Pedagogical Competence Research Articles

Cultivating Cross-cultural Communication Competence in Translation Teaching

Cultivating Cross-cultural Communication Competence in Translation Teaching

Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa: a mixed-methods approach

IntroductionThis paper reports on a sequential explanatory mixed-methods study that assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in the context of virtual lab adoption in rural schools in South Africa.MethodsDrawing from TPACK framework as the study’s theoretical foundation, data gathered through questionnaires (N = 186) and in-depth semi-structured interviews (N = 4) were analysed using descriptive and thematic analysis.ResultsThe study uncovered a ubiquitous deficiency in TPACK competency among the participating life sciences teachers. The teachers demonstrated significant expertise in conventional areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), mainly influenced by teaching experience. However, they exhibited a noticeable gap in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK proficiency.DiscussionThis paper aspires to address a significant gap in educational research by spotlighting the often-overlooked rural teaching contexts. In addition, the paper advocates for tailored professional development initiatives to enhance teachers’ overall TPACK proficiency. Such initiatives are crucial for empowering teachers to integrate technology into their teaching and improve learning outcomes effectively.

A Students' Perceptions Group 20 About Competence Lecturer Of Experience Practice (PPL) In PAUD & RA Tunas Qurrata A'yun Garon Village, Balerejo District, Madiun Regency

Perceptions of PIAUD Group 20 Students regarding the Competence of Practice Supervisors (PPL) in PAUD and RA Tunas Qurrata 'Ayun in Garon Village, Balerejo District, Madiun Regency. The DPL's ability assessment in accompanying PPL students is expected to be a valid enough reference to determine the level of competency ability possessed by the DPL. The researcher chose this type of research as field research because research on the Perceptions of Group 20 PIAUD Students regarding the competence of PPL field supervisors is not only sufficient with theoretical studies, but requires direct research on those being researched, which is known as observation and uses a systematic approach which is called qualitative. . Based on the findings of research conducted at RA Tunas Qurrata A'yun, Garon Village, Balerejo District, Madiun Regency, it can be concluded that the pedagogical competence of DPL PPL group 20 is good, in accordance with what is stated in law number 14 of 2005 concerning Teachers and Lecturers.

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.

The Strategic Aspects of Functional Position Development in Diy Local Government

Developing competence and distributing human resources within the state civil apparatus (ASN) is crucial for enhancing their professionalism. This study aimed to identify constraints and alternative strategies for developing competence in functional positions within the Yogyakarta Special Region Government (DIY). Using a qualitative descriptive analysis, the research highlighted several obstacles in functional position development, including limited training types, budget constraints, scheduling conflicts, and insufficient information about available training. Training institutions responsible for developing the competence of functional officials must adhere to legal requirements, particularly those holding accreditation from the relevant Guiding Agency. Collaboration with universities or accredited training institutions is also necessary, particularly in education. Additionally, there is a need to ensure that competent teaching staff are available for specific types of functional training. To address these challenges, the selection of training types must align with a mapped-out understanding of the competency needs of functional officials in the DIY Regional Government. By considering these needs, the government can better target the development of its human resources, ensuring that functional officials receive the appropriate training to fulfill their roles effectively. These steps will help overcome current barriers and support ASN's long-term professionalism and competence in functional roles.

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.

EPortfolio-based Professional Development: Insights from a Southeast Asian Online Educators’ Community of Practice

This study examines the implementation and impacts of an ePortfolio-based professional learning initiative within a Southeast Asian online community of practice (CoP), part of the SEAMEO-AUS EduLink Project. Targeting the development of educators' competencies in ePortfolio pedagogy, the project engaged 541 educators from various Southeast Asian countries in two online self-paced courses and a series of four expert-led webinars, culminating in a final project webinar. The research utilised course analytics and post-webinar surveys to analyse participant engagement, satisfaction, and perceived learning outcomes. The findings indicate substantial engagement with the courses and positive reception of the webinar series. About 75% of participants completed the asynchronous courses, while 64% found the webinar content immediately applicable to their practice. The webinars, focusing on diverse aspects of ePortfolio use, successfully complement the online courses, with 91% of participants expressing intent to attend future events. This study underscores the effectiveness of combining asynchronous and synchronous learning modalities in professional development, particularly in the context of ePortfolios. It highlights the role of ePortfolios in promoting reflective practice, collaborative learning, and authentic assessment. Additionally, the project's success in fostering a supportive CoP model illustrates the potential of online communities in professional development, especially in regions with emerging ePortfolio practices. The paper concludes by emphasising the value of ePortfolio-based initiatives in enhancing educators' skills and fostering cross-cultural educational collaborations. It offers recommendations for educators and policymakers on implementing similar initiatives, underlining the need for sustainable and contextually sensitive approaches in professional development.

