Creative Teachers Research Articles

برنامج مقترح لتوظیف نموذج التعلم القائم على السیناریو فی تدریس الریاضیات لتنمیة مهارات التفکیر الإبداعی والاتجاه نحو تعلم الریاضیات لدى طلاب

برنامج مقترح لتوظیف نموذج التعلم القائم على السیناریو فی تدریس الریاضیات لتنمیة مهارات التفکیر الإبداعی والاتجاه نحو تعلم الریاضیات لدى طلاب

The Construction of The Teacher Against Student Religious Education in Improving The Discipline of Learning

Al-Islam Tsanawiya boarding and junior high school are the educational institution that prepare its students to enroll higher education. It needs integrity and good educational environment for student to develop their creativity in involving social live, possessing ability to compete and becoming good citizenship for the nation’s future. Therefore, it is the requirements for teacher to have professional attitude and creativity as educator in improving school environment in general and teaching and learning process at classroom environment. For it is from the creative teacher having sense to seek and to find out new information the creative students will be raised. The role of school principal as motivator, supervisor and facilitator gives an enormous effect in supporting and developing the ability of the teacher to improve their services in learning and teaching process to develop learning achievement. This research uncovers the development of Islamic studies teacher in improving students’ learning discipline as the effort to improve students achievement reflected by the development of professional ability of the teacher. The purpose of this research is to grab the picture of how the development of MTs and SMP students’ discipline is carried out by the Islamic studies teacher in Bandung. This research employs case study approach; the objects of the research are viewed as a single unit. The data are collected by observation, interviews, documentary studies and purposive sample. The finding shows that the principle roles, the Islamic studies teacher as trainer, facilitator, motivator, supervisor in implementing curriculum through creativity development have the enormous effect in developing students’ achievements. It can be realistically noticed that the implementation of Islamic studies teacher development in developing students’ learning discipline in Tsanawiya boarding and junior high school in Bandung shows the improvement in teaching services through facilities and infrastructures improvement, and the quantity of prospective students improvement. The enhancement of welfare likely affects the improvement of the qualities of graduation and the acceptance of the input and outcome. The benefit of this research is this; to develop students’ achievement, it is needed the optimum development of teacher professionals in programmed and integrated way by educational stakeholder, principal, and professional organization. The writer recommends the study of technical instructions, teacher group of the same subject cluster in intensive way to produce professionals that can provide the optimum learning and teaching process for students

CREATIVE STIMULATING ENVIRONMENT FOR LEARNING AND DEVELOPMENT

Primary task and responsibility of all parties involved in the educational process, depending on their role with persistence and mutual cooperation to participate and affect the improvement of work the school. Skilled and creative teacher knows how to guide the intended educational content and activities in the way that in development of creative and innovative potential of the students will come to term awareness of the importance of human values. Students who think critically, connect the gained knowledge with the results of others authors, draw implications, construct new examples, envision solutions for the problems, ask questions and seek answers, investigate the reasons and the consequences, display skepticism, they defend their standpoints with arguments and carefully review other people’s arguments. This paper represents a relevant attempt to make contribution in creating creative and stimulating environment for learning and development. There are numerous techniques and methods in the pedagogical literature which cover the modern teaching needs- a free, active, independent student, an open and creative teacher, coworker, relaxed teaching atmosphere and independent research.

Action Research in Teaching English for Students of Non-Linguistic Specialties in Higher Schools

This article presents the theoretical and practical part of using the action research in teaching English for students of non-linguistic specialties in higher schools. Action research is a new process of research in Kazakhstan education that presents conducting of research by action researchers who share their findings with others in teaching. Our daily life connects with action research in order to investigate, make analysis and evaluate our work. The term action research has become particularly popular in education, especially in teaching foreign languages. Different approaches can be applied to improve the process of learning in it. Action Research is a great opportunity for creative teachers to develop different skills of students. The main purpose of this paper is to study basic concepts of action research, develop a model of action research process in teaching English, and determine the effectiveness and advantages of action research in teaching English for students of non-language specialties.

