The aim of this research are to determine the pedagogical competence of teachers in teaching English at MTsN 5 Aceh Utara. The design of this research is descriptive qualitative. In finding the valid ...data about the Analysis of Teacher Pedagogic Competence in the English Teaching and Learning Process, the researchers used data collection techniques through observation, interviews and documentation. From the results of research in the preparation of the author's thesis on the Analysis of Teacher Pedagogic Competence in the English Teaching and Learning Process, the authors can conclude that: the pedagogic of the English teacher at MTS N 5 Aceh Utara is very good, in the process of learning and teaching English each teacher prepares lesson plans (RPP) first, make an annual program, every semester make a promissory note (semester program) and compile a syllabus. when the process of learning to teach English, the teacher uses the right method for each material to be delivered so that students do not feel bored, every teacher takes a direct approach to students who are lacking in learning English, even the teacher teaches English to students by spelling like learning read Indonesian, and students who do not understand will be imprisoned individually.
This research aims to look into theories about teacher competency, educational background, and training, where the hypothesis claims that educational background and training involvement has a ...positive link with teacher competence. This is an explanatory study that seeks to explain the relationship between characteristics such as educational background, participation in training, and teacher competency. With 35 samples, this study was conducted on economic teachers at Malang Senior High School. Regression was employed in the data analysis. According to the findings of this study, there is no strong indication that teachers' educational background and training influenced their ability. This study was unable to demonstrate a beneficial relationship between educational background, training involvement, and teacher competency.
Research in the field of education and teaching for sustainability in preschool has highlighted the importance of communication for knowledge development in the field of sustainability. This article ...presents a study of the variations that appear in preschool teachers' perceptions of the importance and the experience of having carried out systematic child talks in preschool. The experience is covered by 60 written comments from preschool teachers after they, within a research and development program (R&D program) in the spring of 2022, conducted systematic child talks in the children's groups where they are working. The data has been analysed based on a phenomenographic theoretical perspective. The result of the analysis shows that in the preschool teachers' perceptions of carrying out systematic talks with children, four varying perceptions emerge: Becoming aware of one's own actions; Exciting and educational to discuss with the children about sustainability; Talking with children was difficult; and, Sharing children's thoughts and experiences was the retention. In the preschool teachers' comments, it appears that some of them, through the systematic child talks, have deepened their reflection and their awareness of talking with the children about aspects of sustainability. At the same time, several difficulties are highlighted regarding the task itself and how to ask questions and maintaining children's interest during the talks. Finally, the study indicates that systematic child talks as a method and working tool are not common in preschool, as several preschool teachers point out that they do not talk to the children in this way in everyday life.
HUBUNGAN KOMPETENSI PEDAGOGIK, PROFESIONAL, SOSIAL, DAN KEPRIBADIAN PADA GURU SEKOLAH NONFORMAL X Abstrak Penelitian ini bertujuan untuk mengetahui kompetensi guru (kompetensi pedagogik, kompetensi ...profesional, kompetensi sosial, dan kompetensi kepribadian) serta melihat hubungan antarkompetensi pada guru-guru sekolah nonformal X. Penelitian ini dilakukan pada sekolah nonformal yang berfokus pada pendidikan seni yang juga membutuhkan kompetensi guru yang berkualitas seperti pada pendidikan formal. Penelitian ini menggunakan mixed methods dengan instrumen kuesioner, panduan observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pertama, mayoritas guru memiliki kompetensi cukup, namun masih ada yang memiliki kompetensi kurang sehingga menunjukkan bahwa kompetensi guru masih bervariasi. Pada uji korelasi menunjukkan setiap kompetensi memiliki korelasi signifikan dengan kompetensi lainnya. Artinya, setiap kompetensi tidak berdiri sendiri, namun saling melengkapi untuk menghasilkan kompetensi yang berkualitas secara utuh. Kedua, kompetensi pedagogik memiliki korelasi signifikan dengan kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian. Kompetensi profesional juga memiliki korelasi signifikan dengan kompetensi sosial dan kompetensi kepribadian, serta kompetensi sosial yang juga memiliki korelasi signifikan dengan kompetensi kepribadian Abstract This study was aimed at determining teachers’ pedagogic, professional, social, and personality competences and competency inter-relation of the teachers in the non-formal school X. This study was conducted in non-formal schools that focused on art education that required teachers’ qualified competences as in formal education. The study used the mixed methods with questionnaire instruments, observation, and interview guides. The results show that the majority of the teachers have sufficient competence, and the others have insufficient competence. It shows that the competences of the teachers are still varied. The correlation test results show that each competency has a significant correlation with other competencies. That is, each competency does not stand alone, but complement each other to produce a quality competence intact. The results show that pedagogic competence has a significant correlation with professional, social, and personality competences. Professional competence has a significant correlation with social and personality competences, as well as social competence also has a significant correlation with personality competence
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.
