Competence Of Teachers Research Articles

TEACHER OPINION ABOUT USING PROBLEM-BASED LEARNING IN TECHNOLOGY AND ENGINEERING EDUCATION

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future. Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering

KOMPETENSI GURU DALAM PENYUSUNAN INSTRUMEN PENILAIAN MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

Teacher competence is a very important aspect to improve the quality of education. The competencies that must be owned by a teacher consist of pedagogic, personality, professional and social competencies. Whereas PAI learning is a process of forming knowledge, attitudes and skills through fact-based cognitive performance and contextual socio-religious phenomena. The formulation of the problems in this study are: 1) What are the scopes of PAI learning?, 2) What competencies must a teacher have?, and 3) What are the principles and techniques in preparing PAI assessment instruments?. The purpose of this study was to determine the scope of Islamic religious education learning, describe the competencies that must be possessed by a teacher, and find out what principles and techniques are used in compiling Islamic religious education assessment instruments. This research is expected to provide benefits for all education stakeholders to be used as a reference in improving teacher competence. The method used in this research is library research with a qualitative approach.

SEA’s Science Teacher Voices Through the Modified World Café

Abstract This study investigates the perspectives of science teachers in Southeast Asia (SEA) regarding future curriculum using a modified World Café method. The research involved 19 science teachers from SEA participating in dialogues and a plenary session. Data were collected during the discussions taken place in groups as well as in the plenary session. In addition, an affinity diagram was used to record teachers’ voices in each group. Thematic analysis of data from affinity diagrams and participatory discussions identifies key themes and priorities for future curriculum development. The intra-country analysis reveals diverse findings in terms of (1) curriculum and assessment, (2) funding and resource allocation (3) organizational, and (4) context-specific complexities without consensus on underlying causes. The study emphasizes key themes in the situational analysis including teacher competency, facilities, curriculum, and systemic support, uncovering both similarities and differences in these areas. Participants focused primarily on practical improvements rather than speculative possibilities, advocating for better school facilities, systematic professional training, and community engagement. This research contributes to the on-going discourse on educational reform, providing critical insights for policymakers, curriculum developers, and educators seeking to enhance science education in the region.

TUJUAN, FUNGSI DAN PRINSIP EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI PONDOK PESANTREN SURYANI SURAKARTA

This research aims to evaluate the implementation of Islamic Education (PAI) learning at Pondok Pesantren Suryani Surakarta, focusing on the objectives, functions, and principles of the evaluation employed. The research adopts a qualitative method, utilizing data collection through observation, interviews, and document analysis involving teachers and students at the pesantren. The evaluation is intended to identify strengths and weaknesses in the implementation of PAI learning and provide recommendations for improvement and development. The evaluation results indicate that the strengths of PAI learning at Pondok Pesantren Suryani Surakarta include the extensive educational backgrounds and experiences of Islamic teachers, their ability to deliver material effectively, and the creation of a conducive learning environment. The use of the halaqah teaching method also allows for active student interaction in understanding Islamic teachings. However, the evaluation also reveals weaknesses, such as limitations in technological resources and the need to accommodate student diversity. Recommendations for improvement include enhancing access to and the use of technology in learning, adopting more inclusive teaching strategies, and developing teacher competencies. Thus, Pondok Pesantren Suryani Surakarta can continue to enhance the quality of Islamic education, meeting the urgency of shaping the character, morals, and religious values of the younger generation, and making a positive contribution to society.

Mediating Effects of Students’ Study Time on ICT Resource Availability, Teacher Competence and Academic Performance in Programming Languages

This study investigated the mediating role of students' study time in the relationships between the availability of ICT (information and communication technology) resources, teacher competence, and academic performance in programming language courses. The researchers used a sample of 287 undergraduate students and employed structural equation modeling (SEM) to analyze the hypothesized mediating effects. The findings showed that both ICT resource availability and teacher competence had positive and significant indirect effects on academic performance, which were partially mediated by the amount of time students spent studying. Specifically, the indirect effect of ICT resource availability on academic performance through study time was 0.159 (p < 0.001), and the indirect effect of teacher competence on academic performance through study time was 0.195 (p < 0.001). These results suggest that while ICT resources and teacher competence directly contribute to improved academic performance in programming languages, they also indirectly influence performance by promoting increased study time among students. The mediating role of study time highlights the importance of creating an environment that supports and encourages students to engage in self-directed learning activities, in addition to providing adequate technological resources and competent teaching. The findings have important implications for educational practitioners and policymakers, as they emphasize the need to adopt a holistic approach to enhancing student learning outcomes in programming courses by understanding the complex interplay between various factors and their indirect effects.

