Basic Teachers Research Articles

A research on teacher professional law on the basis of teachers' rights and freedoms

The “Teaching Profession Law” came into force in February 2022 to regulate the professional rights of teachers. The scope and purpose of this law are to regulate the professional development and career steps of teachers. This research aimed to determine the opinions of teachers about the new law of the profession. It is a descriptive study in survey design. Teachers (379 female, 285 male) from all school types, teaching levels, geographical regions, and seniority participated voluntarily in this study. Teachers think that the new professional law will not improve their rights and increase the prestige of the profession. Teachers think that the new law of professional development is not adequately discussed or discussed based on scientific data. According to teachers, the new professional law does not encourage professional development. Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers.

Construction of Applied Undergraduate Course Evaluation System Based on BP Neural Network

The curriculum standard is a programmatic document that integrates the content of curriculum objectives, curriculum resource construction, students’ academic performance, and important reference and basis for teachers’ curriculum teaching and curriculum management evaluation. The purpose of this paper is to study how to analyze and study the evaluation of applied undergraduate courses based on the BP neural network and describe the construction of the system. This paper proposes the construction of the course evaluation system, which is based on the BP neural network and then elaborates on its concept and related algorithms and designs and analyzes the construction of the application-oriented undergraduate course evaluation system. The experimental results show that 90.74% of the currently used curriculum standards meet the requirements of applied talents training, 88.89% indicated that the course content was well aligned with professional standards, and 5.19% believed that the design of practical teaching links had a great effect on improving students’ skills. The curriculum is the basic way of education, teachers are the main body of curriculum implementation, and students are the carriers of curriculum effects. Taking teachers, students, and courses as evaluation elements in curriculum evaluation can highlight the core position of curriculum evaluation in curriculum construction.

Challenges Encountered by Senior High School Teachers in Modular Distance Learning: Basis for Teachers' Training Program

Challenges Encountered by Senior High School Teachers in Modular Distance Learning: Basis for Teachers' Training Program

PENERAPAN REFLEKSI PRIBADI UNTUK MEMBANTU GURU MENJALANKAN PERAN SEBAGAI FASILITATOR PADA PEMBELAJARAN DARING

Teachers as a facilitator is who facilitates students' needs to reflect on learning based on Biblical truth. The fact that happened in one of the Christian schools in Tangerang, there are a problem while teacher facilitating students in online learning. Therefore, teachers need to implement appropriate solutions to improve them. This paper aims to examine whether teacher personal reflection can assist teachers in carrying out their role as facilitators, which aims to find out the importance of personal reflection to help teachers as facilitators carry out their role in online learning. The method of writing uses descriptive qualitative. Personal reflection is a response to our salvation which is part of progressive sanctification to become more like Christ. Biblical truth is the basis for teachers' belief in reflection. As a result, through the implementation of personal reflection, teachers can find out problems then find solutions to correct mistakes when facilitating students in online learning. The conclusion is that the application of teacher personal reflection helps teachers to carry out their role as facilitators in online learning. The next writer is advised to use feedback from students to be the source of reflection

What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

The aim of the study was to determine the factors affecting teacher’s judgment accuracy while estimating performance in tests of cognitive abilities and academic achievement of students, and on which student abilities the evaluation was based on. The study included 223 students (38% females) of the fourth grade who were administered the test of cognitive abilities CFT 20-R and the test of academic (mathematical) achievement TIM3–5. Their performance was estimated by 10 teachers (8 females) using a 9-point scale and percentile. Furthermore, for a part of the children (n = 130), 6 of these teachers determined the probability with which the child would correctly solve two particular items of test TIM3–5. The most accurate method of estimation is the percentile rating, both for the cognitive abilities (r = 0.56) and the academic achievement (r = 0.63). The length of teacher experience and the level of evaluated student ability has no effect on the accuracy of judgment. The student’s gender has no effect on the accuracy of estimation or the level of ascribed ability. Teachers tended to underestimate students in a moderately difficult item of test TIM3–5, and overestimate in case of a difficult item. The study further presents a theoretical model in which the teacher’s impression of the student is based on the student’s cognitive abilities and academic achievement. Empirical verification of this model has shown that the basis for teacher’s judgment is primarily the student’s intelligence, which is manifested indirectly in the student’s academic achievement.

