Model Of Teacher Learning Research Articles

EMPOWER: Enacting Materials to Promote Ownership, Engagement, and Relevance.

Fostering locally relevant and community-centered forms of science learning that develop students' critical science agency problematizes a "one-size-fits-all" model of teacher learning; teachers must examine how community needs and resources, local inequities and justice issues, and curriculum materials can converge to design novel learning opportunities for science learners. This paper presents the core commitments of EMPOWER, a cross-institutional effort that aims to support teachers' sensemaking and adaptations of curriculum materials to promote student ownership, engagement, and relevance at multiple sites across the U.S.

Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process

AbstractInstructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not. This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies. Findings indicate that teachers most likely to adopt reform‐based instructional practices from the PD were those who clearly connected student learning to their instructional moves. In addition, teachers who more actively attended to student sensemaking and productive struggle took up pedagogies from the PD more substantively than did colleagues who attended solely to student engagement and affect. Finally, teachers who attended to and valued novel ideas from students’ lived experiences were more likely to change their beliefs about students’ capacity to learn science, and thus more likely to see the value of instructional practices from the PD. In sum, structuring PD to build on these specific teacher noticing skills can encourage more teachers to move away from traditional, teacher‐directed instructional practice, and more fully support reform‐based instructional practices.

Video-Based Learning Media Development Training (Learning Videos and Video Assignment Recordings) Flipped Learning Model For Teachers at SMAN 2 Madapangga

Learning methods and media are very influential for successful learning. Many teachers at SMAN 2 Madapangga do not apply technology to participate in learning. Lack of skills in the use of technological devices to support the teaching and learning process. Lack of utilization of adequate school facilities and infrastructure to support the learning process. One of the efforts offered is to conduct training on the development of flipped learning model video-based learning media for teachers of SMAN 2 Madapangga. Training on the development of learning media based on learning videos and training on the application of assignments based on video task recordings. The aim of the dedication is to increase the potential of teachers in developing learning media based on learning videos and training in the application of assignments based on video task recordings with a flipped learning model approach. This program is carried out in three stages. The preparation stage is conducting initial observations and designing various conceptual and administrative matters. Implementation is a learning model training (flipped learning) and video-based learning media. Finally, the evaluation stage is evaluating the implementation of the beginner community service program. The training and mentoring programs for teachers at SMAN 2 Madapangga ran smoothly and achieved the set objectives. This is indicated by an increase in teacher understanding of the learning model (Flipped Learning) by 55%, an increase in skills in making learning media with MC. Power Point, Canva and KineMaster applications by 66%, and an increase in the ability to develop learning media by 77%.

Pelatihan Pembuatan Media Pembelajaran Berbasis Website Terintegrasi Model Pembelajaran Project Based Learning bagi Guru SMAN 2 Tondano Minahasa

This community service aims to increase knowledge and competence in creating website-based learning media integrated with the project-based learning (PjBL) learning model for teachers at SMAN 2 Tondano, Minahasa Regency. Implementing this service used training, which included lectures, discussions, simulations, and mentoring. The activity evaluation instrument used a questionnaire and was analyzed descriptively. The results of this service showed that the ability of ICT teachers at SMAN 2 Tondano increased in creating website-based learning media integrated with the PjBL model. The implementation of training and mentoring activities received a positive response from participants, as evidenced by the enthusiasm and activeness of teachers in participating in the training. The evaluation results showed that the level of satisfaction and increase in teacher knowledge after participating in the training was in the very good category. Teachers were very interested in using website-based learning media because of its advantages and integration with the PjBL learning model.

Socialization Of Stem Learning Models For Teachers

The role of the teacher in every learning activity in schools is very important. The teacher is responsible for the success of each learning activity that has been designed. There is a tendency for teachers who are not optimal in preparing measurable designs and lesson plans that will have an impact on learning activities that are not optimal and tend not to be in accordance with learning outcomes. So that in providing socialization material for this service, we are a Collaborative Team of Lecturers and Students who have conducted Tripmen and equipped the teacher council with materials and direct practice in designing learning materials and we have also provided assistance in implementing the STEM learning model for teachers with the aim of providing education to MTS teachers regarding STEM learning. STEM learning model socialization activities for teachers are carried out by presenting material presentations and practicing designing learning materials. After following the material carefully, teachers generally and measurably already have and have acquired new knowledge related to the STEM learning model. That way, for future sustainability, the motivation of the teacher council will emerge by itself to prepare well in advance related to the learning material to be discussed, this can provide the best knowledge and insight for students, especially when interacting with students of higher quality. than before.