Potenciación de la conciencia crítica de docentes en formación Sordos de la UPN a través del cine foro

The aim of the research presented in this article is to enhance the critical conscience of a group of six deaf students of pedagogical careers thru films as a methodological and didactic tool. The project proposes four film cycles designed according to the communicative and educational characteristics of the group. Through each cycle students are addressed to discerned, analyzed and discussed different problems and situations in the social and educative field that face them with their being and with their role as teachers. The research employs an Action Research in Education (iae) design and qualitative data analysis. In order to analyze the results, we use the categories of cinema, text comprehension, critical consciousness, and teaching role, based on the theoretical foundations of Freire. The results show students make awareness developments from the magical level to the critical one, that helps to improve self-image as a pedagogical student as a future teacher. This change contributes to their one process as students and to society, thru the design of teachers programs that engage reflective, critical, creative teachers and transformers of reality.

Innovative pedagogical technologies in the enrichment of the 4th year of life children’s vocabulary in the process of physical education

The article reveals the importance of innovative pedagogical technologies and their implementation in the process of young preschoolers’ physical education; the views of both teachers of the past and modern scientists on the use of innovative methods of working with children have been analyzed. Attention is paid to the role of interactive techniques and innovative technologies in preschool education, their impact on the preschool children’s mental development and the enrichment of the younger preschoolers’ vocabulary in the process of physical education. The author has defined the essence of such concepts as «innovation», «technology», «pedagogical technology», «innovative pedagogical technology», and «innovative activity». The article reveals scientists’ different views on the concept of «pedagogical technology»; three groups of creative teachers engaged in the innovative activity have been defined. Innovative methods and techniques of applying interactive learning elements, which were used in a pedagogical experiment to enrich children's vocabulary in the process of physical education in the preschool institution educational process, have been stated. An example of the younger preschoolers’ vocabulary enrichment in the process of awakening gymnastics, which series are conducted in a playful way and accompanied by poems, has been given. The method of fairy tale therapy, due to which the educator will help the child to overcome fear, learn to jump over a cord and activate the child's vocabulary with such words as «jump», «rope», «both legs», «half-bent knees», «stick», «fear», «witchcraft», etc., has been offered. The solution of vocabulary tasks with younger preschoolers can be seen with the help of acupressure, which will enrich, activate and consolidate new and familiar words in children's vocabulary, and with the help of Fitball gymnastics, which is done while working both individually with children and in sports activities, children’s independent motor activity.

People of the composition of professional and pedagogical preparation for future teachers of the initial classes

Based on the analysis of research and publications, the content of the readiness of future teachers for pedagogical activity is determined and the ethnographic component is distinguished. Clarifies the essence and content of the concepts of «ethnographic component», «vocational training», «vocational and pedagogical training». The emphasis is placed on the meaning of the concept of «ethnographic component» in the national formation of the individual. It is emphasized on the importance of studying ethnography in the professional training of future teachers of elementary school. The quality of education is a multidimensional model of social norms and requirements for a person, an educational environment in which its development takes place, and a system of education that implements them at all stages of human learning. It will depend on the quality of the teachers professional training of future teachers and will depend on the learning process in the elementary school. It indicates the role of the teacher, his creative approach, the principledness to himself and the students who know the traditions of his people, the countries that give positive results to the education of young people. It is the teacher who becomes both a scriptwriter, a director, an artist, and a musician at the same time. It is as if by the wake of his magic wand the old customs and traditions of our people come to life. Pedagogical work itself induces creativity. Theatrical performances, educational events, folk festivals are part of the creative teachers laboratory. The teacher must be principled in relation to himself, in relation to work and to students. This is a positive principle. It contributes to the success of the teacher and becomes an integral part of the ethnographers in his further pedagogical activity.

