Статті в журналах: "Clinical Teachers"

1

Myers, Kathryn A. "Evaluating Clinical Teachers." Academic Medicine 76, no. 3 (March 2001): 286. http://dx.doi.org/10.1097/00001888-200103000-00021.

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Rhoton, M. F., and H. F. Cascorbi. "GOOD CLINICAL TEACHERS." Anesthesiology 63, Supplement (September 1985): A491. http://dx.doi.org/10.1097/00000542-198509001-00491.

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3

Shamsuddin, AKM, Humayun Kabir Talukder, Tahmina Nargis, Khairul Alam, and Nasrin Sultana. "Roles performed by clinical teachers in undergraduate medical education of Bangladesh." Bangladesh Journal of Medical Education 6, no. 1 (April 17, 2017): 19–23. http://dx.doi.org/10.3329/bjme.v6i1.32206.

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A clinical teacher has dual roles to perform in undergraduate medical education along with a major role as patient management. But these roles are not clearly recognized by them. That's why views of clinical teachers and students about roles performed by clinical teachers in undergraduate medical education were studied in eight different government and private medical colleges within and outside Dhaka city. Two sets of questionnaires were developed for teachers and students to explore their views on roles performed by teachers. Total 671 clinical students and 88 clinical teachers having at least two years teaching experience were included. Convenient sampling techniques were used. Seven major roles of clinical teachers were taken into consideration against which teachers and students were expressed their views. Roles were 1. Information provider in the class 2. Role model for the students 3. Students facilitator 4. Curriculum executor. 5. Instructional material creator 6.Student's assessor and 7. Role of teachers on research activities. In this study 52.27% teachers had experience on workshop and training on teaching methodology and 38.82 % had no experience on teaching and learning. Teachers expressed their views against their performances of all the roles for more than two third classes. While students viewed against teachers performances in less than a half of the classes. Teachers mentioned that excess clinical load, administrative work and bad political environment hampered their teaching roles. They also suggested that different courses on teaching and learning, teacher's evaluation system and regular faculty development programme would help to improve in clinical teaching.Bangladesh Journal of Medical Education Vol.6(1) 2015: 19-23

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Vonette, Vera, Ian Indrata, Hasondrorogo Daya, Elisabet Kristanti, and Arlawati Ginting. "Peningkatan Kemampuan Berkomunikasi Dengan Peserta Didik Melalui Supervisi Klinis Bagi Guru SD Negeri 5 Surabaya Pada Semester I Tahun Ajaran 2016/2017." Journal Kerusso 3, no. 2 (September 19, 2018): 1–8. http://dx.doi.org/10.33856/kerusso.v3i2.90.

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The ability of teachers to manage student interactions in learning activities relates to communication between students and other students, students with teachers and vice versa. The purpose of this study was to measure the improvement in the ability of Surabaya Elementary School 5 teachers to communicate with students after clinical supervision. This classroom action research was carried out by taking place at SD Negeri 5 Surabaya. The school's action research was conducted in the first semester of the 2016/2017 school year. The subject of this study was the teacher of SD Negeri 5 Surabaya, amounting to six teachers. The results of this study are the teacher's ability to communicate with students from cycle to cycle has increased, namely from prasiklus 33.86%, the first cycle of 66.08%, and the second cycle of 88.30%, so that the increase during the action is 54, 44%. Increases occur in all aspects. The increase in teachers' abilities was due to clinical supervision activities based on objective assessments that were delivered transparently to teachers, besides the implementation of supervision with a small number of teachers tended to facilitate communication between researchers, principals and teachers. The existence of such supervision increases the teacher's awareness of the importance of the ability to communicate with students, and raises the awareness of teachers that this ability is one aspect of teacher performance assessment.

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5

Cornbleth, Catherine, and Jeanne Ellsworth. "Teachers in Teacher Education: Clinical Faculty Roles and Relationships." American Educational Research Journal 31, no. 1 (March 1994): 49–70. http://dx.doi.org/10.3102/00028312031001049.

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Bencherab, Azzeddine, and Ali Al Maskari. "Clinical Supervision: A Genius Tool for Teachers’ Professional Growth." Universal Academic Research Journal 3, no. 2 (June 1, 2021): 51–57. http://dx.doi.org/10.17220/tuara.2021.02.11.

