exploring the shared values that brought the early childhood teams from these two institutions together and that continue to sustain the partnership. A vibrant international collaboration continues to be built across the two institutions.
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Putra, Anggih Perian Guswan, and Agus Iwan Mulyanto. "THE EFFECTIVENESS OF MOTIVATION AND SATISFACTION ON TEACHER PERFORMANCE THROUGH DISCIPLINE AS INTERVENING VARIABLES." JURNAL ILMIAH ILMU ADMINISTRASI 11, no. 1 (July 1, 2021): 48–54. http://dx.doi.org/10.33592/jiia.v11i1.1421.
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This study aims to determine the effectiveness of work motivation and job satisfaction on the performance of educators through work discipline as an intervening variable. The type of research is explanatory, the data collection technique is interviews with guiding questions and questionnaires, the sampling technique is the census method with non-probability sampling, the number of samples is 47 educators in the production department. Data were analyzed through SPSS software. The results and discussion show that there is an effective work motivation on work discipline with a value of t count > t table, Effective job satisfaction on work discipline with a value of t count > t table, Effective work motivation and job satisfaction on work discipline with a value of F count. Medium, based on the Sobel test, effective work motivation of educators' performance through work discipline, has a t count > t table, and effective job satisfaction, educator performance through work discipline, has a t count > t table.
Keywords : motivation, satisfaction, discipline, educator performance, intervening
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Wiguna Yasa, I. Made, I. Komang Wisnu Budi Wijaya, and I. Gede Sudha Cahyana. "Hubungan Antara Motivasi Berprestasi Dengan Kinerja Guru Agama Hindu Jenjang Sekolah Dasar." Jurnal Penelitian Agama Hindu 5, no. 1 (January 30, 2021): 45–53. http://dx.doi.org/10.37329/jpah.v5i1.1242.
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This research aims to describe the relationship between the achievement motivation and the performance of Hindu religious teachers at elementary school levels who have not been certified as educators. This research is classified as a correlational research. The population of this study were teachers of Hindu religion in elementary schools in Tabanan Regency who had not been certified as educators. The sampling technique used was saturated sampling technique, in which all members of the population were sampled. The research instrument used was an observation sheet of achievement motivation and teacher performance. The data that has been collected were analyzed descriptively and also analyzed by inferential statistics. The analysis of statistic inferential was using a product moment correlation with significant level of 0.05. The result states that: 1) there is a significant relationship between the achievement motivation and the performance of Hindu religious teachers at elementary school levels who have not been certified as educators (sig < 0,05) and 2) The closeness level of the relationship between achievement motivation and teacher performance is classified as strong (rxy = 0,715).
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Amin, Sufi, Nabi Bux Jumani, and Samina Malik. "Integrating Peace Education in Pre-Service Teachers Training Programs: Views from Teacher Educators and Prospective Teachers in Pakistan." International Journal of Service Management and Sustainability 4, no. 1 (March 2, 2020): 67. http://dx.doi.org/10.24191/ijsms.v4i1.8059.
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Peace education is one of the emerging developments of the 21st century in teacher education all over the world. The objective of the study is to investigate the views of teacher educators and prospective teachersregarding peace education in teacher education in Pakistan. The research design employed in this study is quantitative survey research. The population of the present study comprised all teacher educators as well asprospective teachers of five universities in Islamabad, Pakistan. Sample of the study consisted of 280 teacher educators and prospective teachers. Simple random sampling technique was used in the selection of the sample. The questionnaire was used as research instrument. The validity of the research instrument was ensured with the help of experts. Following recommendations from the experts, the research instrument was modified. The reliability of the instrument was assessed. The researchers distributed 280 questionnaires and 255 questionnaires were received. The data were analyzed with the help of SPSS (Version, 20). A modern Statistical method expressed in percentage, frequency and Mean Score was used for data analysis and interpretation. It was concluded that peace education develops positive thinking among teachers, develops knowledge of human rights, develops the quality of self-awareness among teachers, promotes justice and compassion among teachers, as well as endorses justice in society.
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Nugroho, Hery Setiyo. "Teachers' Quality in Learning Process Amid Covid-19 Pandemic: Factors That Explain Professional Educators." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (April 30, 2022): 1103–10. http://dx.doi.org/10.35445/alishlah.v14i2.2088.
