Pedagogical Competence Research Articles

Exploring Interactive Read Aloud Literacy Learning and Quality Books in the Merdeka Curriculum

The Indonesian government issued a policy on teacher literacy teaching competency standards, which includes teachers' ability to help students access, use, interpret and communicate information and ideas through various texts according to students' characteristics and needs (Ministry of Education, 2022a). This study aims to promote reading aloud and interactive book selection in literacy learning for public primary school teachers in Depok, West Java, Indonesia. This qualitative case study explored teachers' understandings and practices in selecting books and integrating reading aloud activities with learning outcomes in Merdeka Curriculum. Six teachers participated in the study, which involved data collection through surveys, focus group discussions (FGDs), interviews, observations and oral reflections. Using manual thematic data analysis, this study focused on teachers' practices of selecting leveled books and integrating discussions in reading aloud with Learning Outcomes. The results showed that teachers began to express their understanding of book selection. Major themes that emerged included the importance of selecting quality books and the challenges of selecting quality books. In the context of literacy learning, several themes also emerged that became teachers' reflections in conducting interactive read aloud activities in accordance with the learning outcomes, namely; benefits, awareness for better classroom preparation, interactive discussion spaces and continuous training.

PAI Teachers' Strategies In Improving Students' Learning Activity In PAI Subjects In Elementary Schools (Case Study Research at SDN 2 Parakan Garokgek, Purwakarta Regency)

This study was motivated by observations showing low interest and activeness of students in participating in Islamic Religious Education (PAI) learning, which has implications for the achievement of learning objectives that are not optimal. This study explores the strategies Islamic Religious Education (PAI) teachers to improve student learning activeness in Elementary Schools. This study uses a qualitative approach with a case study method—data collection techniques through observation, interviews, and documentation studies. Research participants consisted of Islamic Religious Education (PAI) teachers, principals, and homeroom teachers at the school. Data analysis was carried out descriptively and qualitatively to understand the strategies applied by teachers in planning and implementing learning and the factors that influence its success. The study results showed that Islamic Religious Education (PAI) teachers used various innovative and creative learning strategies to improve student learning activeness, such as discussion methods, group work, and interactive learning media. In addition, this study identified factors that influence the success of learning strategies, including active student involvement, support from the school environment, and teacher competence and creativity in teaching. This study provides theoretical contributions in the form of new knowledge and insights regarding Islamic Religious Education learning strategies in elementary schools and practical benefits for teachers, schools, and educational institutions to improve the quality of learning and student learning activity.

Exploring L2 educators' training and professional development needs in VR English language learning

Virtual Reality technology has garnered increasing attention and utilization within language education. The research explored the multifaceted challenges and opportunities L2 educators encounter in Iran when integrating VR technology into language instruction and when focusing on educators' perceptions of VR technology and the training gaps they identify. The researchers adopted a qualitative case study design. The selection of cases involved purposive sampling. The study included a total number of 23 L2 educators from language institutions in Iran. In the current study the researchers administered a qualitative case study design, focusing on the experiences of educators in real-world settings where VR technology was being used or considered for language instruction. Research findings reveal that educators encounter significant training gaps related to VR technology, emphasizing the critical need for comprehensive training programs. The implications of this study underscore the importance of equipping educators with the knowledge and skills required to harness VR's potential for enhancing language instruction. Training programs should encompass technical proficiency, pedagogical competence, administrative navigation, collaborative learning, alignment with learning goals, and ongoing professional development. By addressing these multifaceted needs, institutions and organizations can empower educators to leverage VR effectively, fostering engaging and effective language learning experiences for students.