ПСИХОЛОГІЧНІ АСПЕКТИ ПІДГОТОВКИ ТВОРЧОГО ВЧИТЕЛЯ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

ПСИХОЛОГІЧНІ АСПЕКТИ ПІДГОТОВКИ ТВОРЧОГО ВЧИТЕЛЯ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

An exploratory study on teaching methods for English education curriculum to develop creative pre-service English teachers

An exploratory study on teaching methods for English education curriculum to develop creative pre-service English teachers

A Study on The Effects of Learners' Creative personality and Teachers’ Professionalism by the Application of Convergence Education Program

A Study on The Effects of Learners' Creative personality and Teachers’ Professionalism by the Application of Convergence Education Program

Creativity and English Language Teaching: From Inspiration to Implementation

This overview of creativity as theory, research and practice defies the repeated cry that the term is indefinable and unhelpful as a concept: its subtext is that, however we perceive or interpret the term, creativity is significant for researchers, teachers and classrooms, and it is high time we arrived at some shared explanations as to what it really means. ‘Creativity’ is well-served inside and outside the ELT profession by publications which tend to take one of three perspectives: creativity research, history and theory, such as Kaufman and Sternberg (2010) and the panoramic Pope (2005); publications in which creative teachers explain and share their best practice, such as Maley and Peachey (2015); and publications that offer practical creative activities, such as Wright (2014) and Pugliese (2010). What is less easy to find is a publication such as this one, which does all three, and which interrogates painstakingly the join between them.

The Implementation of Character Education in Kalimantan, Indonesia: Multi Site Studies

This research was inspired by some of the realities that the author found related to the implementation of character education, especially in several regencies/cities in East Kalimantan. Apart from the author’s concern toward the case of the moral decadence of the nation's children, this should be a demand and obligation for every educator to form the character of his students. Therefore, various models and innovations began to be developed by educational units led by creative teachers starting to package character-based learning designs and innovations. This research focuses on character models developed by the school. This research is a field work research that focuses on multi-site studies. Sources of data in this study include: teachers and students in several schools are the focus of research. The research locus is spread in several regions, namely: Tarakan, Bulungan, East Kutai and Bontang. The data collection techniques that the author uses in this study include: observations, interviews and documentations. Furthermore, the findings of the research data were processed using Milles and Hubberman's interactive analysis using the data reduction flow , data display and data conclusions . Based on the findings of the research, it can be concluded that the character values developed include: religious values, creative, independent and responsible, the spirit of nationality and love for the motherland, tolerance, communication and love the environment.

IMPLEMENTASI MODEL PEMBELAJARAN INDOOR-OUTDOOR PADA MATA PELAJARAN FIQIH DI MI MA’ARIF AT TAQWA KALANGANYAR

Thesis entitled "Implementation of Indoor-Outdoor Learning Model at MI Ma'arif At-Taqwa Kalanganyar Lesson Year 2017/2018" This is the result of qualitative research that aims to answer the question of how the process of learning model, supporting and penghamabat factors and how to overcome the inhibiting factor in this indoor-outdoor learning.With the rapid development of the era, the world of education is required to find innovation and creativity in the learning process, especially in the lessons of Islamic Education and especially the subjects of Fiqh, this is to improve the results and quality of education in preparing the next generation of high-quality nation. One of them is the use of a variety of learning models both outside and inside the classroom. As in the case of MI Ma'arif At-Taqwa Kalanganyar Karanggeneng Lamongan. The research approach used is qualitative descriptive with the type of case study research on the object. Data collecting was done by interview of informant, in this research that is interview to teacher of fiqih subject and some student become research object.The results obtained are First, the implentation of indoor-outdoor learning model is done alternately in every week. Second, the supporting factors of the learning process are the creative teachers, the enthusiasm of the students, the means, the tools, the available media, and the environment. While the inhibiting factors of learning are too tense, the cost is not small, the teacher is difficult to manage the many students, the teacher is more intensive in guiding, preparation and learning process also takes a very long time. Third, to overcome the existing inhibiting factors teachers must have high innovation in overcoming the obstacles that arise in the learning process.

Programación de computadores y creatividad

Para aprender de manera autónoma y autentica en un espacio académico de un programa académico en una modalidad presencial como distancia se requiere ser creativo ¿Por qué entonces no considerar creativo al docente que orienta los espacios académicos en modalidad presencial como distancia? Pese a ser Ingeniero de Sistemas ante la docencia debo comportarme con características de persona creativa en la transmisión, formulación de objetos de conocimiento (Parra, Diciembre 2010), de formación y de estudio de espacios académicos en modalidad presencial como distancia, a fin de ser eficaz, de percibir las necesidades de estudiantes y conocer aquello por lo cual se sienten motivados y capacitados para aprender. En este artículo, se establece una mirada del autor con respecto a la creatividad en su quehacer académico.
 Inicialmente se contextualiza con referentes de Ingeniería como de creatividad, posteriormente, se desarrollan los intentos de creatividad como de ingeniería en espacios académicos cuyo objeto de estudio estaba orientado a la lógica y algoritmos de programación, lenguajes de programación y compiladores.