This study examines the contribution of social media, healthy lifestyle and religion to teacher competence and performance. Testing and data analysis techniques used path analysis. Using the ...technique of Purposive Consecutive Sampling within one month, the respondents obtained 189 teachers. Data collection techniques using questionnaires. Based on the results of the research that has been done, it can be said that social media, lifestyle, and religion contribute to teacher competence and impact teacher performance. However, when viewed partially, other findings show that social media only contributes to teacher competence. A healthy lifestyle contributes to teacher competence and teacher performance. In contrast, religious variables do not contribute to teacher competence and teacher performance, and teacher competence contributes to teacher performance. Based on the proposed relationship scheme, it was found that teacher competence could not mediate the relationship between independent variables and teacher performance
This paper reports the improvement of teacher competence in a teacher work programme at Sub-Districts Tambang elementary school in Kampar through numbered head together method based on the background ...of the problem. Hence, the formulation of the problem is "Can the numbered head together method increase elementary school teacher competence at SD Tambang Sub-Districts in Kampar?". The research is a school action research (SAR). The Kemmis and Mc. Taggart’s model is a spiral from one to another further cycle. The research subjects were teachers at an elementary school in the Tambang sub-district of Kampar. The number of classroom teachers who were the subjects of the research was 12 school principals who were at SD Tambang sub-districts in Kampar. Based on the results of the analysis and discussion, it can be concluded that the numbered head-together method can improve teacher competence. Through numbered head-together method, teachers’ activity becomes more active and teachers tend to be positive to follow the teaching and learning process conducted by the researcher or in the implementation. In cycle I, it can be seen that the teachers’ teaching competence was still relatively good with an average score of 70.29. While the results in cycle II, teachers’ teaching competence reached an average score of 79.52, which was classified as very good.
This research was motivated by the need for learning which demanded the teacher not only to be proficient in teaching but also to facilitate students’ learning activities in order to create ...student-centered learning. This study aimed to improve teachers’ competence in designing instructional media, in this case media from anorganic materials. This research was conducted at SDN 11 Bathin Solapan involving 18 teachers as the subjects of the research. The instrument in this study was an observation sheet. The results showed that in Cycle I, the teachers’ competence in designing media was 67.13% and it increased to 74.54% in Cycle II with good criteria. Based on the results of the study, it was concluded that providing guidance improved teachers’ competence at SDN 11 Bathin Solapan in designing intstructional media from anorganic materials.
Although raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a ...specific aspect of noticing, namely teachers’ analysis of how representations are dealt with in mathematics classroom situations. For the purpose of such analysis, we examined the role of context on the levels of
mathematical content area
and
classroom situation
. Using a vignette-based test instrument with 12 classroom situations from the content areas of fractions and functions, we investigated how teachers’ analyses regarding the use of representations are related concerning these two mathematical content areas. Beyond content areas, we were interested in the question of whether an overarching unidimensional competence construct can be inferred from the participants’ analyses of the different individual classroom situations. The 12 vignettes were analysed by
N
= 175 secondary mathematics teachers with different degrees of teaching experience and their written answers provided the data for this study. Our findings show that the data fit the Rasch model and that all classroom situations contributed in a meaningful way to the competence under investigation. There was no significant effect of the mathematical content area on the participants’ analyses regarding the use of multiple representations. The results of the study indicate that explicitly considering questions of context can strengthen research into teacher noticing.
Primary school education is the most important stage in a child's development. Therefore, it is very important that the first teacher, who is an authority for a young child, is competent in all areas ...of education, including the implementation of physical activities.Based on the results of the research presented in this article, an attempt was made to determine the self-assessment of early childhood education teachers regarding their competence to conduct physical education activities. The research was conducted in 2015 during a training course for teachers from the Łódź Province, by the Laboratory of Physical and Health Education at the Faculty of Educational Sciences at the University of Łódź. The research results were prepared on the basis of interviews with 30 teachers working in primary schools in grades 1-3, participating in the trainingThis study presents the answers of the surveyed teachers to 10 questions. Most of the respondents assessed their competences to conduct physical activities quite well. They would be eager to learn in this area if the courses put more emphasis on the practical side, and if they had the opportunity to transfer the acquired skills to their schools.
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