Implementation of Teaching Skills in Teachers Through Play Environment Arrangement

In this study, it was aimed to examine the relationship between 21st century teaching and learning skills of high secondary school teachers. In line with this main purpose, firstly, the levels of high education teachers' use of 21st century teacher and learner skills were determined; then it was examined whether the levels of use of these skills differed according to the gender, years of professional seniority and the type of school they worked in. The research was designed according to correlational research design. The participants of the study consisted of a total of 282 high education teachers working in high schools affiliated to the MoNE within the borders of Altınordu district of Ordu province in the 2023-2024 academic year. In the data analysis process, total scores, mean, and standard deviation values were calculated to determine the levels at which high school teachers use 21st-century teaching and learning skills. To identify whether the levels of 21st-century teaching and learning skills vary by gender, years of experience, and type of school where teachers work, independent sample t-tests and one-way ANOVA tests were conducted. According to the results of the study, it was determined that high school teachers used affirmative skills with the highest score, then technopedagogical skills, administrative skills, generative skills and flexible teaching skills with the lowest score among 21st century teaching skills. Among the 21st century learning skills of high school teachers, it was determined that they used cognitive skills with the highest score, then innovativeness skills, collaboration and flexibility skills and autonomous skills with the lowest score. Within the scope of the other sub-problem of the research, there was no significant difference between the gender and professional seniority variables of the teachers and the level of use of 21st century teaching and learning skills of high school teachers. According to the school type, there was a significant difference between the levels of high education teachers' use of 21st century teaching and learning skills. According to the results obtained within the scope of the problem based on the research, it was concluded that there is a significant positive relationship between the levels of use of 21st century teaching skills and 21st century learning skills of high education teachers.

Effective Schools: A Review

This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.

This research was carried out with the first objective of knowing the effect of the teacher's teaching skills in distance learning on the online learning motivation of students in economics at SMAN 1 Solok. The second objective is to determine the effect of the teacher's teaching skills in distance learning on learning outcomes and the last objective is to determine the effect of the teacher's skills in distance learning on learning outcomes that are intervened by the online learning motivation variable. The study was conducted at SMAN 1 Solok with a total population of 432, then a sample was drawn using the proportional random sampling technique to obtain a sample of 123 students. This study uses a causal survey method. The research data was collected using a research instrument in the form of a questionnaire with a Likert scale and also the student's UAS scores for the processed learning outcome variables were analyzed using path analysis techniques. Data dissemination is done using Google Forms. The results of hypothesis testing obtained 1) Teacher teaching skills in distance learning have a significant effect on students' online learning motivation for economic subjects at SMAN 1 Solok (H1 is accepted), 2) Teacher teaching skills in distance learning have a significant effect on student learning outcomes in SMAN economic subjects. 1 Solok (H2 is accepted), 3) Teacher's teaching skills in distance learning have a significant effect on student learning outcomes mediated by online learning motivation for economic subjects at SMAN 1 Solok (H3 is accepted).

The background of this research is the lack of a class teacher teaching skills improvement program. Therefore, it is necessary to improve teacher teaching skills through classroom supervision at UPT SDN 20 Sitiung, Dharmasraya, West Sumatra Province in the 2020/2021 school year. The purpose of this study was to improve classroom teacher skills through cooperative learning. The method used is "School Action Research", which is divided into two cycles, and each cycle is divided into four stages, planning, action, observation and reflection. Data collection techniques are carried out by observing and evaluating directly the improvement of teacher skills in teaching. The data analysis technique used is quantitative and qualitative analysis. In the first round the proportion of teachers teaching through cooperative learning was 51.39%, still far from the minimum target of ≥70%, therefore it is necessary to carry out the second round. In the second cycle the teacher's teaching skills increased to 84.72% which had exceeded the goals to be achieved. The conclusion that can be drawn is the effort to increase the application of cooperative learning teaching skills of teachers in this learning process can be applied in UPT SDN 20 Sitiung.

Teaching practice is presumed to have significant overlap with clinical skills, yet few studies to date have assessed how residents' teaching skills influence their clinical performance. We examined the relationship between the professional roles of residents as teachers and as practicing clinicians as well as how learning about teaching contributes to enhanced skills in the clinical realm. Using the framework method, the authors performed a 2-phased (exploratory and confirmatory) qualitative analysis on the data sets to characterize the relationship between resident teaching and clinical skills. To investigate the relationship between teaching and clinical work, we extracted qualitative data from 300 evaluations of clinical performance for residents in a large, urban, academic internal medicine residency program submitted over a 3-year period. Informed by the preliminary framework that evolved from this analysis, we conducted a focus group of 6 residents in a dedicated clinician-educator track to examine how teaching was related to clinical work. We identified attributes and skills of good resident teachers that enhance clinical skills, categorized as 18 subdomains within 4 domains: relationships, communication, relation to self, and relationship with knowledge. Themes that link clinical and teaching skills are similar for both patient-physician and learner-teacher relationships. Improving residents' teaching skills may not only benefit the education of learners but also improve the care of patients.