ANALISIS DAN PENGEMBANGAN MATERI AJAR DALAM KURIKULUM PAI

Abstract This research aims to analyze and develop teaching materials in the Islamic Religious Education (PAI) curriculum. In the learning process, open materials have an important role in helping teachers achieve educational goals. This research uses a qualitative method with a descriptive analytical approach. Data was collected through documentation studies and interviews with PAI teachers. The research results show that the material provided in the PAI curriculum needs to be adapted to current developments, student needs and local context. The development of teaching materials is carried out through the integration of character values, the use of technology and contextual approaches. This research recommends increasing teacher competence in developing and developing innovative and relevant teaching materials. Keywords: Curriculum of Islamic Education (PAI), Teaching Materials, Material Development, Islamic Religious Education, and Learning Innovation

Teachers’ Competence in Information and Communication Technology

By enhancing teachers’ competence in Information and Communication Technology (ICT). schools can better prepare students for success in a digitally driven world and empower them to become lifelong learners equipped with essential digital skills. In this context, this study aimed to determine the level of competence of teachers in the utilization of ICT in one of the public secondary schools in a large division of Central Philippines for the School Year 2020-2021 as basis for a capacity building plan. Overall, a very high level of competence in Microsoft Word application indicates that teachers have the skills, knowledge, and proficiency to achieve more in this software effectivity in their teaching practices, enhancing instructional delivery, resource creation, collaboration, and daily productivity in teaching learners every day. Overall, the Competence of Teachers in the Utilization of Information and Communication Technology signifies proficient in leveraging the software to enhance instructional delivery, facilitate resource creation, have collaboration and uphold daily productivity in teaching. Teachers demonstrate strong communication skills integrating technology to enrich the teaching and learning experience, inspiring student engagement in their daily educational endeavors. It hopes that the fruit of this research provides proper data to those people responsible for incorporating new technologies into the school teaching and learning advancement. Keywords: Education, Information and Communication Technology, teachers, students, competence, Negros Oriental, Philippines

Competency of Public School Teachers in Using the Learning Resources Management and Development System

The Learning Resource Management and Development System (LRMDS), implemented by the Department of Education (DepEd) in the Philippines, is a critical element within the educational framework aimed at improving teaching and learning outcomes. In this context, this study focuses on assessing the competence of public-school teachers in a specific district within a medium-sized division in Western Visayas during the 2019-2020 school year, regarding their utilization of LRMDS, and identifying factors influencing their competence. To gather quantitative data, 170 teacher respondents participated in the study, completing a carefully designed questionnaire that underwent thorough validity and reliability assessments. The results indicate that most teachers demonstrate a moderate level of proficiency in utilizing LRMDS. The study also highlights a significant difference in LRMDS utilization among teachers based on age. These findings underscore the importance of targeted training programs and ongoing support mechanisms to effectively enhance teachers’ proficiency in utilizing LRMS. Improving teachers’ competency with LRMS can facilitate greater integration of technology in education, thereby contributing to enhanced student learning outcomes. Keywords: Public-school teachers, empirical-based approach, competence in using learning resource management and development system, Western Visayas, Philippines

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

From social-emotional learning to social-emotional competence in Israeli-Palestinian teachers’ professional development

ABSTRACT This qualitative study investigated the contribution of a tailored 30-hour teachers’ professional development (TPD) course in social-emotional learning (SEL) to developing the social-emotional competence (SEC) of 50 Israeli-Palestinian teachers. The course incorporated active learning practices such as mindfulness, simulations, and puppet theater grounded in the CASEL framework and ecological theory. Analysis of semi-structured interviews and reflective texts revealed the course’s effectiveness in improving teachers’ SEL knowledge, self-awareness, self-management, decision-making, social awareness, and relationship skills. It also promoted understanding of conducting culturally situated SEL to address issues such as violence and meet parents’ needs during COVID-19. Overall, incorporating experiential SEL practices into TPD can develop teachers’ SEC and wellbeing. Recommendations include further research on adapting SEL for minority communities to enable transformative education.