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7

Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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8

Graham, Kathy C., Richard C. Hohn, Peter H. Werner, and Amelia M. Woods. "Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program." Journal of Teaching in Physical Education 12, no. 2 (January 1993): 161–79. http://dx.doi.org/10.1123/jtpe.12.2.161.

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The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.

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9

Steiner, I. P. "Resident Evaluation of Clinical Teachers Based on Teachers' Certification." Academic Emergency Medicine 10, no. 7 (July 1, 2003): 731–37. http://dx.doi.org/10.1197/aemj.10.7.731.

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10

Goodwin, A. Lin, Rachel Roegman, and Emilie M. Reagan. "Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching." Urban Education 51, no. 10 (August 3, 2016): 1198–225. http://dx.doi.org/10.1177/0042085915618720.

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This article presents a study of mentor teachers who work with residents in an urban teacher residency program in New York City. Forty-six mentor teachers (i.e., cooperating teachers) were asked to describe moments of effective mentoring, as well as their own strengths, weaknesses, and goals as mentors. Implicit in mentor teachers’ descriptions of effective mentoring were their perspectives on effective teaching. These perspectives offer much insight into the challenges of clinically rich teacher preparation for a particular urban context, raising several dilemmas that should be considered amid the calls for teacher preparation that is deeply rooted in field practice.

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Iskandar, Iskandar. "UPAYA PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI SUPERVISI KLINIS DI SEKOLAH DASAR NEGERI 001 PANIPAHAN KABUPATEN ROKAN HILIR." JURNAL PAJAR (Pendidikan dan Pengajaran) 2, no. 3 (May 30, 2018): 324. http://dx.doi.org/10.33578/pjr.v2i3.5524.

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This school action research (PTS) aims to improve teachers' ability in making RPP through clinical supervision.This research is conducted in four stages, namely planning, implementation, observation and reflection, anddone in two cycles. The first cycle of researchers directly observed the increase in teacher competence in makingRPP. Results from the observation of the overall teacher's RPP assessment in cycle I showed a mean score of72,1% with good rating category. In cycle II the average value of teachers in making RPP is 86% with thecategory of assessment is very good. The improvement of teacher's RPP assessment per cycle also increased, ieclass I, II, IV, and V teachers showed an increase in scoring score of two points or 16,7 ,. while grade 3 andgrade 6 teachers showed an increase of one point or 8,4%. This proves that the implementation of clinicalsupervision can improve the competence of teachers in the preparation of learning tools.

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12

Heny Rismiati. "The Efforts To Improve The Ability Of Teachers In The Use Of Learning Methods Through Clinical Supervision." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 2 (November 1, 2019): 44–50. http://dx.doi.org/10.51169/ideguru.v4i2.93.

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The purposes of this school action research are: 1)To improvethe ability of teachers in the use of learning methods through clinical supervision. 2) To find out the steps of improvementof the ability of teachers in the use of learning methods through clinical supervision at SD SindetJetis Sub-District Semester 2 in 2017/2018 school year. A teacher is required to have several abilities and skills as part of the teacher's professional competence.The school action research method consists of two cycles. Each cycle carried out in two meetings. Where in the procedure each cycle consists of planning, action, observation, and reflection. Data collection techniques in this study using observation, discussion, and interview. The research subjects consists of 7 (seven) teachers. The results of the study showed that there was an increase in the ability of teachers in the of learning method through clinical supervision in the second semester of the school year 2017/2018 at SD Sindet UPT PPK Jetis. In the first cycle, the results of the teacher's ability to prepare Lesson Plans (RPP) reached an average of 65%, the assessment of Teaching and Learning Activities (KBM) reached 62%, and the use of learning methods reached 69%. In the second cycle, the preparation of Lesson Plans reached 74%, the implementation of teaching and learning activities reached 77%, and the use of learning methods reached 82%. Based on the results of the school action research the ability of teachers in the use of learning methods through clinical supervision has increased.

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13

Setiawan, Ide Pustaka, Jan Van Dalen Jan Van Dalen, and Jill Whittingham Jill Whittingham. "Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 2 (July 31, 2013): 85. http://dx.doi.org/10.22146/jpki.25156.

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Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.

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14

Dickinson, Angela. "Clinical involvement of midwife teachers." Nursing Standard 8, no. 25 (March 16, 1994): 25–29. http://dx.doi.org/10.7748/ns.8.25.25.s44.