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The purpose of this study was to determine the quality of teachers in the learning process during the COVID-19 pandemic as a factor that describes professional educators. This study used a cross-sectional design. Participants were taken randomly from one of the private universities in Palembang. The participants were 120 people. Data were taken from questionnaires, teaching documents owned by teachers and also a literature review. The data analysis technique used is the percentage technique and cross-tabulation. The results show that the quality of teachers must have several aspects so that the implementation of teaching and learning during the covid-19 pandemic goes well and can achieve educational goals. As for the quality teaching aspect of the findings of this study, the quality of teachers from the findings of this study must carry out professional development, in-service training, pre-service training, teacher leadership, policies and partnerships, teacher curriculum training, and teaching management, and teacher qualifications. The results of the study have implications for the understanding of teachers to improve personal abilities to fulfil the components of quality teachers.
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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (May 10, 2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.
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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
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R., RAMESH. "MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (March 5, 2021): 275–80. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3629.
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This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject. There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and students. The success of ICT in teacher education depends on teacher educators, trainee teachers and authorities in the institutions. The present study investigated the media utilisation among secondary trainee teachers in their teaching-learning activities. The investigator adopted the survey method and used random sampling technique for the selection of sample. A structured questionnaire was distributed to the selected 500 teacher-trainees and data collected were analyzed using t-test. The findings concluded that the selected personal variables like sex, locality of the students, type of institutions and locality of the institutions have influenced media utilisation among secondary trainee teachers in their teaching-learning activities.
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Aparicio, Miriam, and Alyson Nuñez. "Professional Pathways of Educators of Educators. An Argentine-French study on identity, recognition and professionalization with an impact on employability." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1531–51. http://dx.doi.org/10.46932/sfjdv2n2-032.
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Researchers around the world analyze the pathways of university educators and educators from Institutes of Teacher Formation, pathways which are conditioned by history and marked by the influence of context and the abrupt changes which have taken place recently. All of this together affects both teacher identity and employability. Our sample was made up of teachers from different levels, institutions, environments, provinces and from three different countries. In this work, we will compare findings from Institutes of Teacher Formation (IFD) in Argentina (Cuyo region) with those of institutes in France (IUFM from East Paris–Créteuil, France). This will allow us to capture contextual differences as they affect the level of objective achievement and satisfaction. The model includes base, sociocultural, psychosocial, organizational and structural factors. Our methodology was quanti-qualitative (lexicometric analysis and interviews). This allowed us to understand the central issue that each study program itself has and how it relates to the working world, as well as the distances between the prescribed world and the real world of these actors. We also applied a semi-structured survey with open-ended answers, which permitted us to utilize the technique of hierarchical evocation. The results show shared representations of teachers at the tertiary level in Argentina and France, illustrating strengths and weaknesses particularly regarding weakening recognition and global devaluation of teachers. The results will be presented to decision makers in education with aims to implement programs of Professionalization which could overcome the aspects that today fracture identities and create upset among teachers, impacting their employability.
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Sahito, Zafarullah, and Pertti Vaisanen. "Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan." International Journal of Higher Education 6, no. 6 (November 14, 2017): 44. http://dx.doi.org/10.5430/ijhe.v6n6p44.
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This study was conducted to explore the dimensions of quality education in teacher education departments at universities of Sindh province of Pakistan. The qualitative research approach was employed for data collection and then analysed through thematic-narrative analysis technique. The total eight dimensions of quality were found, as two were concerned with pre-sage, four as process and two as product dimensions, known as 3Ps. The findings of this article would be found reliable resource and an addition in to the existing literature of quality education to understand the phenomenon in existing organisational setting of teacher education departments and institutions in Sindh, Pakistan. The radical reforms for educational and economic development can be brought through better understanding of the phenomenon of the quality education, which support the teacher educators, students and the heads to maintain peace and prosperity for humanity in their respective societies through quality teaching-learning process.
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Amin, Sufi, N. B. Jummani, Sheikh Tariq Mahmood, Khan Raziq, and Muhammad Ayoob Khan Babar. "Peace Education Practices in Pre-Service Teacher Training Programs: and Analysis." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 323. http://dx.doi.org/10.19044/esj.2016.v12n25p323.