PERBEDAAN HASIL BELAJAR BERDASARKAN GESTURE WAJAH PADA PEMBELAJARAN MODEL STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) KELAS VIII SMPN 1 PUNGGUR

The purpose of this research is to know the difference of learning result based on face gesture on learning model of student teams achievement devision (STAD). This type of research is a quasi-experimental nature of qualitative research. The study population used the entire class VIII SMPN 1 Punggur. The research sample used 2 classes selected using purposive sampling that is class VIII-3 experiment (using STAD model) and VIII-4 control (lecture model). This research method uses test, observation and documentation. The data analysis used the average value of learning outcomes, gesture interpretation, and differences in learning outcomes based on face gestures. The first results of the study STAD learning model is used to improve students' learning outcomes prove by the average improvement of class learning results using STAD model 10.97, and classes using the lecture model 0.44, the two facial gestures shown during the learning experiment class and control class are different, the three learning outcomes based on face gesture on STAD learning model there is a difference. Suggestions for teachers to improve learners' learning outcomes are recommended using STAD learning model. STAD teacher learning model should pay attention to the gesture of his face. Teachers at the time of teacher learning should know the condition of learners to make learning more fun.

OPBL Learning Model on Problem Solving Ability in Basic Programming Subjects in Vocational High Schools

Basic Programming subjects are compulsory subjects at SMK 1 Walisongo, especially for the Multimedia major. The purpose of this study is to improve students' problem solving abilities. The research model used is experimental quantitative. The results showed that there was an effect between the pre-test using the problem based learning model with average 76,95 and the post-test using the open problem based learning with average 87,80 that occurred in class X MM as many as 20 students. Teachers pose problems and students solve problems based on their understanding of analysis, with students being given the freedom to present their own arguments through questions about basic programming topics. With the increasing value of learning, open problem-based learning model learning is the right learning model for teachers.

Development of a SITE Teacher Learning Model in Enhancing Elementary English Teachers’ Teaching Professionalism

Development of a SITE Teacher Learning Model in Enhancing Elementary English Teachers’ Teaching Professionalism

Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group

PurposeThis paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time.Design/methodology/approachThe research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions.FindingsFindings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations.Originality/valueFindings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.

Hypothetical Learning Trajectory Design of Sinus Rules Based on PBL with Ethnomathematics of Minangkabau Culture

Based on the preliminary research, the tenth-grade students lacked ability in mathematical problem solving of sine rule. One of the factors that influenced this problem was the teacher's learning model, which was still mechanistic. The teacher did not relate between learning and environment or local culture. Based on this, this study aims to develop HLT on the topic of a valid ethnomathematical PBL-based sine rule. The development model used is the Plomp model and the Gravemeijer and Cobb model, which consists of the initial investigation stage, product development stage, and assessment stage. In this article, the discussion is focused on the HLT development stage. The data analysis technique used is descriptive statistics and descriptive techniques. Data collection instruments used: validation sheets, observation sheets, interview sheets, questionnaires, and field notes. This study resulted in the HLT of the sine rule based on PBL nuances of Minangkabau Culture, which met the validity criteria of 0.771 and the characteristics of validity in terms of content and constructs.

A Structural Model of Teacher Learning, Satisfaction, Attitude and Confidence in Faculty Development Programmes

Owing to the dynamic requirements of today’s teaching–learning environment, teachers’ training has emerged as an important policy question. The Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching is an important step taken by the Ministry of Education, Government of India in this direction. The current study seeks to analyse the interactions among different aspects of Faculty Development Programmes and the overall outcomes. Using data ( n = 375) from programmes conducted under the mission, the study employs structure equation modelling to find that relevance has a positive effect on the change in attitude, which subsequently has a positive effect on the satisfaction of the trainees. Satisfaction further positively affects the change in confidence of the trainees. However, once this positive effect is controlled for, satisfaction and change in confidence correlate negatively. The estimation of the structural relationships is a novelty of this study, paving the way for further exploration.