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15

Forbes, Helen. "Clinical Teachers’ Conceptions of Nursing." Journal of Nursing Education 50, no. 3 (September 30, 2010): 152–57. http://dx.doi.org/10.3928/01484834-20100930-06.

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16

Kershaw, Betty. "Clinical credibility and nurse teachers." Nursing Standard 4, no. 51 (September 18, 1990): 46–47. http://dx.doi.org/10.7748/ns.4.51.46.s50.

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17

Dhaliwal, Gurpreet. "Developing teachers of clinical reasoning." Clinical Teacher 10, no. 5 (September 10, 2013): 313–17. http://dx.doi.org/10.1111/tct.12082.

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18

Forbes, Helen. "Clinical teachers’ approaches to nursing." Journal of Clinical Nursing 19, no. 5-6 (March 2010): 785–93. http://dx.doi.org/10.1111/j.1365-2702.2009.03078.x.

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19

Steinert, Yvonne. "Staff development for clinical teachers." Clinical Teacher 2, no. 2 (December 2005): 104–10. http://dx.doi.org/10.1111/j.1743-498x.2005.00062.x.

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20

Trumble, Steve. "Successful writing for clinical teachers." Clinical Teacher 9, no. 2 (March 8, 2012): 69–70. http://dx.doi.org/10.1111/j.1743-498x.2012.00564.x.

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21

Rothman, A. I., P. Poldre, and R. Cohen. "Evaluating clinical teachers for promotion." Academic Medicine 64, no. 12 (December 1989): 774–5. http://dx.doi.org/10.1097/00001888-198912000-00016.

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22

Lede, Yohanes Umbu. "Manajemen Supervisi Klinis Untuk Meningkatkan Profesionalisme Guru Di Sekolah Menengah Atas Kolese De Britto Yogyakarta." Jurnal Edukasi Sumba (JES) 4, no. 2 (November 14, 2020): 96–102. http://dx.doi.org/10.53395/jes.v4i2.184.

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The research aimed to know the clinical supervission management to improve teacher’s professionalism in Senior High School of Kolese De Britto Yogyakarta.This research was conducted in Senior High School of Kolese De Britto Yogyakarta. The collecting data method were interview, observation and documentation. The informan in this research were principal, teachers and supervisor. The data validity were done by triangulation techniques. The data were analyzed by interactive analysis model.Results of the research showed that: (1) Clinical supervision management to improve teachers professionalism in Senior High School of Kolese De Britto Yogyakarta was successful. Supervission management in grew continuously and systematically. Supervisors understand and know about clinical supervision properly, help and guidance teachers with aims for learning emendation. (2) Professional competence of teachers which felt needs to understood and well known at Senior High School Kolese De Britto are competences of professional teachers based on vision and mission in school. The competences mentioned is suitable with school vision and mission based on leadership competence. (3) Senior High School Kolese De Britto as educational institutions, support Ignatian spirituality. The term of this spiritual is risen from the knowledge about contexts, action, reflection, and evaluation. The learning quality is not only just about transfer of knowledge, but also about values. (4) Supporting factors in the management of clinical supervision include a culture and school management, initiative and transparency of a teacher, and human resources that support, institution staffs and foundation give PKG and FDG socialization, and evaluation activities. (5) Constraints factors in implementation of clinical supervision management are: erroneous paradigms about clinical supervision (supervision is still looked and understood as an assessment for a teacher performance), time for teaching is demanding schedule, there are unnatural situation and action in the class, there are some teachers don’t have openhanded when under strict, there are psychology constraint, and achievable of using technology based on IT.

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Yaşar KAZU, İbrahim. "TEACHERS' PERCEPTIONS ON THE CONCEPT OF CLINICAL PRACTICE IN TEACHER EDUCATION." International Journal Of Eurasia Social Sciences 10, no. 36 (January 1, 2019): 412–30. http://dx.doi.org/10.35826/ijoess.2481.

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Audétat, Marie-Claude, Suzanne Laurin, Gilbert Sanche, Caroline Béïque, Nathalie Caire Fon, Jean-Guy Blais, and Bernard Charlin. "Clinical reasoning difficulties: A taxonomy for clinical teachers." Medical Teacher 35, no. 3 (December 11, 2012): e984-e989. http://dx.doi.org/10.3109/0142159x.2012.733041.