Implementation of Technologocal Pedagogical Content Knowledge (TPACK) in the Malaysian-Indonesian National School

This research is to improve learning outcomes, teacher and student competence. To find out the effects of the TPACK (Technological, Pedagogic, Content Knowledge) strategy, a workshop will be held for teachers and students in schools. This research is intended to help teachers to improve their teaching competence using technology and also help decision makers to see the benefits of training using modern technology-based learning strategies which provide a solution that can be implemented in the PBM process. Apart from that, the application of TPACK is also given to students directly to get and experience the use of technology in all lines of learning up to the evaluation system. Community service was carried out on 23 - 25 July 2023 at the Johor Bahru Indonesian School, Malaysia. This service involved 27 teachers including the school principal and 122 junior high school students. In this activity, the priority is to improve teacher competency and student learning outcomes after implementing TPACK. Starting with pedagogical theory material, continued with the practice of using several learning media including QR codes as a platform for creating barcodes for teachers, Mentimeter and Padlet and continued with conducting evaluations using Kahoot media. All of these media have been given training and practice to teachers and have been given directly to students. The results of the analysis of the implementation of community service have reached a satisfaction rate of 100% with the very satisfied category.

Supervisi Pendidikan di Sekolah Inklusif: Tantangan dan Solusinya

Educational supervision in inclusive schools faces various challenges, particularly in addressing the diverse needs of students, the lack of specialized training for teachers, and the limitations of resources and supporting facilities. The aim of this research is to identify the challenges of supervision in inclusive schools and to seek effective solutions to improve the quality of supervision within the context of inclusive education. This study employs a library research method, using data sources from books, journals, and relevant previous studies. Data analysis is conducted qualitatively through literature review. The findings indicate that enhancing teacher competency through continuous training, implementing collaborative supervision methods, and strengthening supporting facilities are effective solutions to address the challenges of supervision in inclusive schools. In conclusion, educational supervision in inclusive schools can operate more optimally when supported by a comprehensive approach, both in terms of teacher competency development and the provision of adequate facilities

Strengthening teacher competence through joyful learning and innovative learning media training

A needs assessment at Muhammadiyah Middle School 9 Tanggulangin revealed that teachers struggle with creating interactive learning environments and developing innovative teaching materials. To address these challenges, a training program was conducted to enhance teachers' pedagogical skills, creativity, and motivation. The program consisted of two key activities: joyful learning training and training in the development of creative and innovative learning media. The process included several stages: preparation (needs assessment, program design, material development, and pre-test), implementation (intensive training on joyful learning and innovative media development), and evaluation. The training involved 12 teachers (4 men and 8 women). The results showed significant improvements in teachers' understanding of joyful learning concepts and their ability to create creative and innovative learning materials. This program highlights the importance of adopting innovative and enjoyable teaching strategies to enhance teacher competence and improve student learning experiences. The initiative demonstrated that targeted training could effectively address the challenges teachers face, leading to better educational outcomes.

The Developing of Pedagogical Competence of Madrasah Ibtidaiyah Teachers Through Formative Assessment Management

Formative assessments play a crucial role in providing valuable feedback to both teachers and students, highlighting progress and pinpointing areas for improvement. This study focuses on the development of teacher competence through the planning, organization, implementation, and supervision of formative assessments at Elementary School. It is a descriptive and qualitative research employing interviews, documentation, and observation methods to gather data, ensuring data validity through triangulation techniques. Data analysis involves collection, presentation, and drawing conclusions. The findings indicate that teachers' pedagogical competence is enhanced through effective formative assessment management, evidenced by thoughtful planning, meticulous organization, and comprehensive execution of formative assessments. Responsibilities for supervision are distributed among Madrasah Heads and Madrasah Supervisors. The study's implications suggest that strengthening teacher supervision in formative assessments can lead to improved pedagogical practices, ultimately enhancing student learning outcomes.

Classroom-Based Experiential Learning: Experiences from Kosovo Primary Schools

Background: Studies show that key significant variables related to effectiveness of teaching and learning are students' attitudes towards learning, teacher competencies and teaching methodologies applied (Riera et. al, 2023; Glazier & Bean, 2019; Mulala, 2015; Amirtha & Jebaseelan, 2015). Purpose: To explore changes in primary student attitudes towards learning pre- and post-implementation of a curriculum based on experiential learning methodology. Furthermore, the study also measured specific pre-service teacher variables (perceived self-efficacy, motivation, and power) pre and post implementation of experiential learning methodology. Methodology/ Approach: The study followed a carefully designed intervention, using comparison groups pre/post study design to compare outcomes of the groups before and after the study. The study was conducted with a sample of 856 fifth-grade students, and 30 pre-service teachers. Findings/ Conlusions: Results indicated that there were significant increases in positive attitudes of students in intervention group classes. Results also indicate higher motivation for engagement in the teaching process of intervention group pre-service teachers compared to control group pre-service teachers and a significant increase in perceived power during classroom hours for intervention group pre-service teachers from the pre-test to the post-test phase. Implications: The implications of this research extend to other educational systems, as incorporating hands-on practical experiences in teacher education programs results in capable teachers committed to lifelong learning and creation of positive learning environments, and incorporating experiential learning methodologies can enhance student engagement, positive attitudes and motivation to learn and excel academically.