MANAJEMEN KESIAPAN GURU DALAM MENINGKATKAN AKTIVITAS BELAJAR DARING SISWA DENGAN MENGGUNAK MODEL PEMBELAJARAN DI MASA PANDEMIK COVID-19

This study aims to manage online learning in increasing activities student learning during the covid-19 pandemic for the future, especially in the long term like what we are facing right now with Corona Virus Disease-19 (COVID-19) which doesn't exist yet stop. Through analyzing online learning activity questionnaires through the opinion of an educator or the teacher's point of view with the research sample being 45 teachers who teach at the State Vocational High School in the city of Padang. The instrument used is a questionnaire distributed online using the ms.form link. Based on the data obtained,shows that the implementation of online learning has been carried out effectively seen from the teacher learning model readiness activity. From the results obtained, the teacher's readiness in addressing online learning using a learning model, namely 50% of teachers stated very ready, 20% said they agreed, 10% said they were not ready, 15% said they were not ready and 5% stated when they were not ready to process online learning models, with good results found from the management of educator readiness in online learning in the future can anticipated to be more effective by looking at the deficiencies and obstacles found in the field through this research.

DEVELOPMENT OF TEACHER ONLINE LEARNING TRAINING MODEL

This research is development research that aims to (1) develop a training model that suits the needs of the teacher (2) determine the effectiveness of the online learning model for teachers based on the Zoom application and (3) produce an online learning training module based on the Zoom application. This research method refers to Borg and Gall's theory, namely the research and development (R&D) model. The design of the development of training tools in this study was adapted from the ADDIE development model which consists of five development stages, namely Analysis, Design, Development, Implementation, Evaluation, namely by using a model that is descriptive, and the work steps that must be followed which then produces a product. The result of this research is a teacher online learning training model based on the Zoom application which contains material on Zoom programming and online learning training modules based on the Zoom application. Overall, the quality of the online learning teacher training simulator based on the Zoom application is in the very good category (SB) with a presentation of 82.7%. The quality of the manual / training module is included in the very good category with a percentage of 84.5%. The quality of the online teacher learning training model Zoom application-based developed is included in the very good category (B) with a presentation of 82.9%

Online teaching labs: changes in design and facilitation for teacher learning in synchronous professional development

ABSTRACT This paper describes an Online Teaching Lab model that incorporates elements of lesson study and studio model for teacher learning. We focus on changes in design and facilitation decisions of two specific Online Teaching Labs and study differences in teachers’ verbal and written responses to better understand how the process supports teacher learning. Middle grades mathematics teachers took part in the Online Teaching Labs. Data included video recordings of professional development team meetings, lesson implementation, Online Teaching Labsi and teachers’ written work on ‘Capture Sheets.’ Data were analysed based on observable behaviours we intended participating teachers would enact. We found a relationship between the intentional changes facilitators made from the first to second Online Teaching Lab and teacher responses. Facilitators made more explicit mention of the learning goals, increased opportunities for teacher discussion, and included varied video clips. As compared to teachers in the first iteration, teachers in the second Online Teaching Lab more frequently identified teacher discourse moves related to engagement and cognitive demand of tasks and identified connections between teacher pedagogy, student strategies, and mathematical goals. The design, implementation, and outcomes are novel because the model includes features of lesson study and studio model through an online medium .

Open Problem Based Learning (OPBL) Learning Model on Student Learning Outcomes in Operating System Lessons At Vocational High School

Online learning during the pandemic has an impact on student learning scores decreasing. The purpose of this study is to improve the results of student learning scores. The research model used by the researcher is experimental quantitative. The results showed that there was an influence between the pretest using the problem based learning model and the posttest using the open problem based learning model that occurred in the XMM4 class, where this class would be given a treatment before and after applying the Open Problem Based Learning learning model. The teacher will give a problem and students will solve the problem based on their understanding of the analysis, where students are given the freedom to convey their respective arguments through questions related to computer operating system subjects. With the increasing value of learning, Open Problem Based Learning is an appropriate learning model for teachers of SMK Yapalis Krian.

Al-Quran Education Park Teacher Learning Model in Supporting Student Achievement

This study aims to find out what kind of learning model is used by the teachers of Taman Pendidikan Al-Quran Musholla Darussalam from time to time, which is explained by analyzing: (1) what learning paradigm is used, (2) what learning theory and methods are applied, (3) and what activities are carried out. This research is important to describe because it raises the learning strategies carried out in research from time to time, so that they are relevant to the problems of the times that require teachers to quickly adapt to the dynamic development of science and technology. The method used in this research is qualitative in the form of field research. The results used are: (1) the paradigm used shifts from teacher-centered to student-centered (2) the theory used consistently uses behavioristic theory and the dominant method used is the demo method (3) the activities carried out include; (a) reading iqra and quran books; (b) summarize books on Islamic creed and the history of Islamic culture; (c) memorizing the quran and hadith, and so on.