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This study was designed to investigate peace education in pre-service teacher training programs in Khyber Pakhtunkhwa, Pakistan. The objectives of the present study to find out :( a) to examine prevailing practices of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (b) To evaluate the views of teacher Educators regarding the need of peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. (c) To suggest way of integrating peace education in pre-service teacher training programs in Khyber Pakhtunkhwa Pakistan. Using Survey method the data were collected through questionnaire from 245 teachers using simple random technique. A questionnaire was developed to investigate the opinions of the participants of the study. The data was analyzed by using the mean score, frequency and percentage.
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Lustika, Sheni, Syahrial Syahrial, and Azwandi Azwandi. "THE IMPLEMENTATION OF TEACHER’S MOTIVATIONAL STRATEGIES IN THE FREEDOM WRITERS MOVIE." Al-Lughah: Jurnal Bahasa 10, no. 2 (December 16, 2021): 84. http://dx.doi.org/10.29300/lughah.v10i2.5610.
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This research was aimed to know how the teacher motivates her learners and to observe the activities which were applied by the teacher in Freedom Writers movie. The method was descriptive qualitative analysis. The data was taken from the movie and its scripts. The data collection technique was documentation meanwhile the technique of data analysis is content analysis. The research findings were as follows; 1). The teacher employed 10 different motivational strategies. 2). The researcher found the various ways how the teacher applied the strategies in the classroom, those were; by giving respect, love, care and always motivate her learners, playing game, using song’s lyrics, writing assignment, switching the learners’ seat, field trip, discuss with some informants and give the support to the learners who got failed in their evaluation. However, all the kinds of those teacher’s strategies to motivate the learners which found in the movie can be used as references for the teacher in aspiring to be good educators in the future. Further study is recommended for a deeper investigation into teachers’ motivational strategies and their used in the classroom activities.
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Sudrajat, Yayan. "Personal competency of Indonesian teacher certified." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (July 25, 2019): 52–56. http://dx.doi.org/10.30998/jh.v1i1.34.
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The purpose of this study was to analyze the competencies possessed by teachers certified by their competence of certified teachers. This study is a survey research with a descriptive approach. Source of research data include informants, documents, and events or activities. Informants consisting of principals, Indonesian Language teachers, and the students of SMA Bina Spora Mandiri. The technique of collecting data with observation, interviews, and reviewing documents. Observation data is a description of the factual, accurate, and detailed about the immediate circumstances, human activities, and social situations. Data were analyzed using analysis model, namely interaction with data reduction, display, and drawing conclusions. Data validation was done by using triangulation. One of the conclusions from this study is good personality of the teacher will give a good example to their students and communities so that teachers perform as a highly exemplary. Teachers as educators whose primary task of teaching have personality characteristics that influence the success of human resource development.
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Polyakova, O., and Ros Cócera L. de Ros Cócera. "Educational Breakout and Sustainable CLIL Teacher Training." Психологическая наука и образование 27, no. 2 (2022): 96–107. http://dx.doi.org/10.17759/pse.2022270208.
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This paper analyses how new learning approaches based on gamification can be used for professional growth in teacher training seminars. To address this matter, we designed and implemented a Breakout Edu competition — a sequence of game-based tasks mixing up education and entertainment. The pilot study involved fifteen plurilingual educators tackling the efficacy of social and cognitive groundworks of collaborative learning through gamification. It is important to highlight that the participants were also experts in teaching non-linguistic subjects in English (Content and Language Integrated Learning or CLIL methodology). The researchers designed and implemented a methodological plan to ensure the process feasibility and confirm the motivational value of the training set. The project comprised the experimental part (workshop, training materials), feedback (questionnaire, discussion), analysis and dissemination of the results. Our results based on an original questionnaire showed a general acceptance of new gamified knowledge building and raised awareness of active learning techniques. Overall, 80% of participants fully agreed with the possibility of implementing this technique in the classroom with the students across different educational stages; the same number of educators considered that the Breakout Edu workshop fully encouraged motivation and teamwork. Despite certain limitations in terms of sample size, our experiment strengthens the dissemination of learner-focused approaches. Profiling professional development challenges of future CLIL instructors was aligned with sustainable development goal 4 (General Assembly Resolution). Research findings will deserve careful thought by the education community, policymakers and teacher-trainers currently promoting CLIL, active learning methodologies and gamification.
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Abdul Nasir Kiazai, Naila Siddiqua, and Zarina Waheed. "Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges." International Journal of Distance Education and E-Learning 5, no. 2 (July 2, 2020): 123–37. http://dx.doi.org/10.36261/ijdeel.v5i2.1047.