Teachers’ beliefs in ESP teaching for airline staff: Between hopes and realities

Teachers’ beliefs in ESP have been known as the basis for teachers’ application in their ESP teaching. Teacher beliefs are significant subjects in teacher education that have been designed to help teachers develop their thought and principles. Teachers’ beliefs have a deep impact on their classroom principles. However, facts show that many of what teachers believe fail to be implemented in real teaching activities due to some reasons. This study examines teachers involved in ESP teaching for Airlines Staff at pre-service airlines schools in Indonesian setting. This study aims at (1) knowing teachers’ beliefs in ESP teaching, (2) knowing whether what teacher’s beliefs are implemented in real ESP teaching for airlines staff, (3) knowing teachers’ recommendations for the improvement of the ESP teaching for airlines staff.This study employs qualitative research design. The research data are collected using open ended questionnaire. The collected data are analyzed using data reduction, data display, and conclusion drawing phases. The results of this research indicate that ESP for airlines staff applied in pre-service airlines training schools is still in line with the teachers’ expectations. The recommendations given by the teachers are based on their beliefs in the features or criteria of an ideal or good pre-service training school in ESP teaching for airlines staff.

Learners’ needs analysis for English for academic purposes in ethiopian higher education institutions: The case of Wachemo University freshman students

This paper discovers the role of learner’s needs analysis in English for academic purposes courses in higher education before designing any language curriculum. The research is essential as it can be used to support students to be aware of their motivation to learn and a basis for teachers in helping students improve their learning motivation. Students have either instrumental or integrative or both motivational orientations while studying EAP courses (locally called communicative English skills) for their present and target situation needs. Therefore, 308 first-year students (using systematic sampling) and 41 instructors (using census technique) from the Social Sciences and Humanities College in Wachemo University, Ethiopia, participated in the study. A mixed-methods research design was used to collect the data. Survey questionnaire and interview instruments were employed for data collection, analysis, and interpretation. The findings revealed that the students have instrumental and integrative orientations for learning English. However, instrumental motivation surpassed integrative motivation because most of the study participants thought that the students predominantly need English for practical reasons in the context of the present study than integrative orientations to pursue their academic courses at the university level. When the participants were asked about the students’ reasons for learning English, they indicated many aspects related to instrumental and integrative motivation. For reasons related to instrumental motivation, students learn English because it is helpful in getting a good job in the future, studying or working abroad, and passing a test (an exam), while the students who are integratively motivated learn English because they like the language and the culture. Consequently, through thorough needs analysis, course designers and practitioners should identify learners’ reasons for learning the EAP course before implementing the material in the EFL classroom.

Vietnamese Learners’ Performance in The IELTS Writing Task 2

IELTS is popular in Vietnam thanks to its reliability and applicability. Writing task 2 has been acknowledged to be the most challenging for IELTS learners. However, in Vietnam, not much research has attempted to investigate in an in-depth manner as to what are the problems, causes, and consequently the suggestions of such a notion. The research hence aims to investigate the phenomenon in a more thorough, empirical manner. To this end, the study employed the participation of 205 IELTS learners from two language centers in Ho Chi Minh city to provide their opinions regarding the problems, causes, and recommendations deemed the most pressing, acute, and beneficial, respectively. With convenience sampling and survey being the chosen research design, the research was quantitative in nature, producing numerical data as a result. Further analysis conducted via comparing the means of the items listed in the questionnaire yielded based on the IELTS band descriptors managed to discover a series of problems, causes, and suggestions considered the most relevant to the Vietnamese learners concerning IELTS writing task 2. The research thus served as the basis for teachers and learners of IELTS writing task 2 to identify the recurrent issues and provide relatable approaches.

Implicit Theories on Learning Assessment and the Use of Triangulation as a Means of Qualitative Validity and Reliability

This article discusses assessment practices in primary education and implicit theories in teaching. Cultural practice and social interactions in the classroom create personal experiences, which are the basis for teachers’ individual mental representations, known as implicit theories. These conceptions guide their teaching, but they are not generally studied, unlike the theories of the scientific community. Although implicit theories may be different, teachers from the same educational institution generally share them and they regulate them in relation to the context. This study seeks to identify and interpret the implicit theories on learning assessment of a primary school teacher in Puno, Peru. The methodology used was grounded theory. For this purpose, the empirical method, such as participant observation and in-depth interviews, was used. The main result was identifying in the teacher an assessment practice with a prevalence of constructive and interpretive theory traits.