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Kaliyangile, Benuis. "Student Nurse’s Clinical Learning Environment: Clinical Teachers’ Perspective." TEXILA INTERNATIONAL JOURNAL OF NURSING 6, no. 1 (April 30, 2020): 59–62. http://dx.doi.org/10.21522/tijnr.2015.06.01.art006.

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Laksmi, Javid Nama Ayu. "IMPLEMENTASI SUPERVISI KLINIS DI SD NEGERI UJUNG-UJUNG 01 KABUPATEN SEMARANG." Satya Widya 37, no. 2 (April 11, 2022): 141–52. http://dx.doi.org/10.24246/j.sw.2021.v37.i2.p141-152.

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Teachers sometimes have difficulty in teaching. Teachers need guidance in solving the problems. For this reason, clinical supervision is needed to overcome the problems experienced. From the results of the study, clinical supervision proved effective in improving teacher performance, increasing teacher professionalism and improving teacher quality. For this reason, a research was conducted on clinical supervision at SDN Ujung-Ujung 01 to find out the implementation of clinical supervision and the stages in its implementation, as well as to find out the obstacles and benefits of implementing clinical supervision. In this study, we used mixed qualitative and quantitative methods. From this research, it was found that clinical supervision in elementary schools has been implemented well. Although it has been implemented well, there are several obstacles in the implementation of clinical supervision, namely, teachers have not asked for clinical supervision and it takes many times to carry out clinical supervision. However, clinical supervision has benefits to overcome the problems in the classroom. Some recommendations for the headmaster is to socialize clinical supervision and its purpose so teachers are not afraid to be supervised.

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Ayu Kusumawati, Gusti. "Implementation of Clinical Supervision to Increase Work Commitment of Primary School Teachers." International Journal of Elementary Education 4, no. 2 (July 12, 2020): 219. http://dx.doi.org/10.23887/ijee.v4i2.26594.

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The purpose of this study was to determine the increase in elementary school teacher work commitments in Gugus 3 Kecamatan Blahbatuh Kabupaten Gianyar Semester II Academic Year 2018/2019 after attending clinical supervision activities. This research is a school action research. Subjects were elementary school teachers in Gugus 3 Kecamatan Blahbatuh Kabupaten Gianyar with a total of 58 teachers. Teacher work commitment data in this study were collected using a questionnaire. Data analysis techniques used descriptive analysis. Indicators of the success of this study are: if the minimum teacher work commitment is in the High category and classical completeness is 90%. Based on the research that has been done, it was concluded that the effective implementation of clinical supervision could increase the work commitments of elementary school teachers in Cluster 3 of Blahbatuh District, Gianyar Regency Semester II in 2018/2019 Academic Year. In the pre-cycle mean teacher work commitment is 128.74 in the medium category with the percentage of classical completeness is 67.24%. In the first cycle the mean work commitment of teachers was 145.98 in the high category with the percentage of classical completeness being 87.93%. Whereas, in cycle II it increased with a mean of 180.45 in the very high category with the percentage of classical completeness being 100%.

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Natesan, Prathiba, and Vincent Kieftenbeld. "Measuring Urban Teachers’ Beliefs About African American Students." Journal of Psychoeducational Assessment 31, no. 1 (July 20, 2012): 3–15. http://dx.doi.org/10.1177/0734282912448243.

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Understanding urban teachers’ beliefs about African American students has become important because (a) many teachers are reluctant to teach students from other cultures, and (b) most teachers are European American. To construct a psychometrically sound measure of teacher beliefs, the authors investigate the measurement properties of a teacher beliefs factor. This factor was selected from an inventory of items that purported to measure urban teachers’ cultural awareness and beliefs. Measurement invariance of the teacher beliefs factor across European American, African American, and Hispanic American teachers addressed its construct validity. The authors examine the psychometric properties of these items using graded response multilevel analysis. The final 5-item factor showed highest level of invariance for African American and European American teachers but did not fit Hispanic American teachers well. All the five items had good psychometric properties. Analyses of latent means showed that African American teachers had more positive beliefs about African American students than European American teachers did. However, the latent scores were bimodally distributed for African American teachers showing that one subgroup of African American teachers had similar beliefs as European American teachers while another subgroup had more positive beliefs.