Factors Influencing Secondary School Teachers' Beliefs and Intention to Accept Online Professional Development: An Empirical Study in Mauritius

Online professional development (OPD) for teachers has become an imperative in the face of the current and post covid-19 pandemic. The current traditional face-to-face professional development (PD) programme is no longer a viable option. While there is substantial research undertaken on online learning in general, there has been few on OPD and no known empirical research in the Mauritian context. The purpose of this explanatory study was to investigate teachers' perceptions of online professional development and the extent to which they believe it expands their knowledge and skills and improve student learning. A conceptual framework underpinned by the Unified Theory of Acceptance and Use of Technology and model of teacher learning was used as a lens in this research. The research was based on a case study of two schools in Mauritius. A focus group study was used to gather data qualitatively. The study involved three focus groups of five participants each. Using thematic analysis, the results show that face-to-face PD does not satisfy teachers’ needs as it is too theoretical and offered in one-size-fits-all modes. Four predictors, teachers’ experience with PD, performance expectancy, effort expectancy and facilitating conditions for the use of online teacher professional development programmes are proposed. Implications for practice are provided. This study should, therefore, be of value to practitioners wishing to develop online OPD programmes.

Pengaruh Model Pembelajaran Course Review Horay (CRH) Terhadap Hasil Belajar Siswa Pada Kompetensi Dasar Memahami Administrasi Kelas OTKP SMK Negeri 10 Surabaya

The background of this research is because there are still many student learning outcomes in administrative subjects under the KKM. That's because the teacher learning model still uses the direct learning model, many tend to speak for themselves, passive learning resources and are still teacher-centered. This study aims to determine the effect of the horay course review learning model on student learning outcomes right on basic competencies in understanding administration. This type of research design is a quasi-experimental design with nonequivalent control group design. The research subjects were class X OTKP 3 as the control class and X OTKP 4 as the experimental class. The research instrument was a pre-test and post-test learning outcome sheet. The results of this study indicate that the tcount is 2.755, Sig. (2-tailed) is 0.007 and the confidence level is 95% (α = 0.05) with df 70, then the table = 1.994. So it can be seen that Ha1 is accepted & Ho1 is rejected. Because t-test <0.05 is 0.007 <0.05, and t count 2.755> 1.994 tables. Significant improvement in learning outcomes in the experimental class was 26.66 or 52.72%. While the control class increased learning outcomes by 18.06 or 49.82%, and the application of the CRH learning model can make students more interactive learning. So it can be concluded that there is an effect of Course Review Horay (CRH) learning model on student learning outcomes on basic competencies in understanding the administration of Class X OTKP SMK Negeri 10 Surabaya.

The Students' Perceptions on Teacher "Performances" in Teaching English

This study was conducted to find out how the students' perceptions on English teachers. The problem focuses on students' perceptions of the teacher's learning methods while learning the learning takes place, and an effective learning process with student learning outcomes gained. In this study the authors take respondents to get data that is as much as 4 respondents, where the one respondent is an English teacher and 3 other respondents are students. Researchers conducted interviews on each respondent. In this case, the teacher to know the methods used in the learning process and the students to know how performance teacher in the learning process. The method used in this research is descriptive design. This study reveals that teachers' performance in English learning is good, where teachers can apply motivation of students learning, learning model, classroom management, use of facilities, and student experience well. And for the learning method, the teacher does not use special methods in the learning process, but the teacher learning model is applied more to adaptation to the material taught to students. Nevertheless, the teacher will improve the methods in learning and innovate for the success of the learning process.

Being a Teacher of Holistic Profession: A Perspective of Transformative Learning

This study explores how to be a teacher of holistic profession from a perspective of transformative learning. Cultivating holistic profession in transformative learning involves the process of changes in communicative and instructional learning, the process of learning practical experience, and the process of critical reflection. These transformative learning processes contribute to the construction of teachers’ holistic profession contextually. The rationales of applying a perspective of transformative learning concentrate on three major reasons. Cultivating teachers’ profession as one type of adult learning is the core subject of transformative learning. Development serves as core idea of teachers’ holistic professional consciousness. The learning transformation occurred from semi-profession to holistic profession. In this sense, the transformative learning model for teachers’ profession is initially proposed to identify a special lens to shape an explicit pathway of being a teacher of holistic profession. In this model, transformative learning involves identifying “learning being professional”. Transformative relationship focuses on “teaching being professional”. Transformative context view concentrates on contenting being professional. Transformative context view involves contenting being professional. The conclusion and remarks are offered to summarize the rewards of being a teacher of holistic profession.