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STEM instruction is an incorporated methodology that consolidates science, technology, engineering, and mathematics education. This study aimed at finding expected challenges in implementing STEM education and role of teacher education programs in mitigating possible challenges in implementing STEM education in Baluchistan. To achieve the objectives, quantitative methodology was used. Sample was selected using judgmental convenience sampling technique. The sample of the study consisted of, 202 pre-service teacher educators from three public universities of Quetta. The data was analyzed using descriptive statistics including frequencies and percentage. The findings indicated that although the implementation of integrated STEM education in Baluchistan may face challenges, the role of teacher education programs in mitigating these challenges is significant.
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Rafique, Samina, and Shamsa Aziz. "Relationship of Pedagogical Skills and Content Knowledge with Pedagogical Design Capacity in Higher Education of Pakistan." Global Regional Review IV, no. IV (December 30, 2019): 85–94. http://dx.doi.org/10.31703/grr.2019(iv-iv).10.
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Pedagogical content knowledge is a special type of knowledge possessed by the teachers that not only unravels the teachers understanding of the content but also explains how to teach content (Knowledge of Pedagogy) effectively. The purpose of study was to check the relationship of teacher educators pedagogical content knowledge and pedagogical skills with their pedagogical design capacity. Purposive sampling technique was applied for selecting 200 teachers educators of the Departments of Education of public universities of Punjab and colleges of education in Pakistan. The questionnaire was used for data collection and Pearsons correlation used for data analysis.The results revealed that a significant and moderate relationship existed between teachers PCK and PDC. The result showed a significant and strong relationship between teachers PS and PDC. It is concluded there was a noteworthy and moderate connection between educators PCK and their PDC and positive connection existed between educators PCK, PS, and their PDC.
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Sahito, Zafarullah, and Pertti Vaisanen. "A Narrative Analysis of Teacher Educators’ Motivation: Evidence from the Universities of Sindh, Pakistan." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 673. http://dx.doi.org/10.17507/jltr.1004.02.
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The study was conducted to explore the factors of motivation of teacher educators of the departments of Education at universities of Sindh province of Pakistan. The data was collected and analyzed through narrative analysis technique, the qualitative research design. The total sixteen factors of motivation were found as five intrinsic and eleven extrinsic respectively. The findings of the article would be suitable and reliable addition in to the available literature to understand the phenomenon of motivation in organizational setting to support their students’ to work for the betterment of society.
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Veretennikova, V. B., O. F. Shikhova, and Yu A. Shikhov. "The Technique for the Development of Basic Preschool Teacher and Parental Competencies." Education and science journal 21, no. 9 (November 27, 2019): 154–85. http://dx.doi.org/10.17853/1994-5639-2019-9-154-185.
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Introduction. In recent years, serious changes in the Russian system of preschool education have been observed. These changes are connected not only with the relevant updating of the educational content and introduction of new teaching forms and methods, but also with the need to improve the parents’ psychological and pedagogical culture in the questions of upbringing and education of children. In this regard, it is reasonable to consider the possibilities of social partnership between the family and the preschool educational organisation, the potential of which is currently not fully elicited.The aim of the present article is to present the original technique for the development of basic (core) competencies of preschool educators and parents through social partnership between a family and a pre-school educational organisation.Methodology and research methods. While developing the technique, the basic provisions of competency-based, humanistic, system-based and qualimetric approaches were taken into account, thus allowing the authors to implement the principles of individualisation, cooperation and self-organisation. When identifying and evaluating the level of the development of preschool educators’ and parents’ basic competencies, the method of group expert assessments was used as the main research toolkit. In order to organise and support the development of basic competencies, the authors used case study method, implying practical tasks, discussions and professional simulation games.Results and scientific novelty. Social partnership is considered as the most productive form of relations between the specialists of pedagogical sphere and parents, who are experts in upbringing and understanding of the child. Voluntary and long-term cooperation, based on trust, recognition of mutual responsibility, common goals and values, provides a wide range of opportunities to increase the psychological and pedagogical competency of parents and contributes to the professional growth of the teaching staff of the preschool educational organisation. The authors designed a “reference” thesaurus, which is a hierarchical set of interrelated competencies, needed by each member of the interaction for the full development of a young child. Taking into account the members’ individual educational demands and needs, the stages of social partnership are identified: members of pre-school families – in qualified professional assistance and support; children − in educated parents; teachers – in information on the peculiarities of behaviour of pupils outside the preschool educational organisation. The algorithm of formation of basic competencies of teachers and parents of pre-school children was developed and tested in the course of the experiment.Practical significance. The proposed technique can be used for developing social partnership in other pre-school educational organisations, as well as in the system of advanced training for pre-school teachers and in the preparation for their certification as a guidance material, demonstrating the ways of solving the problems, specified in the Federal State Educational Standard of preschool education.