This study aims to determine the perceptions of students in class XII IPS about the teaching skills of geography teachers at SMA Negeri 2 Kota Solok in opening and closing lessons, teaching skills in asking questions, teaching skills in providing reinforcement, teaching skils in class management, teaching skills in conducting variety, teaching skills in explaining lessons, and teaching skills in guiding small group discussions. This type of research is descriptive qualitative. Data analysis using qualitative data analysis. Techniques in collecting data using the interview method. The population in this study were students of class XII IPS using purposive sampling technique. The results of this study indicate that (1) students perceptions of class XII IPS about teaching skills of geography teachers at SMA Negeri 2 Kota Solok in opening and closing lessons can be categorized as good(2) teaching skills in questioning are categorized as quite good(3) teaching skills in giving strengthening is categorized as good(4) teaching skills in managing the class are categorized as good(5) teaching skills in conducting variations as categorized as good enough(6) teaching skills in explaining lessons are categorized quite good, and (7) teaching skliis in guiding small group discussions are categorized good.

This research aimed to develop a set of effective communication based teaching skills for early childhood education teacher which evolved according to Indonesian National Curriculum Framework used recently in Early Childhood Education Department, Faculty of Education, Universitas Negeri Jakarta. The Research will be done in two years using research and development method.Literature review has been done concerning on effective communication and teaching skill for the first year and conducted a set of teaching skill indicators. Data are collected from early childhood education teachers in Jakarta related to theory and practice of teaching skill by observation, interview and performance test. The result of the research is indicators for early childhood education teachers’ teaching skill. On the other hand, a draft of effective communication practicesis conducted to be implemented in teachers’ teaching skill. Both of these concepts will be used to develop a model of effective communication based teaching skills for early childhood teacher. The result may become a consideration of the education institution of educators, researcher and government indeveloping training model to improve teachers’ teaching skill.

Getting to the Scholarship of Teaching and Learning: Professional Development in University Faculty

Analysis on teachers' group knowledge sharing

Teaching skills are the most important skills student teachers should master at The College of Education; because it will enable them to perform well when getting involved in the teaching process after graduating from the College of Education; and thus will have an influential role in the achievement of students, and success in the curriculum they will teach. This study is focused on the core of the following question How can the teaching skills of female student teachers, in the Arabic language at the College of Education at Qatar University, be developed? In order to answer the main question for the study, the researcher divided it into several subquestions as follows: Q 1. What are the required skills females student teachers need to acquire at the College of Education at Qatar University? Q 2 What is the extent of this skill’s acquisition? Q 3 What are the features of the blended education that will develop the teaching skills of female students? Q 4 What is the effectiveness of blended education in the development of teaching skills? Q 5 What are the tendencies of female students towards using the blended education to develop their teaching skills? To answer the above questions, the researcher applied the study on a sample consisting of 25 female students in the Arabic language department at the College of Education at Qatar University, where he used a descriptive analytical method to determine the required teaching skills; in addition to the experimental method per set, where the researcher calculated the significance between preand post-test to determine the effectiveness of using the blended education in the development of teaching skills among the students of the study sample. The researcher formulated several hypotheses, including the following: - There is a statistically significant difference between the mean scores of among female students in the two applications: pre- and post-test knowledge of teaching skills for the benefit of the post application. - There is a statistically significant difference between the mean scores of parameters in the two applications for pre and post card observation of teaching skills for the benefit of the post application. - There’s a statistically significant correlation between the scores parameters in the observation of teaching skills dimensional card, and scores of parameters in the dimensional scale trend toward blended learning. The researcher designed the study tools, as follows: - Achievement test for the content of cognitive skills associated with teaching. - Note Card for teaching skills. - The trend towards the use of blended education in the development of teaching skills. The study revealed several results the most important of which are: the effectiveness of the use of blended learning in the teaching skills of female teachers at the College of Education at Qatar University, in addition to a positive correlation between observation skills teaching card, and the tendencies of the students towards the blended education in the development of their teaching skills. The study also recommended the application of blended education in schools and universities, and the importance of preparing training courses for teachers in order to use this method in the educational process; and to achieve the best results among the students.