The Effect of Dorminatory Environment and Character Development on Student Motivation at Bumi Kartika Asri Jatinangor

This Study Entitled The Influence Of Competency And Teacher Performance On Student Learning Motivation In Muhammadiyah 6 Bandung Middle School. This research is conducted on the basis that the competencies that must be possessed by the teacher as the mandate of the Law and the performance of the teacher both in educating, guiding and teaching students will have a positive impact on the formation of student motivation. The purpose of this study was to see the effect of teacher competency and performance on student learning motivation. The research method used is descriptive quantitative method as a lot of research demanded to use numbers, starting from data collection, interpretation of the data, and the appearance of the results, but in the final results a descriptive description of the final conclusions from the calculation of the numbers is clearly explained. The final results of this study are looking at the effectiveness of teacher competencies, looking at teacher performance and student motivation so far in the field. And the main outcome of this study is to see how much influence the competence and performance of teachers have on student motivation seen from the results of the analysis data using SPSS 23.

Accelerating the digitalisation of learning post-COVID-19 era to improve the pedagogical competence of pre-service Arabic teachers

Accelerating the digitalisation of learning post-COVID-19 era to improve the pedagogical competence of pre-service Arabic teachers

Alternative Working Arrangements And Teachers’ Competence in the New Normal

The objective of this study was to ascertain the significance of the correlation between alternative working arrangements and the competence of elementary school teachers in the context of the "new normal." The research was conducted using a descriptive-correlational method and involved 40 teachers serving as respondents from seven public elementary schools in the Matina District, Davao City Division. Data was collected using a researcher-developed instrument. The findings indicated a high degree of implementation of alternative working arrangements and extensive competence among teachers. Additionally, a notable correlation was established between alternative working arrangements and teachers' competence within the new normal framework. All aspects of alternative working arrangements were found to significantly influence teachers' competence. The study recommends the implementation of pertinent policies, mechanisms, and strategies to support teachers, particularly through coaching and the application of effective strategies and techniques to mitigate potential emotional hindrances. School administrators can utilize these findings to enhance teacher competence and optimize the teaching-learning process, ultimately improving lesson delivery. Furthermore, the study findings can serve as a foundation for evaluating and instituting school improvements aimed at enhancing existing alternative working arrangements and teachers' competence..

The Relationship Between Teaching Motivation of Teachers Working at Science and Art Centers (BİLSEM) and Their Competence in Designing Digital Materials

In this study, the relationship between teaching motivation and digital material design competencies of teachers working in Science and Art Centres (BİLSEM) was examined. Research data were obtained from teachers working in BİLSEMs in the 2022-2023 academic year. In the research, mixed method was used in which quantitative and qualitative data were handled together. In the quantitative dimension of the research, gender and professional seniority differences between digital material design competencies and teaching motivation were examined with the data obtained from 106 teachers working in BİLSEMs across Turkey. In the qualitative dimension of the study, data were collected from 12 teachers working in a BİLSEM in the Western Black Sea Region with a semi-structured interview form. According to the results of the analyses, it was seen that BİLSEM teachers' digital material design competencies were at a high level. Teachers' intrinsic and extrinsic motivation levels were found to be at medium level. No significant difference was found between teachers' digital material design competencies and teaching motivation and gender and professional seniority variables. It was determined that there was a moderate positive relationship between teachers' digital material design competences and their teaching motivation (intrinsic-extrinsic). As a result of the research, it was revealed that teachers need training on current issues such as artificial intelligence, augmented reality, virtual reality.

THE DEVELOPMENT OF A MUSIC TEACHER’S COMMUNICATIVE COMPETENCE THROUGH DISSEMINATION OF PRACTICAL EXPERIENCE

The article deals with the development of the communicative competence of a music teacher from the perspective of dissemination of his/her own pedagogical experience. The emphasis is on the need for constant professional self-improvement. The author analyses a music lesson from the perspective of integrativity based on subject-subject relations.