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Habib, Hadiya. "Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy." Shanlax International Journal of Arts, Science and Humanities 7, no. 1 (July 1, 2019): 35–38. http://dx.doi.org/10.34293/sijash.v7i1.420.
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In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.
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Sayeski, Kristin L., Bethany Hamilton-Jones, Grace Cutler, Gentry A. Earle, and Lauren Husney. "The Role of Practice and Feedback for Developing Teacher Candidate’s Opportunities to Respond Expertise." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (October 11, 2017): 18–35. http://dx.doi.org/10.1177/0888406417735876.
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A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine “best practice” for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond (OTRs). Using an experimental, pretest–posttest design, 48 teacher candidates in an introductory special education course (i.e., nonpracticum course) were randomly assigned to a distributed practice with feedback (experimental) condition or a massed practice with no feedback (business-as-usual) condition. Candidates in the experimental condition outperformed candidates in the business-as-usual condition on a measure of knowledge and a performance measure on the accuracy of specific OTR technique delivery. There were, however, no differences between the groups in terms of rate of OTR delivery. Implications for teacher preparation are discussed.
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Chandra, Januar Adie, Ni Nyoman Putu Martini G, and Nurul Qomariah. "Impact of Organizational Citizenship Behavior, Leadership, Individual Characteristics and Competence on Teacher Performance." JURNAL MANAJEMEN DAN BISNIS INDONESIA 6, no. 2 (January 12, 2021): 244–57. http://dx.doi.org/10.32528/jmbi.v6i2.4091.
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The purpose of this study was to determine the effect of organizational citizenship behavior (OCB), leadership, individual characteristics and competence on the performance of teachers of SMK Swata in Bondowoso Regency. The population of this research is all employees who are in Private Vocational High Schools (SMKS) in all of Bondowoso Regency, totaling 975 Educators of Education Personnel (PTK). The number of samples of this study was 110, with a purposive sampling method. Validity and reliability tests were conducted to test the measuring instrument in the form of a questionnaire. The analysis technique used is WarpPLS 2.0. The results showed that organizational citizenship behavior had a positive effect on teacher performance, leadership had a positive effect on teacher performance, individual characteristics had no positive effect on teacher performance, competence had no positive effect on teacher performance.
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Elsden-Clifton, Jennifer, and Debi Futter-Puati. "Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education." Australian Journal of Environmental Education 31, no. 1 (January 16, 2015): 86–98. http://dx.doi.org/10.1017/aee.2014.44.
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AbstractThere is growing pressure from the public health sector, government, environmental, medical and scientific fields to teach young people about food. However, little is known about pre-service teachers’ preparation in this area. This article addresses this gap by providing a case study of one approach to food education, which was purposefully designed to bring together two fields — health education and education for sustainability (EfS) — in teacher education in Victoria, Australia. This article outlines the ways in which this approach has the potential to challenge the conventions of both fields and ‘spaces’ of health (first space) and sustainability (second space), and gave rise to a possible ‘third space’ (Soja, 1996). This article uses data collected from Promoting Health Education, a 10-week course designed for generalist primary school pre-service teachers. It also utilises reflections from pre-service teachers and teacher educators (also the authors) to explore how they navigated first, second and third spaces. In doing so, the authors examine some of the learning potentials and difficulties within third spaces, including: designing third spaces; wrestling with the dominance of first space; complexities of second space; and questioning what might be lost and gained through the design of third spaces.
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Zayas, Juan David Martinez, and Nurhayati Rofi'ah. "THE EFFECT OF DIGITAL LITERACY SKILLS ON IMPROVING TEACHER CREATIVITY." INSECTA: Integrative Science Education and Teaching Activity Journal 3, no. 2 (November 30, 2022): 168–74. http://dx.doi.org/10.21154/insecta.v3i2.5100.