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Panlican, Andres Siron, Salman Al Saqri, Sage Raguindin, Liza M. Villacorte, and Petelyne Pangket. "Students and teachers’ perception of an effective clinical nurse teacher characteristics: A comparative study." Journal of Nursing Education and Practice 10, no. 11 (July 24, 2020): 48. http://dx.doi.org/10.5430/jnep.v10n11p48.

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Objective: This study aims to determine the level of perception of nursing students and teachers on the effective clinical nurse teacher characteristics and find if there is a significant difference between the level of perception of nursing students and teachers according to their demographic features. Methods: This study employed a descriptive - comparative design. Simple random sampling was undertaken and a questionnaire developed by Brown (1981) was utilized in gathering information from the participating 244 nursing students and 46 teachers as respondents. Frequency, percentage, t-test, F-test in Statistical Package for the Social Sciences (SPSS) version 22 was used in the analysis of data.Results: Most of the participating nursing students in the study are aged 18-22-year-old, female, and unmarried while most teachers were more than 46-year-old, female, and married. Among the three indicators of effective clinical teacher characteristics, the teachers consider professional competence, relationships with the students’ most important, and personal attributes as very important while the nursing students perceived all as very important. A significant difference exists in the level of perception of both groups of respondents on different indicators. However, in certain demographic profile, specifically gender and marital status there seem to be no significant difference but it exists with age.Conclusions: Both nursing students and nurse-teachers perceived that an effective clinical teacher characteristic has a significant influence on the clinical learning course of students. The perception varies significantly with age and this would suggest that as the nurse grows older and gain more experience his/her perceptions matures.

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Mbelu Ranjawali, Ronexon, Ade Iriani, and Wasitohadi Wasitohadi. "Evaluasi Pelaksanaan Supervisi Klinis dalam Peningkatan Standar Proses Dikalangan Guru-Guru Matematika di SMA Negeri 1 Pandawai." Manajemen Pendidikan 14, no. 1 (September 4, 2019): 52–59. http://dx.doi.org/10.23917/jmp.v14i1.8081.

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The aims of this study is to evaluate the implementation of clinical supervision in improving standard process for mathematics teachers in SMA Negeri 1 Pandawai. This study is an evaluation research. By using a discrepancy model. Data collections uses interviews, observation, and documentation. The subjects of the research is principal, vice principals and mathematics teachers. The results of this study stated that: 1) at the design stage,the principal has planned well about the implementation of clinical supervision, but in teacher teaching practices there are still gaps especially in the steps of learning (in preliminary activities, core activities, and closing activities); 2) at the installation stage, the teacher has done and paid attention to three aspects of learning, namely planning, implementation, and evaluation based on government regulations; 3) at the process stage, the school has made joint decisions, and has understood and carried out clinical supervision procedures. However, the follow-up aspects have not been carried out by schools to mathematics teachers according to the schedule, and the procedures have been set; 4) at the outcome stage, there are still differences between the results and the expected ones. It caused because the teacher has not doing innovated learning and evaluation at the end of each lesson.At the end of the material in each chapter, the teacher’s lack of ability to manage the class so that student learning interest decreases.

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Nelisma, Yuliana, Asmadin Asmadin, Indra Abdi Candra, Dasril Dasril, and Jarkasi Jarkasi. "Implementasi Supervisi Klinis untuk Meningkatkan Profesionalitas Guru." Jurnal Bimbingan dan Konseling Terapan 6, no. 2 (January 5, 2023): 86. http://dx.doi.org/10.30598/jbkt.v6i2.1733.

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The aim of this article is to learn more about how clinical supervision is used to enhance teacher professionalism. Professional teachers are teachers who have the skills to carry out educational and teaching tasks. Thus, the definition of an expert educator is a person who has extraordinary ability and mastery in the field of education so that he can carry out his obligations and abilities as a teacher with maximum abilities. Professional teachers are also educated, trained, and have extensive field experience. This research uses descriptive qualitative research, which is an analysis that uses words or sentences to describe a situation or. The results of research on the use of clinical supervision to improve teacher professionalism at MTsS Hidayatullah, teachers are very flexible, starting from plans that are only communicated to them in regular weekly meetings by the school principal. Only minor problems were encountered, and these problems were not too serious because prospective teachers met the minimum standards when they started at MTsS Hidayatullah. The teacher asks for help to overcome his teaching difficulties, which is why clinical is used here.