Developing a competency framework of sexuality education for primary and secondary teachers

The effectiveness of sexuality education for primary and secondary school students is determined mainly by the capacity of teachers. The article publishes initial studies on the competency framework - a criterion for evaluating the competency of primary and secondary teachers in sexuality education, and the basis for teachers and administrators to be aware of the specific needs for sexuality education for students. Based on the Delphi method, which is commonly applied in education science, we have proposed a framework and criteria for assessing sexuality education capacity. The results published, based on consensus of experts, need to be experimentally studied to test their feasibility.

CREATIVE THINKING OF PROSPECTIVE MATHEMATICS TEACHER BASED ON LEARNING BARRIERS AND SELF-EFFICACY

Mathematical creativity forms the basis for logical thinking, spatial thinking, and problem formation. This study aims to analyze the creative thinking profile of prospective mathematics teacher candidates based on self-efficacy and learning barriers from prospective mathematics teachers. This research approach was qualitative. The qualitative part uses the descriptive analysis method. The instruments in this research were the self-efficacy questionnaire, learning barrier questionnaire, creative thinking test, and interviews. The sample of this research was carried out on 150 prospective mathematics teachers. Prospective teachers are given a self-efficacy questionnaire, learning barriers, creative thinking test. Furthermore, the subject is selected according to the level of self-efficacy and learning barriers. Selected subjects were given a written test, and an interview was conducted. The selected subjects in this study amounted to six people. The criteria for the selected subject were two subjects who have high self-efficacy and low learning barriers, two subjects who have moderate self-efficacy and moderate learning barriers, and two subjects who have low self-efficacy with criteria being hampered in learning. The results showed that, First, subjects with high self-efficacy and low learning barriers are included in creative but do not include all indicators of creative thinking. Second, subjects with moderate and low self-efficacy with moderate and high learning barriers are quite creative. This second result showed that the subject has an average value of good creative thinking indicators for all indicators of creative thinking. This study concluded that self-efficacy and student learning barriers were linear with their creative thinking. The results of this study are important as a basis for teachers that not all students are smart. So that the learning process must still pay attention to the condition of students, especially learning barriers and self-ability.

Probing 8th Grade Students’ Conception about Heat and Temperature Using Three-Tier Test : A Case Study

The aim of this study is to investigate the various categories of students' conceptions about heat and temperature, so that the misconceptions that students may have can be prevented and regenerated as early as possible.The subjects of this study were 203 8th grader students in one of the Junior High Schools in Mempawah District, West Kalimantan. Data was collected using a three-tier test developed by Kusumah (2013), questionnaire and interview.The data were analyzed and categorized based on their configuration of the answer, the reasons and confident rating index. Result showed that there are four main categories of students’ conceptions:understand the concepts;lack of knowledge; misconceptions; and error. In addition, students also still have 18 kinds of misconceptions about the heat and the temperature despite the material was studied in their 7th grade. Therefore the results of this study can be used as a basis for teachers so that learning process does not only focus on delivering material, but also improves students’ conceptions.

Motivation and Competences in Writing Action Researches: Basis for Teachers' Coaching and Training Program

Motivation and Competences in Writing Action Researches: Basis for Teachers' Coaching and Training Program

Challenges and difficulties encountered by teachers in the conduct of educational research: Basis for teachers’ enhancement program

Challenges and difficulties encountered by teachers in the conduct of educational research: Basis for teachers’ enhancement program

The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education

In the 2000s, several major education reforms have been implemented in Norway. The reform in the teacher education is heavily inspired by the Finnish model, with introduction of a new research-based content, with the aim of developing a new type of professional knowledge, as a basis for teachers’ professional practice. Drawing on Maton’s Legitimation Code Theory, this paper explores the tensions in the new Norwegian teacher education, between knowledge and ways of knowing, by examining students’ practices, expressed in students’ research and development papers in the new teacher education. The paper refutes a one-dimensional concept of experience-based practical knowledge in the teacher education and argues that professional knowledge is based on practices that are informed by specialized and theoretical knowledge.

Experiences With Online Teaching and Psychological Adjustment of High-School Students at the Onset of the COVID-19 Pandemic in Croatia.

