The success and achievement of teaching objectives is influenced by the role of the principal in improving teacher competence, and the ability of supervisors. The purpose of this study was to ...determine the academic supervision program, the implementation of academic supervision and evaluation of the supervision applied by the principal in fostering the professional competence of teachers at Al-Azhar Middle School Cairo Banda Aceh. This study uses a descriptive analysis method with a qualitative approach. Data collection techniques through observation and interviews. The subjects in this study were principals and teachers of SMP Al-Azhar Cairo Banda Aceh. The data analysis technique used is descriptive qualitative analysis, while the data processing steps are data reduction, data display, and conclusions and data verification. The results of the study found that: (1) In the preparation of the academic supervision program so far it has been carried out jointly or through deliberation which was attended by the principal, vice principal and also the teacher council, 2) So far, the principal has carried out academic supervision on a scheduled, regular and regular basis. structured based on an invitation to the teacher council with advance notice before the implementation of academic supervision is carried out at the beginning of the new school year. 3) In evaluating the results of academic supervision, it was found that there was preparation of learning (learning tools), curriculum implementation to be achieved according to the specified time, teachers must be creative and active in carrying out their duties, maintain good attitudes and behavior 4) follow-up academic supervision including planning, implementation, and assessment, good coaching has been carried out in accordance with existing procedures, but the principal must maintain innovation and creativity in conducting academic supervision. The conclusion is that school principals often carry out other activities such as guiding, directing, assisting teachers, attending seminars both online and offline, upgrading and also inviting competent resource persons, so that the professional competence of teachers is further increased.
As a growing number of educational institutions are offering online programs, teachers need to be competent in this new way of teaching. This is especially the case for synchronous online learning ...through videoconferencing technology, an emergent and so far understudied form of online education. Based on a systematic literature review of 30 studies, this study identifies 24 competence clusters, which can be grouped into 5 teacher roles associated with synchronous online teaching through videoconferencing: the instructional, managerial, technical, communicational, and social role. This framework can act as a starting point for future research on this understudied topic and can also provide directions to support teachers’ professionalization and practice.
•The systematic literature review shows that synchronous online teaching through videoconferencing requires specific competences.•We present a framework for clarifying teachers' roles and competences that are required for synchronous online teaching.•The research synthesis offers directions for professional development initiatives and for teachers to optimize their teaching.
The aim of this article was to assess how students evaluate the professional personality competence of physical education teachers in high school and its relation to student satisfaction and student ...satisfaction with life itself. In line with these aims, this study was completed as a cross-sectional study, which was carried out in a group of 890 physical education students. Of the study group, 50.3% were female and 49.7% were male. The average age was 15.49 years for females (SD 1.79) and 15.00 years for males (SD 2.00). We used a questionnaire featuring the
,
, and
. The results are presented as descriptive statistics, correlations, and a structural equation modeling analysis showing students' perceived competence, predicted self-determined satisfaction, which in turn corresponds to life satisfaction.
En este trabajo abordamos la evolución y avance que ha ido teniendo el perfil docente en España y su impacto en la identidad profesional del profesorado de Educación Secundaria, cuestiones ...fundamentales para comprender la profesión y poder avanzar en su camino de mejora. Para ello, realizaremos un análisis a través de la política educativa española y los programas de formación inicial durante los últimos 50 años. La discusión final ofrece una reflexión hacia el modelo formativo vigente y los retos pendientes. Queremos destacar dos cuestiones que ha permitido esta investigación: por un lado, la importancia de diseñar un marco de competencias docentes compartido que oriente las políticas del profesorado y sea transferido en la práctica; por otro, la necesidad de reconstruir la identidad profesional docente, replanteando la arquitectura del esquema formativo vigente y situando la práctica profesional como eje del programa.
There are two central questions determining the pedagogy of teacher education: (1) What are the essential qualities of a good teacher, and (2) How can we help people to become good teachers? Our ...objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz. teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education.
This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative discussion forum (ECDF) on the development of teacher ...competences. The trend of change on teacher competences of 30 Iranian English as foreign language teachers was traced before and after treatment on quantitative and qualitative measures. First, a newly designed and validated teacher assessment questionnaire named Teacher Balanced Score Card (TBSC) was used to quantitatively account for the developments of teacher competences including clinical, critical, technical and personal from teacher, student and administrative perspectives. In quantitative measure, supervisors' real classroom non-participant observations and theme elicitation through log analysis of ECDF according to a predetermined data coding schemata helped documenting evidences for teacher competence development on TBSC measure in pretest/posttest design. Multivariate analysis of variance results indicated that there were significant changes in technical and clinical competences. The theme elicitation in log analysis of ECDF implies that the required infrastructure for incorporation of technology, culture cultivation of its use, its role in establishing non-threatening supportive platform for teacher evaluation and its potential in teacher reflection, change initiation and management should be revisited at high levels of policy making and local levels.
Introduction School closures during the Covid-19 pandemic hit educational systems worldwide, forcing teachers to switch to digital learning settings. The presented study aims to (a) adapt and ...evaluate scales on instructional quality in digital settings, (b) describe instructional quality during the pandemic, and (c) to identify predictive teacher competences. Method Data was assessed in a cross-sectional design via an online questionnaire conducted in Oman and Germany simultaneously. Results Analyses of data from N = 284 teachers in Oman and Germany revealed mostly good psychometric parameters, differences in instructional quality between both countries, and positive relations between teachers’ competences and instructional quality. Conclusion The present study contributes to instrument development and to the growing body of research, investigating teaching quality during the pandemic.
Introducción: La formación del profesorado para las competencias inclusivas ha ganado importancia recientemente ya que los profesores reconocen la necesidad de estar plenamente formados para ofrecer ...la mejor respuesta educativa al alumnado con necesidades educativas especiales. El objetivo de esta investigación es realizar una Revisión Sistemática y analizar las publicaciones en base a sus características, temas de investigación y competencias docentes, siguiendo las directrices PRISMA. Método: Se realiza una búsqueda en las bases de datos de Scopus y WoS obteniendo 75 publicaciones entre 2016 y 2022. Se plantean 10 preguntas de investigación enmarcadas dentro de 3 áreas temáticas. Resultados: Los resultados dan respuesta a las preguntas planteadas destacando las características de los artículos, la metodología y método que se ha utilizado en cada estudio, así como las competencias estudiadas. Discusión: Se concluye que las competencias con mayor análisis de estudio están parcialmente relacionadas con las propuestas por la Agencia Nacional de Evaluación de Calidad y Acreditación (ANECA) en los Libros Blancos. A la luz de los resultados, se proponen programas formativos para los docentes que contemplen contenido vinculado con competencias específicas para favorecer la inclusión educativa del alumnado con necesidades educativas especiales.
The article states that the professionalism of the teacher is the basis of qualitative preparation of students. The potential of a specialist can be revealed in his basic professionally defined ...structures of personality, activity, communication. Formation of which will characterize one or another level of his professionalism. Incidentally, one of the important requirements for the professional training of a future specialist is the formation of communicative competence. Only a friendly relationship between the teacher and the students can form the need for learning. One of the important factors in creating a positive mood in the learning process is the role of the teacher's personality.
PDF