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The current education requires a new teaching approach based on digital literacy because today’s students experience different needs based on the technological era. To face this reality, teachers must be creative because technology is changing so fast and students’ digital literacy are more advanced than their educators. A good way how to develop teachers’ creativity is by introducing a digital literacy education program for preservice and in-service teachers from different levels. This research paper is conducted by theoretical research method. Data are collected by a theoretical review technique. Also, this research design is based on a descriptive approach. The study is focused on teachers’ creativity development by increasing digital literacy. Papers related to the topic under study were searched on educational journals. The main goal of this paper is to find out how digital literacy skills influence educators’ creativity development. Findings show that the use of technology develops various skills such as problem-solving, productivity, collaborative imagination, curiosity, and other factors that increase creativity. Current researchers also find that technology enhances teachers’, motivation, cooperation, and creation. Overall, children of this age are involved with technology every day, and for them is almost natural to deal with this reality, for this reason, this paper suggests that digital literacy skills must be inculcated in teachers from all levels by different methods to face the reality.
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Oktriany, Wara Hapsari, Bambang Suteng Sulasmono, and Ade Iriani. "Evaluasi Kinerja Guru Bersertifikasi Dengan Model Charlotte Danielson." Kelola: Jurnal Manajemen Pendidikan 5, no. 1 (June 29, 2018): 24–36. http://dx.doi.org/10.24246/j.jk.2018.v5.i1.p24-36.
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This study aims to evaluate the performance of certified teachers in SMP Negeri 3 Salatiga in the domain: (1) planning and preparation of learning, (2) class management, (3) learning process, and (4) professional teacher responsibility. This research is an evaluative research using Charlotte Danielson Model, with simple qualitative and quantitative method. The subjects were five teachers of SMP Negeri 3 Salatiga who have been certified educators. Data collection through interviews, observation, and document study. Moderate data collection instruments include teacher performance assessment rubric, interview guides, and questionnaires. The data validity test is done by source and technique triangulation. The results of this study: (1) the certified teacher performance in preparing and planning of learning is included in the good category, (2) the certified teacher performance in managing the classes included in the good category; (3) the certified teacher performance in the learning process included in either category, and (4) the certified teacher performance in their professional responsibilities is categorized as good enough, due to the lack of teachers' efforts to develop themselves.
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Ulfathmi, Ulfathmi, Yasir Arafat, and Andi Arif Setiawan. "The Influence of Principal Leadership and Work Motivation on Teacher Performance." Journal of Social Work and Science Education 2, no. 2 (November 21, 2021): 160–68. http://dx.doi.org/10.52690/jswse.v2i2.238.
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The leadership of the principal is a determining factor for the success of the quality of educators. Good leadership will also create a good work environment, so that high teacher work motivation will emerge. Teacher work motivation is a drive from within and encouragement from outside to carry out work, so that teacher work motivation can be one of the factors that can affect the ups and downs of teacher performance. The purpose of this study was to determine the effect of principal leadership, teacher motivation on teacher performance at SMP 32 OKU. The method used in this research is quantitative with ex post facto type. The population in this study were 58 teachers of SMP 32 OKU. The data collection techniques used were questionnaires and documentation. The data analysis technique used is the analysis prerequisite test, including the normality test, autocorrelation test, heteroscedasticity test and multicollinearity test, and heteroscedasticity. The final analysis test uses the one-sample t-test, simple and multiple correlation analysis, simple and multiple regression analysis, the coefficient of determination, and the f-test.
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Markelz, Andrew, Mary Catherine Scheeler, Paul Riccomini, and Jonte C. Taylor. "A Systematic Review of Tactile Prompting in Teacher Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 4 (September 25, 2019): 296–313. http://dx.doi.org/10.1177/0888406419877500.
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Researchers are exploring innovative technologies to prepare educators. A systematic literature review was conducted to study the role of tactile prompting (i.e., vibratory signals on a schedule) in teacher education. Ten studies meeting inclusion criteria were synthesized and analyzed based on how tactile prompting is utilized, effects of tactile prompting, and quality of research. Findings suggest studies with tactile prompting as the primary independent variable, or condition within a phase, demonstrated medium to very high Tau-U single-case effect sizes (range = 0.54-1.00) and high social acceptability on classroom management teaching behaviors. Simplistic prompting devices reduce cost, training, and anxiety barriers to adoption; however, innovations in wearable technology provide opportunities for a more robust behavior modification tool. Research suggests tactile prompting reduces cognitive load and provides multiple opportunities to practice, which has value in time-constrained preparation programs. Further exploration of this technique in teacher education is warranted.