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Baral, N., A. K. Nepal, B. H. Paudel, and M. Lamsal. "Effect of Teachers Training Workshop Outcomes on Real Classroom Situations of Undergraduate Medical Students." Kathmandu University Medical Journal 13, no. 2 (February 25, 2017): 162–66. http://dx.doi.org/10.3126/kumj.v13i2.16791.

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Background Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education.Objective The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods.Method Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student’s feedback, evaluation by peers and the self-evaluation by the teacher trainees.Result Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop.Conclusion In present study, the faculty members showed accrued interest to participate in teacher’s training workshops. The peer evaluation of teacher’s performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.

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Wahyuni, Tri. "Supervisi Klinis oleh Kepala Sekolah guna Meningkatkan Kompetensi Guru dalam Mengelola Administrasi Kelas di SD Negeri 42 Ampenan." Jurnal Paedagogy 8, no. 2 (April 4, 2021): 264. http://dx.doi.org/10.33394/jp.v8i2.3561.

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This study aims to improve the ability of teachers to organize their classes, improve teacher professionalism in carrying out their main tasks and functions as teaching staff, increase teacher insight and knowledge about teacher competencies and improve the quality of teachers in managing classroom administration through clinical supervision. This research method uses school action research. The subjects in this study were 13 teachers of SD Negeri 42 Ampenan. Data collection techniques using observation, interviews, and documentation. The data analysis technique used in this research was qualitative and quantitative descriptive analysis. The results of this study indicate that the ability of teachers to manage classroom administration can be improved by providing clinical supervision.

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Duvivier, R. J., J. Van Dalen, C. P. M. Van Der Vleuten, and A. J. J. A. Scherpbier. "Teacher perceptions of desired qualities, competencies and strategies for clinical skills teachers." Medical Teacher 31, no. 7 (January 2009): 634–41. http://dx.doi.org/10.1080/01421590802578228.

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Buzuzi, George, and Lovemore J. Nyaumwe. "Mathematics Teachers’ Perceptions on Clinical Supervision." International Journal of Educational Sciences 7, no. 1 (July 2014): 229–39. http://dx.doi.org/10.1080/09751122.2014.11890185.

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Berjis, Amir. "Fostering the Identities of Clinical Teachers." Academic Medicine 95, no. 8 (August 2020): 1128. http://dx.doi.org/10.1097/acm.0000000000003507.

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Castledinc, George. "Encouraging teachers back into clinical practice." British Journal of Nursing 3, no. 19 (October 27, 1994): 1000. http://dx.doi.org/10.12968/bjon.1994.3.19.1000.

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Titley, Graham. "Practical issues: copyright for clinical teachers." Clinical Teacher 3, no. 1 (March 2006): 60–64. http://dx.doi.org/10.1111/j.1743-498x.2006.00072.x.

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Hellyer, Paul. "General dental practitioners as clinical teachers." British Dental Journal 229, no. 11 (December 2020): 740. http://dx.doi.org/10.1038/s41415-020-2456-z.

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Jolly, Brian. "Clinical education: teachers and Stritter's student." Medical Education 40, no. 7 (June 23, 2006): 604–6. http://dx.doi.org/10.1111/j.1365-2929.2006.02521.x.

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Harland, Darci J., and Joshua D. Wondra. "Preservice Teachers’ Reflection on Clinical Experiences." Journal of Digital Learning in Teacher Education 27, no. 4 (June 2011): 128–33. http://dx.doi.org/10.1080/21532974.2011.10784669.

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Bell, Louise C. "Using Clinical Supervision with Reading Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, no. 3 (November 1987): 126–28. http://dx.doi.org/10.1080/00098655.1987.10113920.

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Fluit, Cornelia R. M. G., Sanneke Bolhuis, Richard Grol, Roland Laan, and Michel Wensing. "Assessing the Quality of Clinical Teachers." Journal of General Internal Medicine 25, no. 12 (August 12, 2010): 1337–45. http://dx.doi.org/10.1007/s11606-010-1458-y.

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Lombarts, M. J. M. H., M. J. Heineman, and O. A. Arah. "Assessing the Quality of Clinical Teachers." Journal of General Internal Medicine 26, no. 1 (October 22, 2010): 14. http://dx.doi.org/10.1007/s11606-010-1545-0.

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45

Shysh, Alexander J., and Chris J. Eagle. "The characteristics of excellent clinical teachers." Canadian Journal of Anaesthesia 44, no. 6 (June 1997): 577–81. http://dx.doi.org/10.1007/bf03015438.