Vastly changed schooling arrangements due to the COVID-19 crisis have generally limited the opportunities and resources for schools to provide necessary psychological and other support to their students. Given this, all parties involved in the schooling system need to understand the kinds of experiences students have via distance learning and how students adapt to novel living and studying conditions. This study examines the relevant sources of stress that students encounter with regard to online classes, and the frustrations they face due to living in social isolation, as well as how these stressors relate to the measures of students’ emotional wellbeing and psychological adjustment. Data were collected in April 2020 via an online questionnaire administered to a sample of 4,492 students (62.6% female) attending all four grades of high school within two Croatian counties. The results point to the differential effects of particular aspects of online teaching practices on the stressful experiences of students. Furthermore, the results of multivariate analysis of variance and canonical discriminant analyses demonstrated notable gender and grade differences in the structure of students’ emotional and behavioral adaptation to the health crisis. Female students and those predominantly studying at the highest grade reported higher frequency and intensity of short-term emotional and psychosomatic difficulties. Male students in the final grade year scored highest on the dimension defined by the number and intensity of online teaching stressors. The results are interesting in light of hypothetical accounts of adjustment mechanisms based on existing stress theories. Moreover, the findings serve as a basis for teachers’ self-reflection and self-evaluation of schools, which can then lead to designing specific programs of support in learning and adaptation to the new living and studying conditions.

ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ ВИХОВАННЯ САМОСТІЙНОСТІ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

The article deals with theoretical analysis of scientific achievements on the problem of preschool children’s independence education. Children's independence is becoming the subject of increased attention for scientists, teachers and educators. Today, people who are active, focused, quick-minded, able to think creatively are highly demanded in professional activity. Therefore, modern education faces the problem of children's independence, initiative, activity formation and development. The article has revealed the essence of "independence" concept. Generalized approaches to the understanding and interpretation of independence by the famous researcher O. Udina have been presented by the author. The peculiarities of defining the concept of "preschool children independence" have been considered on the basis of teachers and psychologists’ views on this problem. The relevance of the topic has been substantiated. The variety of approaches to the independence genesis has been highlighted. The author has emphasized the fact that each age stage is characterized by quantitative and qualitative changes in the formation of independence. The scientists’ views on the impact of preschool children certain activities on the independence emergence and development have been summarized. Based on the analysis of psychological and pedagogical research, independence is characterized as a basic personality quality and as a characteristic of the activity mode, its structure, components. The reasons for the lag in the development of independence have been indicated. The article emphasizes that preschool childhood is the most favorable age for upbringing. The stages and components of independence formation in junior and senior preschool age have been named, psychological and pedagogical conditions for its formation have been defined. The paper outlines the issues that require further research on the problem of independence in preschool children. Key words : independence, preschool children independence, personality quality, activity, preschool age, structure of independence, age crises.

Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model

ABSTRACT This paper examines three in-service science teachers’ use of argument-driven inquiry (ADI) instructional model in an urban school district. We explore the basis for teachers’ adaptation of the ADI model. The data were collected through teacher interviews and classroom observations from three science teachers. Data analysis indicated that three teachers utilised the ADI model in different ways; their implementation is aligned with the intentions of the ADI model or science teachers adapted or omitted the phases of the ADI. The teachers’ practices were influenced by their personal beliefs including beliefs about teaching and learning science and students’ ability and contextual factors such as district and standards, curriculum, and testing. The study provides suggestions about science teacher education and the development of new curriculum materials.

IMPROVING SCIENCE PROCESS SKILLS FOR ELEMENTARY SCHOOL STUDENTS USING PROBLEM BASED LEARNING APPROACH

This research was motivated by the low process skills of elementary school students. The purpose of this research was to improve the process skills of elementary school students by using PBL. This research is a class action research using Mac Taggart design consisting of planning, implementation, observation and refleskis. This study consisted of 2 cycles with the number of students as many as 30 students. Data collection techniques use observation sheets. The results stated that there was an improvement in the process skills of elementary school students using the PBL model from the results of cycle process skills 1 getting a score of 66.67 increased in cycle 2 getting a score of 83.33. The implications of this research can serve as the basis for teachers in developing the process skills of elementary school students.

IMPROVING SCIENCE PROCESS SKILLS FOR ELEMENTARY SCHOOL STUDENTS USING PROBLEM BASED LEARNING APPROACH

This research was motivated by the low process skills of elementary school students. The purpose of this research was to improve the process skills of elementary school students by using PBL. This research is a class action research using Mac Taggart design consisting of planning, implementation, observation and refleskis. This study consisted of 2 cycles with the number of students as many as 30 students. Data collection techniques use observation sheets. The results stated that there was an improvement in the process skills of elementary school students using the PBL model from the results of cycle process skills 1 getting a score of 66.67 increased in cycle 2 getting a score of 83.33. The implications of this research can serve as the basis for teachers in developing the process skills of elementary school students.