Physical Fitness Test Implementation in Elementary Schools

Physical fitness is one of the main aims of the physical education program and must be included in the curriculum from Grades 4 to 10 according to the K–12 Basic Education Curriculum. From Grades 4 to 12, the administration and implementation of the testing program must be considered a crucial part of the physical education and school sports curriculum (DepEd Order No. 34, s. 2019). In this premise, this paper aimed to determine the extent of PFT implementation in Elementary Schools in a District under a medium-sized School Division during the S.Y 2021-2022. Data for this descriptive study was collected from 35 respondents using a self-made survey questionnaire that has passed the rigorist validity and reliability tests. Physical Fitness Test in Elementary schools regarding school facilities, equipment, and teaching strategy was indicated to a “great extent.” However, in teaching competence, it was to a “very great extent.” Furthermore, in school facilities and equipment, teaching strategy, and teaching competence according to length of service, both shorter-tenured and longer-tenured assessed to a “great extent.” In contrast, in teaching competence, longer respondents assessed a “very great extent.” Lastly, the study also revealed no significant difference in the extent of implementation when grouped according to age, educational attainment, and length of service. The findings call for concerned teachers to look at different teaching approaches, methodologies, and strategies and the contextualization and indigenization of teaching-learning in physical education. Keywords: education, Physical Education, Physical Fitness Test, Public Schools, Bacolod City Negros Occidental

Empirical Research on the Assessment and Enhancement of Blended Teaching Competence of Integrated English Teachers

This research aimed to assess Integrated English teachers’ competence at Guangzhou Institute of Science and Technology. The participants of the study were 275 students who were enrolled in Integrated English course, and 11 teachers who teach this course. The study revealed that the level of teachers’ competence in terms of knowledge, skills and attitudes in Integrated English blended teaching was very high as assessed by the teacher and student participants. However, the challenges and problems encountered by teachers were limited time, insufficient supervision on students’ study and difficulty in assessing individual outputs. Therefore, a plan of action was proposed to improve the teaching of Integrated English through blended mode.

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.

Systematic Review: Metode Pembelajaran dalam Materi Ilmu Tajwid Al-Qur’an Hadits Siswa Madrasah Tsanawiyah di Indonesia

Learning methods are part of pedagogical competence that must be explored continuously, so there is a need for literature specifically developed to examine how these learning methods have been applied in previous research. This research aims to explore what kind of learning methods teachers use in recitation science material in Al-Qur'an Hadith subjects among Islamic boarding school students in Indonesia from 2014 to 2024. The research design used is a systematic review using the Preferred Reporting Items method for Systematic Review and Meta-Analysis (PRISMA), which will select articles collected through the Identification, Screening, Eligibility, and Included stages. Based on the results of exploration through this article, it was found that there are three learning methods used in Tajwid science material, namely Index Card Match, Peer Tutor, and Contextual Teaching Learning.

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.

Investigating the Impact of Tenure, Training Intensity, and Work Motivation on Pedagogic Competence: Implications for Private Vocational School Teachers’ Performance in the Magelang Regency

Investigating the Impact of Tenure, Training Intensity, and Work Motivation on Pedagogic Competence: Implications for Private Vocational School Teachers’ Performance in the Magelang Regency

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

Applying Mentored Blended Learning With Mooc To Improve Preservice Teacher's Teaching Skill and Self-Efficacy

Purpose: The purpose of this study is to assess the effectiveness of the Mentored Blended Learning with MOOC (MBM) model in enhancing the teaching skills and self-efficacy of preservice teachers prior to their internships. By implementing this model, the study aims to provide insights into how a structured combination of mentorship, blended learning, and MOOCs can improve practical teaching competencies and confidence in preservice teachers, thereby informing future approaches in teacher education training programs. Theoretical reference: This study uses constructivist, social learning, self-efficacy, and blended learning models to enhance preservice teachers' teaching skills and self-efficacy, focusing on active learning, self-efficacy, and authentic contexts. Method and material: The study used a mixed-methods approach, involving 120 preservice teachers, 5 preschool teachers, and 5 experts. The MBM model was developed through focus group discussions and evaluated by experts. The experimental group received training through the MBM model, while the control group followed the traditional curriculum. Results and Conclusion: The study found that the Mentored Blended Learning with MOOC (MBM) model significantly improved the teaching skills and self-efficacy of preservice teachers compared to the control group. This suggests the MBM model's potential for improving teacher education by combining mentorship, blended learning, and MOOCs.