Soft skills are the main skills possessed by a teacher and prospective teachers in order to be able to teach professionally. The aim of the study is to investigate the impact of soft skills in teaching and learning based on science teachers' and prospective teachers’ perspectives. The number of respondents are 213 teachers from provinces in Indonesia. Participants consist of 105 science teachers and 108 prospective science teachers who enrolled in the Science Education department at tertiary institutions. This study employed survey methods to collect data and used descriptive statistics to analyze data. The results showed that most of the prospective science teachers’ believed 10 components of soft skills needed in science learning. The components are teamwork, communication, problem-solving, critical thinking, research and inquiry, creativity, curiosity, information literacy, objectivity, and integrity. Meanwhile, most science teachers stated the most important soft skills needed in science teaching are communication, creativity, and critical thinking. The teachers assumed the functions of soft skills in teaching activities are to communicate with others, to manage students’ skills, to deliver quality teaching, career development, and to become a role model for students. In addition, the participant considered the beneficial soft skills for the pre-service teachers are to promote teachers’ achievement, improve character and personality, acquire skills needed in the labor market, and readiness to be a professional teacher. This study provides insight into the needs of teachers to acquire adequate soft skills in science teaching and learning.

The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.

Teacher professional development has taken place in isolation and has been dependent upon input from outside “experts” (Sandholtz, A companion of direct and indirect professional development activities. Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school, in order to improve their teaching knowledge and skills. As an alternative, collaborative action research actively involves teachers in professional reflection, validates educators as producers of knowledge, and recognizes their role in professional development and decision making. The value of teacher research is well documented (Cochran–Smith & Lytle, Inside outside: teacher research and knowledge, Teachers College Press, New York, 1993) but unless deliberate attempts to share findings are established, the products of teacher research often remain within individual classrooms. Strategies to develop collaborative research capabilities are needed. The ultimate goal of teacher professional development is improving student learning outcomes. Research indicates that teachers have control over many factors that influence motivation, achievement and behavior of their students. Therefore, professional development focusing on effective classroom management will enhance a teacher's skills and performance in the classroom. Skills such as effective classroom management are vital to teaching and require common sense, consistency, a sense of fairness and courage. The skills also require that teachers understand the psychological and developmental levels of each student. The ability of teachers to organize classrooms and manage the behavior of their students is critical for achieving positive educational outcomes. Although sound behavior management does not guarantee effective instruction, it establishes the environmental context that makes good instruction possible. Reciprocally highly effective instruction reduces, but does not eliminate, classroom behavior problems. Effective classroom management competencies also significantly influence the persistence of new teachers in the classroom. Effective classroom management requires a comprehensive approach that should include structuring the school and classroom environment, actively supervising student engagement, implementing classroom rules, enacting procedures that encourage appropriate behavior, using behavior reduction strategies and collecting and using data to monitor student behavior and modifying classroom management procedures. Therefore in teacher preparation programs greater emphasis needs to be placed on preparing teachers to be competent and efficient at managing today's classrooms with their diverse range of learners. This approach means not only giving pre-service teachers the intellectual understanding of the issues involved but also providing them supervised experience related to components of classroom management. The purpose of this paper is to provide research and recommendations related to professional development of teachers, specifically addressing the area of classroom management to improve learning outcomes

In the future, we will face several challenges and changes that demand a change in the educational paradigm that has been applied by teachers in Indonesia.Students from now on should be accustomed to searching for information on their own, be able to identify and formulate problems, be able to work effectively in group work and have high logic.In Indonesia, there are two residential layouts called urban and rural.At this time everyone in the city and in the village, be it teachers or students already have qualified sources of information, both from the internet, television, or from other social media.The purpose of this study is to determinethe comparison of PJOK teachers' teaching skills in terms of students' creative thinking skills in public junior high school students in urban and rural Jombang Regency. This study is acomparative study.Researchers use a type ofcomparative research (comparative research.Researchers used a sample of class VIII A SMPN 1 Ploso (village school) with a total of 32 studentsand class VIII A SMPN 1 Diwek (city school) with a total of 32students.Based on the calculation of all data obtained by researchers fromSMPN 1Ploso (village school) and SMPN 1 Diwek(city school)obtained t count of2.212which was then compared with t table at the level of significance of 5% with the number of respondents32students with df = n – 1 obtained t table with an interpretation of 1.999Thus it can be known t table < t count. Based on the results of the discussion described above, it can be concluded that,there are significant differences in the teaching skills of PJOK teachers at SMP N 1 Ploso (village school) and SMP N 1 Diwek (city school).The teaching skills of PJOK teachers at SMP N 1 Diwek are better than the teaching skills of PJOK teachers at SMP N 1 Ploso, when viewed from the creative thinking of students in each of these junior high schools.