This study aims to determine the role of teachers in SMA PGRI Kupang and to find out how teachers internalize local wisdom values in SMA PGRI Kupang. The type of research used for this research is ...qualitative to understand in depth the role of the teacher in internalizing local wisdom values at SMA PGRI Kupang. Data collection techniques used are observation, interviews and documentation. The results of this study indicate that the teacher's role at SMA PGRI Kupang is that the teacher internalizes the value of local wisdom so that students continue to preserve local wisdom that has existed for a long time from religious values that require students to pray before carrying out learning activities with the aim of students remaining for teachings of their respective religions. Second, the value of Gotong Royong with the aim of creating cohesiveness, fostering an attitude of helping each other and strengthening a sense of brotherhood. Third, cultural and artistic values that require students to comply with the rules in SMA PGRI Kupang and continue to practice positive habits such as 3S culture (smile, greet, greet), use of school uniforms according to the rules and recommendations for maintaining 5K (cleanliness, security, order, beauty and kinship).
The purpose of this study was to see the manager's ability, teachers' understanding of classroom management and the role of teachers as class managers to optimize the quality of learning at SDN 1 ...Sokaraja Kulon. This study used a qualitative approach with descriptive analysis, data techniques were carried out by interview, observation and documentation. The data analysis used consisted of data reduction, data collection and data retrieval. Sources of research data were school principals, teachers. The result of this research is that the role of teachers as class managers in SDN 1 Sokaraja Kulon can improve the quality of learning.
Abstrak
Tujuan penelitian ini adalah untuk mengetahui kemampuan manajer, pemahaman guru tentang pengelolaan kelas dan peran guru sebagai manajer kelas untuk mengoptimalkan mutu pembelajaran di SDN 1 Sokaraja Kulon. Penelitian ini menggunakan pendekatan kualitatif dengan jenis analisis deskriptif, tekhnik pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Analisis data yang digunakan terdiri dari reduksi data, penyajian data dan penarikan kesimpulan.sumber data penelitian adalah kepala sekolah, guru. Hasil penelitian ini adalah peran guru sebagai manajer kelas di SDN 1 Sokaraja Kulon dapat meningkatkan mutu pembelajaran.
Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, ...student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students' feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students' feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set out an agenda for further research.
The online discussion format has proven itself to be useful for promoting student collaboration and for accomplishing better learning outcomes. As a popular instant message software in China, WeChat ...has been commonly adopted for supporting academic group discussions. Many studies have explored how teacher facilitation affects students' learning performance in the synchronous or asynchronous discussion settings. However, the conclusions are not consistent and there is relative less research about the effects of teacher role on student engagement in the context of online discussion using the semi-synchronous tool-WeChat. This study began by identifying three dimensions of student engagement: behavioral engagement, cognitive engagement, and emotional engagement. A quasi-experiment was then conducted to compare student engagement among experiment groups (with teacher facilitation) and control groups (without teacher facilitation). A total of 46 college students were divided into eight groups and asked to discuss two specific topic tasks. To evaluate participants' behavioral and cognitive engagement, this study used a more objective data analysis method by applying content analysis rather than only based on surveys. Participants were required to complete a questionnaire to report their emotional engagement. The results show the behavioral and cognitive engagement of the experimental group with teacher facilitation were significantly higher than that of the control group without teacher facilitation. However, there was no significant effect of teacher facilitation on participants’ emotional engagement in the experimental group. It is also found that the emerging student leaders show similar positive effects of teacher facilitation towards improving behavioral and cognitive engagement. Future studies about the moderating effects of teaching experience and student leaders are also needed.
•We examined the effects of teacher role on student engagement in online discussion.•Content analysis and questionnaires are used to evaluate student engagement.•Behavioral and cognitive engagement are higher in groups with teacher facilitation.•Teacher's role has no significant impact on student emotional engagement.
The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, ...including educational activities, and this has resulted in tremendous crisis-response migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.
This article focuses on the IB-PYP curriculum and teachers' roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented ...comparatively. The comparison encompasses their respective scoping aims, models of curricular control, distinctive teacher roles, and assessment practices. Moreover, the study incorporates insights and viewpoints from PYP teachers who also had worked for long years in public schools following the national curricula, revealing their roles in the PYP system. Drawing from interviews with PYP teachers, this case study elucidates the contrasting approaches to establishing product-process control models within these educational frameworks, as seen through the lens of teacher roles. The analysis serves to enhance comprehension of the rationale behind the PYP programme and is anticipated to offer novel perspectives on the national curriculum. The findings from the study underscore notable disparities between the two curricula in terms of their scoping objectives, patterns of curriculum control, assessment methodologies, and teacher roles. Through the accounts and viewpoints of the interviewed teachers, it was deduced that the IB-PYP curriculum within the Didaktik perspective can serve as an inspiration for future Turkish national curricula.
Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators' ...competences in preparing their students to teach with technology. A literature search yielded 26 relevant research articles. Four domains of competence were identified: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning and competences in professional learning. The literature focuses on teacher educators’ competences in using technology for teaching. Research on the competences that teacher educators need and have as second-order teachers is lacking. Recommendations for future research are discussed.
•Literature on teacher educators' competences as role models is scarce.•Four domains of competence for teacher educators can be identified.•Most research focuses on competences to teach with technology.•Research on teacher educators' level of competences is limited.
This article aims to identify the correlation between early childhood teachers' ability to foster creativity through free play. A screening model is used in the study. The participants comprised 166 ...teachers of the foundation (early childhood) phase. The 'Teacher Roles in Free Play Scale' and the 'Creativity Fostering Teacher Index Scale' (CFTIndex) were used during data collection. Thus, it found that co-player and onlooker-stage manager roles are preferred teacher roles during free play, whereas the least preferred roles are uninvolved and director roles. A correlation test was performed to find the relationship between teachers' roles in free play and their scores of creativity-fostering behaviours. Accordingly, a statistically significant positive correlation was found between the mean scores of onlooker-stage manager, co-player, and leader sub-scales to teacher creativity-fostering behaviours. Further, there is a statistically significant negative correlation between teachers' uninvolved role and their creative-fostering behaviour scores. The relationship between teachers' director roles and creativity-fostering behaviour scores are not statistically significant. Onlooker-stage manager and co-player roles were found to significantly predict creativity-fostering behaviours. The relationship between the teachers' ages, their professional experiences and class size, and the roles that encourage creative behaviour in free play are not statistically significant.
The interest towards research on learning games is continuously growing, however, the integration of games in teaching is still a somewhat unexplored area of study. In this qualitative literature ...review, we were interested in the pedagogical foundations that underpin empirical studies and especially in the teacher's role/activities regarding the use of games in education. The data collection method was based on the systematic literature review models. The data consisted of 35 articles that were coded by using interpretive approach. The results indicate that the teacher's role was pedagogically active in 21 articles. The teacher's pedagogical activities became evident in various game-based learning processes: in planning, in orientation, during the gaming, and after the game-play sessions.
Lack of understanding of children's learning can be caused by several factors. One of them is the lack of teacher's role in the learning process at school can cause children's understanding to ...decrease, especially in elementary school children. The role of teachers in primary schools is still very much needed because elementary school children still lack the comprehension of what they see and hear. With this phenomenon, research is conducted to find out how the role of teachers in learning in schools among elementary school students.
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