THE ROLE OF MURAQABAH IN DEVELOPING PEDAGOGICAL COMPETENCE AMONG ISLAMIC HIGHER EDUCATION LECTURERS

The academic competence of lecturers is crucial for student success and the overall quality of education. This study aims to explore how the practice of muraqabah can enhance the pedagogical competence of lecturers, specifically those at Islamic universities in Sumatera, Indonesia. A qualitative, phenomenological approach was employed, using semi-structured and open-ended interviews to collect data from four participants. The interview transcripts were analyzed thematically. The findings revealed that muraqabah practice positively impacted lecturers, enhancing their attitudes, ethical values, empathy, and communication skills. It also promoted the development of professional academic qualities such as discipline, responsibility, tolerance, and compliance. Participants reported an improved ability to integrate moral values into their teaching practice, thereby contributing to their pedagogical competence. This study underscores the potential of murâqabah as a tool for developing pedagogical skills in higher education. Its findings imply that incorporating murâqabah practices into professional development programs for lecturers can strengthen their academic and pedagogical capabilities, ultimately benefiting the learning environment in higher education institutions in Sumatera, Indonesia.

The industry demand oriented construction of intelligence medicine specialty in traditional Chinese medicine university: teachers’ perspective

BackgroundThe aim of this study was to explore the relationships between teaching competence, career development, industrial orientation, and specialty construction in the case of intelligent medicine specialties in universities of traditional Chinese medicine, as well as the influencing factors of specialty construction.MethodsTwo-stage sampling with unequal probability was conducted to distribute self-administered questionnaires in the fieldwork. A structural equation model was built to investigate the influencing factors of specialty construction. Forty-two teachers were recruited and completed the questionnaire.ResultsThe study found that teaching competence, career development, and industrial orientation positively affect specialty construction at a significant level. Career development and industrial orientation play chain mediating roles in the effect of teaching competence on specialty construction.ConclusionsIn the construction of intelligent medicine specialties, a professional curriculum system should be built that caters to industrial demand and is combined with industrial development, the traditional mode of teaching should be transformed, and the transformation of theoretical knowledge into practical ability should be promoted. Innovations in teaching modes should be achieved by introducing information technology, and the teacher evaluation system should be optimized.

Analysis of Organizational Culture in Improving the Performance of Educators and Educational Staff at Tanggamus Islamic Education College

This study aims to implement an organizational culture to support the achievement of set goals. Specifically, the study aims to analyze how implementing organizational culture enhances performance, as well as identify the factors that support and hinder this process. The research approach used in this study is descriptive qualitative. Collecting data from field studies is a crucial part of every research project. Data for the study was gathered through interviews, documentation, and observation. Educators and education staff may benefit from examining corporate culture, according to the study's findings. To be responsible, one must be free and independent, and one must also comprehend the duties of one another. Leadership: The organization's objectives and standards are laid out in a clear and concise manner. Incentives like pay raises and promotions are part of the reward system. How much horizontal or vertical communication there is depends on the communication system. The results of this study point to the importance of leadership in raising the efficiency and effectiveness of school staff and teachers. As a theoretical framework or point of reference, the results of this study can be used by universities to improve the performance of education workers and instructors. Furthermore, the researcher found that to establish a higher education institution operating in the Islamic field, universities must overcome both supportive and inhibiting factors. They also need the assistance of competent teaching and education personnel to implement quality enhancements, thereby creating a superior higher education institution.

Study Madani Club and Formation of Professional Competence of Prospective Educators

This study examines the role of the Madani Club Study as a platform for developing the professional competence of prospective Islamic Religious Education educators at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. The focus of the study is how the Madani Club Study helps in improving pedagogical skills and internalizing Islamic values. This study uses a qualitative method with data collection techniques obtained through observation, in-depth interviews, and document analysis related to the Madani Club Study activities. The results of the study indicate that the Madani Club Study is effective in improving students' pedagogical competence through collaborative learning and self-reflection, as well as helping internalize Islamic values ??in the context of modern education. The interaction between students and supervising lecturers in the Madani Club Study also creates an environment that supports personal and social growth. This study emphasizes the importance of extracurricular programs based on collaboration and Islamic values ??to be integrated into the curriculum of Islamic universities in order to prepare prospective educators who are competent in facing the challenges of contemporary Islamic education.

Demystifying academic development practice

ABSTRACT The role of academic developers frequently remains obscure to the academics they support and is often misunderstood by management. In this paper, we present a framework for academic developers and academics to work together productively. We use a self-study method to interrogate what is impactful academic development practice by reflecting upon how we navigated through the tensions and realities of leading a university-wide curriculum enhancement project from the margins. We redress prevalent obscurities surrounding academic development practice by making sense of our personal learnings and experiences using a disciplined approach, with insights from higher education and management research. In our framework, we differentiate between three levels of academic development practice stemming from distinct assumptions about what results in T&L enhancements: Success in Level 1 academic development practice is attributed to individual differences between academics; Level 2 academic development practice focuses on what academic developers do to equip academics with a bag of technical and pedagogical competencies and support in producing learning resources; Level 3 academic development practice focuses on fostering a culture of learning organisation through empathetic listening, learning from mistakes and being there for those whose practice we are trying to influence.