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Salzman, Carl, and Ira D. Glick. "Teaching the Teachers of Clinical Psychopharmacology." Academic Psychiatry 39, no. 4 (December 4, 2014): 475–81. http://dx.doi.org/10.1007/s40596-014-0263-z.

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Kamat, Kamat. "Clinical Supervision to Improve the Ability of Class V Teachers Elementary School deep Cooperative Learning Model." SEMAR Journal : Educations Studies 1, no. 1 (August 14, 2020): 1–14. http://dx.doi.org/10.37638/semar.1.1.1-14.

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Анотація:

This research reveals the teacher's low ability in preparing Classroom Action Research Proposals (CAR). This proved to be the absence of teachers who submitted classroom action research proposals in the last 2 years. This study aims to determine the extent of the effectiveness of the application of group guidance in an effort to improve teacher competence in the preparation of CAR proposals. This research was carried out in the guiding process at the regular meeting of Subject Teachers at Neger 06 Seluma Middle School. The School Action Research is conducted in two cycles, where each cycle has four stages, namely planning, implementation, observation and reflection. The results in the study are: 1). The indicator of success in the study is: if 10% of the number of coaching participants have obtained an average value of ≥ 85, 2). cycle II obtained supervisor observation data (4.22), teacher observation (4.14), classical work results (84.02). Indicators of success have exceeded School Action Research declared successful. 3). Very effective group guidance in an effort to improve competency in the preparation of CAR proposals reaching 90% of the total number of participants has succeeded in developing CAR proposals as expected.Keywords: Group Guidance, competence, CAR

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Gable, Robert A., Jo M. Hendrickson, Clifford C. Young, and Mohsen Shokoohi-Yekta. "Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders." Behavioral Disorders 17, no. 2 (February 1992): 126–34. http://dx.doi.org/10.1177/019874299201700202.

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A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.

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Letor, Yulia M. K., Melianus M. Taebenu, and Herliana M. A. Djogo. "The Difference in Perception between Nursing Students and Clinical Teachers of the Characteristics of Clinical Teachers." JENDELA NURSING JOURNAL 6, no. 2 (December 30, 2022): 68–77. http://dx.doi.org/10.31983/jnj.v6i2.8761.

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Background: clinical teachers play essential roles in nursing education. They link knowledge gained by students in classrooms into clinical settings. This makes the characteristics of clinical teachers need to be effective to facilitate nursing students in clinical settings.Purpose: to compare the perception of nursing students and clinical teachers of the characteristics of clinical teachers at the Institute of Health Sciences of Citra Husada Mandiri Kupang, Indonesia.Methods: a cross-sectional design. Data was collected from third and fourth-year undergraduate nursing students (n= 201) and clinical teachers (n= 13). Two statistical tools were used to analyze and interpret the data: Weighted Mean and T-test.Results: there was a statistical difference in the perception of nursing students and clinical teachers of the characteristics of clinical teachers in three subsets - professional competence, relationship with students, and personal attributes.Conclusion: a gap in perceptions regarding the characteristics of the clinical teachers exists between both groups of participants. It is essential for the Institute to bridge the gap or to ensure that the students perceive their clinical teachers better.

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Huda, Nurul. "UPAYA PENINGKATAN KEMAMPUAN GURU SEKOLAH DASAR DALAM PEMBELAJARAN BERPUSAT KOOPERATIF MELALUI SUPERVISI KLINIS DI SD NEGERI 02 KARAN AUR KOTA PARIAMAN TAHUN 2020." Ensiklopedia Education Review 2, no. 2 (February 25, 2021): 48–54. http://dx.doi.org/10.33559/eer.v2i2.665.

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The objectives of this school action research are; To find out the ability of elementary school teachers with a cooperative learning model through clinical supervision at SD Negeri 02 Karan Aur, Kota Pariaman. The research subjects were 8 teachers of SD Negeri 02 Karan Aur. The results of the analysis that has been carried out using clinical supervision in improving the ability of teachers to use cooperative models are very good. At the beginning of the activity the teacher was still hesitant to use this model, but because of the guidance of researchers through clinical supervision, the teacher was able to use the cooperative model. 87% of teachers are able to use cooperative models in the learning process and this also affects the potential of students.

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