METHODS OF CREATIVE DEVELOPMENT OF PRIMARY SCHOOL PUPILS DURING LESSONS OF MUSIC

The article substantiates the classification of methods of creative development of primary school pupils during lessons of music.The methods are classified on the basis of the analysis of theoretical and methodological literature on a scientific problem (L. Horiunova, V. Hryhorieva, O. Lobova, L. Masol, H. Padalka, V. Rahozina, etc.), the results of experimental master's studies performed under the author's supervision, as well as generalization of his own pedagogical experience as a teacher of music in secondary comprehensive schools. The groups of methods in the classification correspond to the types of activities mentioned in the Typical Educational Programs 2018 (Primary Education) composed by two teams of authors under the supervision of O. Savchenko and R. Shiyan in order to achieve the goals and objectives of the New Ukrainian School.Classification includes five groups of methods of creative personality development: 1) musical-creative (rhythmic, melodic, form-forming, performing and creative tasks); 2) perceptive-creative (methods of stimulating creative perception of music, emotionally-based and musical-communicative situations, methods of observing music); 3) interpretive-creative (methods of presenting the results of music perception, artistic and creative tasks, methods of thinking about music, associative methods); 4) communicative-creative (language improvisation, interactive, dialogic, and autocommunicative); 5) scientific and creative methods (problem, heuristic, inventive, research). The article gives accurate examples for each group of methods (for example, inventive methods of focal objects, and various variants of morphological analysis). The author advocates the idea that a creative teacher is able to make any children’s activity during the lessons of music creative one.

Creative leadership strategies for primary school principals to promote teachers’ creativity in Guangxi, China

The objectives of this research were 1) to analyze the strengths, weaknesses, opportunities and threats to the creative leadership of primary school principals to promote teachers' creativity in Guangxi, China and 2) to develop creative leadership strategies for primary school principals to promote teachers' creativity in Guangxi, China. The study was mixed method research and involved a sample of 106 schools and 636 school principals and teachers. The instruments used in this study were a questionnaire and a strategic evaluation form of suitability and feasibility. The data was analyzed by average, standard deviation and PINmodified. The results showed the following: 1) the strength was the facilitating creative potential of every teacher; the weaknesses were the forming and facilitating dynamic creative teacher teams and promoting a school culture of innovation respectively. The political and government policy as the opportunity and the economic, socio-cultural and technological aspects were considered as the threats. 2) Three main strategies were developed including (i) to develop the principals' creative leadership in facilitating the team creativity of teachers to foster students' creativity; (ii) to develop principals' creative leadership in promoting an innovation culture that encourages the individual and team creativity of teachers to foster students' creativity; and (iii) to develop the principals' creative leadership in facilitating the individual creativity of every teacher to foster students’ creativity.

Memanfaatkan Potensi Lokal Kefamenanu dalam Pembelajaran Matematika Untuk Meningkatkan Kreativitas Guru SMP

The purpose of this study is to creative teachers in making worksheets students (LKS) using local potential in Kefamenanu, North Central Timor Regency (TTU). Local potential that we meanin this research is local traditional food laku tobe, guava local in timor region, traditional house ume kbubu, and sotis woven traditional motives . The methods used is discourse, workshop, and practice. This method used to convey an overall picture and example using local potential in learning math, then followed by analysis of main competence and basic competence in wich coresponding to the potential local, the final phase is practice, where teachers as participants workshop follow in the classroom using LKS based potential local.The result shows that laku tobe local potential, guava , ume kbubu , and motif woven in kefamenanu has been proven creative teachers.