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Latief, Suryawahyuni, Santi Hendrayani, and Samsuddin Samsuddin. "Teachers Teaching Management During Belajar dari Rumah (BDR) Policy In Higher Education: A Piece of Teacher Sharing Ways." International Journal on Advanced Science, Education, and Religion 4, no. 1 (March 12, 2021): 9–18. http://dx.doi.org/10.33648/ijoaser.v4i1.89.
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Teaching is an educator activity in the learning process, which aims to develop the potential that students have in the form of knowledge, skills, and attitudes. Since the Covid 19 pandemic, the government has issued a policy of "Belajar Dari Rumah" (BDR) as an effort to overcome the spread of the virus. Teaching in accordance with BDR policy makes educators at private universities in Jambi city who do not have a Learning Management System (LMS) conduct teaching management in accordance with their expertise and knowledge. This study aims to describe the experience of educators in universities who do not have LMS in managing teaching during the Covid 19 pandemic so that learning can run according to learning objectives using a qualitative descriptive approach, involving ten educators with different scientific fields and courses. This research uses a qualitative research method involving ten educators from private universities in Jambi who do not have LMS. Data have collected through observations, interviews, and documents. The data collected have analyzed through the stages of reducing data, displaying data, and drawing conclusions in accordance with research objectives. The data analyzed is using the technique validity of data through data triangulation. The study found that the management of educator teaching in private universities in Jambi city who do not have LMS is implemented BDR policies during the pandemic period following the established implementation rules without leaving the meaning of learning and learning process standards that have set out in government regulations through the stage of teaching management.
Keywords: Work from Home, Learning, Belajar dar Rumah, Teaching Management
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Aprida, Siti Nurul, Nurul Fauziah, and Abd Rosyid. "Pengaruh Kompetensi Guru PAUD Dalam Meningkatkan Daya Tarik Pembelajaran Di Era New Normal." As-Sibyan: Jurnal Pendidikan Anak Usia Dini 7, no. 2 (November 18, 2022): 193–204. http://dx.doi.org/10.32678/as-sibyan.v7i2.6586.
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Teacher competence is a professional standard for educators in understanding learning materials, as well as matters relating to the learning process. The purpose of this study was to determine the effect of PAUD teacher competence in increasing the attractiveness of learning in the New Normal Era. This study uses a quantitative method in which the data processing uses simple linear regression. The population in this study were 50 teachers in Bantul Regency, Yogyakarta. Methods of data collection using a questionnaire technique and also interviews. To test the analysis using the F regression test and the coefficient of determination. Based on the results obtained that there is a strong influence between understanding teacher competence and increasing the attractiveness of learning in this new normal era. This is based on the acquisition of the percentage of the influence of 63.7%. So that there is a link between the knowledge of teacher competence and increasing children's interest in learning.
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Ramzan, Saubia, Muhammad Shakir, and Jam Muhammad Zafar. "Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers." Global Social Sciences Review IV, no. I (March 30, 2019): 195–204. http://dx.doi.org/10.31703/gssr.2019(iv-i).26.
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This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.
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Sahito, Zafarullah, and Pertti Vaisanen. "Effect of English Language Competency on the Job Satisfaction and Motivation of Teacher Educators: A Narrative Analysis." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 225. http://dx.doi.org/10.17507/jltr.0902.02.
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This research study was designed to explore the English language competency of teacher educators and its effect on their job satisfaction and motivation in order to maintain their position at their departments of Education at Universities of Sindh province of Pakistan. As, languages are generally taught and assessed in terms of four skills such as listening, speaking, reading, and writing. Where listening and reading are known as receptive skills while speaking and writing as productive skills, which are directly concerned and connected with the cognitive development of the teachers educators and its proper utilization to become satisfied and motivated faculty members. The data was collected and analysed through narrative analysis technique, the qualitative research design and method. The findings of this article would be found suitable, reliable, strong resource and a rich addition in to the existing literature, which provides a suitable insight to all stakeholders to understand the real position and phenomenon of language competency and its effects.
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Mudarris, Badrul. "Profesionalisme Guru di Era Digital ; Upaya dalam Meningkatkan Mutu Lembaga Pendidikan." ALSYS 2, no. 6 (November 13, 2022): 712–31. http://dx.doi.org/10.58578/alsys.v2i6.640.