Memanfaatkan Potensi Lokal Kefamenanu dalam Pembelajaran Matematika Untuk Meningkatkan Kreativitas Guru SMP

The purpose of this study is to creative teachers in making worksheets students (LKS) using local potential in Kefamenanu, North Central Timor Regency (TTU). Local potential that we meanin this research is local traditional food laku tobe, guava local in timor region, traditional house ume kbubu, and sotis woven traditional motives . The methods used is discourse, workshop, and practice. This method used to convey an overall picture and example using local potential in learning math, then followed by analysis of main competence and basic competence in wich coresponding to the potential local, the final phase is practice, where teachers as participants workshop follow in the classroom using LKS based potential local.The result shows that laku tobe local potential, guava , ume kbubu , and motif woven in kefamenanu has been proven creative teachers.

KREATIVITAS GURU, MANAJEMEN KELAS DAN PRESTASI BELAJAR SISWA PADA MATA PELAJARAN PAI (Studi kasus di SMPIT Global Insani Islamic School Bekasi)

This event will be based on research by the important role carried out by PAI teachers to improve learning achievements of students in the subjects of PAI. This research includes research of korelasional consisting of three variables, namely creativity guru (X 1) and management classes (X 2) as a free variable, and learning achievements of students (Y) as variables associated with it. This research aims to find out whether there is influence the creativity of teachers and classroom management learning achievements against the students, either separately or jointly.
 The population of this research is the entire Global Human SMPIT student Islamic School in Bekasi, with a total population of 178 students. As for how the withdrawal of samples in this research by using the techniques of Probability Sampling. Instrument in the collection of data on two free variables using questionnaire (question form). Data analysis techniques and results of research using the SPSS Statistical Software regression and correlation.
 The results of this research in general i.e. There are positive and significant influence teachers ' creativity and management classes against the achievements of the student learning. As for those special conclusions in detail are as follows: based on the analysis of the data it can be concluded that the author do first: (1) there is a positive and significant influence teachers ' creativity toward accomplishments of the correlation coefficient with learning (ryx1) is 0.633 and the coefficient of determination R2 (R square) = 0.400, meaning that the creativity of teachers towards learning achievements amounted to 40.0% and the rest IE 60% is determined by other factors. As for the direction of regression equations (unstandardized coefficients B) Ŷ = 15.524 0.544 + X 1, which means that every one unit increase in score creativity guru will influence the improvement of learning achievement score 0,544., (2) there is a significant and positive influence on the management of class learning achievements against with the coefficient of correlation (ryx1) is 0.611 and the coefficient of determination R2 (R square) = 0.374, which means that the management of class learning achievements against amounted 37.4% and the rest IE 62.6% determined by other factors. As for the direction of regression equations (unstandardized coefficients B) Ŷ = 18.618 + 0.529 x 2, which means that each increase of one unit of score management class will affect the improvement of the learning achievement score of 0.830., (3) there is a positive and significant influence teachers ' creativity and management of class learning achievements against together with correlation coefficients (ryx1) is 0.611 and (ryx2) is 0.814 with the coefficient of determination R2 (R square) = 0.428 , which means that the creativity of teachers and classroom learning achievements against management of 42.8% and 57.2% i.e. the rest is determined by other factors. As for the direction of regression equations (unstandardized coefficients B), Ŷ = 10.825 0.344 + x 1 + X 2, 0.247 which means that every one unit increase in score creativity teacher and class management will affect the improvement of the learning achievement score of 0.591

Development of Project-based Blended Learning (PjB2L) Model To Increase Pre-Service Primary Teacher Creativity

One of the aims of Indonesian education is to develop the potential of learners to become creative human beings. It takes a creative teacher to meet this need. Not just teaching, but teachers who are able to teach with innovative models, strategies and methods provide an opportunity for students to be skilled from creative products including in the field of mathematics in elementary school (SD). The aim of this research is to develop model to grow pre-service primary teacher students’ creativity in designing the lesson plan. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research was a project-based e learning model to increase the creativity of pre-service primary teacher college students in designing a lesson plan. The validity of the learning model was proven by the result of the expert assessment in learning (face-to-face and online), material and instructional media. This model is also effectively usable in instructions to produce creative lesson plans for teaching Elementar School Mathematics as it is shown by the difference in the average pretest and posttest scores with sig. (2-tailed) 0,000.