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This paper describes the efforts of MTs Pandean in improving the quality of its institutions through teacher professionalism in the digital era. The quality of educational institutions is closely related to teachers as educators who will prepare students in the digitalization era. To obtain valid and accountable data, the researcher conducted interviews with several informants using purposive sampling technique, which consisted of five people, namely Qodiri, S. Pd as the head of the madrasa, Nurul Huda, S. Pd as the deputy head, Hasan Bashri, S. Pd. I as the deputy head of the curriculum, Noviwahyu Ningtiyas, S.E, S. Pd, one of the teachers at the madrasa. The forms of efforts made at MTs Pandean are training to build digital literacy awareness, teacher working groups (KKG) to build an entrepreneurial spirit, and supervision to build teacher leadership and emotional intelligence. With the fulfillment of the teacher indicators of teacher professionalism at MTs Pandean, it is hoped that then it will be able to improve the quality of these educational institutions.
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Salim, Agus, Aridlah Sendy Robikhah, Evi Zulianah, and Fattahur Rokhimul Barik. "Implementation of the Translation Grammatical Method in Arabic Learning." Al-Mada: Jurnal Agama, Sosial, dan Budaya 5, no. 4 (October 29, 2022): 546–54. http://dx.doi.org/10.31538/almada.v5i4.2820.
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The learning method is one of the elements that must be met in the process of delivering material. The technique serves as a bridge between teachers and students and a lubricant to maximize learning. When teaching Arabic subjects, a teacher must master the material and have a high ability to convey material to students. For the learning process to take place effectively, the teacher learns to be observant in choosing the appropriate method to be applied so that the material can be appropriately conveyed and easily understood by students. The technique used in this research is Qualitative Field Research conducted at MTs Bahrul Ulum Blawi. As for the results of this study, the implementation of the Grammatical Tarjamah method at MTs Bahrul Ulum Blwi Class 7 has been going well. The learning process takes place in 3 stages: introduction, core activities, and closing. From the third stage, educators have adapted and carried out following the prepared RPP.
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Larasati, Endang, Neti Karnati, and Sukro Muhab. "The Effect of Servant Leadership, Compensation, Professional Development on the Performance of State Elementary School Teachers in West Jakarta." International Journal of Social Science Research and Review 5, no. 3 (March 14, 2022): 260–70. http://dx.doi.org/10.47814/ijssrr.v5i3.220.
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Teacher performance is one of the factors in developing the potential of participants as a form of improving the quality of education. The quality of education and the development of students in Indonesia cannot be separated from Indonesia's positioning with other countries in the world as a mirroring indicator of the quality of education. This study aimed to determine the effect of Servant leadership, compensation, and professional development as variables on teacher performance. This study uses a qualitative approach with the method used is a survey method with the AMOS type SEM technique. The research was conducted at a Public Elementary School in Region II West Jakarta, DKI Jakarta Province, Indonesia. The population in this study used Random SampliRandomobtain, a population of 745 PNS teachers who were certified educators. As for data collection techniques using questionnaires and questionnaires. The data results show an influence of Servant leadership, compensation, and professional development as variables on teacher performance.
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Al-Furaiji, Khadija Wajid Abboud Muhur. "Effect Of The Program On The Development Of Creative Abilities On The Efficiency Of The Performance Of A Sample Of Special Education Parameters/ Comparative Study." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 17, 2019): 202–5. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.002.
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The full-size dominance on educators consider to that amount innovative discipline will no longer receive region between school room prerequisites or of a instruction surroundings the place creative advice is now not on hand. This raises a fundamental question: How can a teacher stay a creative teacher? Or in conformity with what quantity do we circulate or adopt creative counsel into our quite a number schools? For the reason on discipline creativity yet innovative thinking, Rumi knows Romey Creativity in easy words, as like the capacity in accordance with synthesize ideas, objects or methods in a instant technique or technique. Thus, postulate a instructor usage a instant approach or approach so much contributes in accordance with the innovative abilities concerning freshmen (also condition any individual use that method, yet is described in a allusion), then the trainer is a creative teacher. So the trainer is seen namely the authorization in conformity with teaching or instructing creativity. In the view about specialists of the commencing, unless the instructor has a minimum about creativity toughness durability Creativity Quotient In the phrases concerning Rumi, this might also replicate negatively about college students in common then over the creators concerning to them of precise . In rule because of the teacher according to decide the coefficient regarding creativity, he should preceding determine the amount over his creativity of the following advice things to do.