The challenges of the internationalisation of the curriculum: a pedagogical intervention to promote interculturality and plurilingualism in English-Medium Instruction

ABSTRACT Purpose This study presents the design, implementation and results of a pedagogical intervention aimed at Internationalising the Curriculum and developing Global Competence (GC) in an English-Medium Instruction (EMI) class in a Catalan university. The first goal is to unpack different pedagogical strategies which are considered relevant for the design of an internationalised EMI course. The second goal is to evaluate students’ reception and compliance/resistance to the intervention, and to assess the extent to which the proposed framework allowed for the development of interculturality and plurilingualism. Design The intervention was designed considering the guidelines of the Organisation for Economic Co-operation and Development for Higher Education (OECD 2018). 16 Primary Education teacher-trainees participated in it. The data included a questionnaire, video/audio recordings of the intervention sessions, one focus group with students, one interview with the lecturer, and classroom materials. Findings First, the results suggest that curricular interventions shall be based on the students’ attainment of local/global content and of the ability to communicate effectively within/across cultures, through critical metalinguistic reflection. Second, they show that, although students develop GC awareness of and proactively engage with a ‘cultural other’, after the intervention they reproduce ethnocentric frames concerning language and culture, constructing plurilingualism as an exception. Originality The paper contributes to a better understanding of the specific challenges and curricular dimensions in plurilingual EMI pedagogy which may be addressed for an effective Internationalisation of the Curriculum.

Fostering a translingual framework in teacher education focused on pragmatics: Identity and the multilingual turn in pragmatics pedagogy

As part of the multilingual turn in applied linguistics, practices in teacher education for L2 pragmatics should be reconsidered to highlight the interconnection between identity and pragmatics and explore ways to support learners' and teachers' multilingualism through pragmatics instruction. This paper aims to provide an overview of second language (L2) pragmatics research informed by a multilingual or translingual framework and to illustrate how teacher education can integrate its basic tenets into teachers’ professional development so that multicompetence can become a prominent goal in the teaching and assessment of pragmatic competence rather than monolingual native-speakerism.Although language teachers are often multilingual themselves, they may not readily see the potential of their own hybrid identities under the influence of a dominant monolingual ideology and thus may not spontaneously foster learners' multicompetence. Through an example of collaborative interactions in a teacher development course centered on pragmatics instruction, this paper will explore how teachers can jointly mediate their metapragmatic awareness while engaging in translingual pedagogy and strategically leverage their own translingual identity as pedagogy in teaching pragmatics. The paper will conclude by identifying three approaches to translingual pedagogy in pragmatics-focused instruction that acknowledges learners' and teachers’ multilingual repertoire and legitimatizes their voices, languages, and knowledge construction. (200 words).

Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

The selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality. This is typically part of teachers’ preparation for their classroom teaching, which prompts the following question: What are the characteristics of the tasks that teachers use when selecting tasks for differentiated teaching? To answer this question, we analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features. The teachers had to select eight tasks about the practice of fractions with respect to their differentiation potential—operationalizing their adaptive teaching competence from a mathematics educational perspective. To analyze the differences, we performed a cluster analysis of the task features that the teachers drew upon. Three groups of teachers could be identified with variations in their focus on directly or indirectly relevant, domain-specific or domain-general task features. Taking into account such variations may explain differences in teaching quality and student outcomes and may be relevant when designing teacher professional development programs.

What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics

Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.

The Influence of School Pathologies on the Feeling of Pedagogical Incompetence in Teaching Inclusive Physical Education

Background. Inclusion requires a variety of pedagogical skills for the successful learning and well-being of all children. Teachers face daily challenges in meeting the needs of students while ensuring quality learning and facilitating personal development, regardless of their situation. Objectives. The study aimed to clarify the activities of students who don’t participate in physical education and how it affects teachers’ sense of pedagogical competence (TSPC) in this area, by examining the effect of other potential factors and investigating the interactions with their perceptions of their students’ participation in pedagogical activities. Materials and methods. The research approach used to perform this study was based on a survey of 918 pathological students (5.85 ‰) and 298 physical education teachers (including 74 females, all over 21 years old) in public schools. The questionnaire consisted of three parts: socio-demographic and student engagement questions, TSPC towards teachers’ inclusive practice, and their perceptions related to students’ participation in PES educational activities. The items in the last two parts were represented in Likert 5-scale format. Results. The results showed that boys (62.66 %) with pathologies were more physically involved, and this trend was particularly marked in rural areas (69.40 %). Only a minority of students chose alternative activities during class (14.91 % chose another subject, 8.40 % went to the library). Socio-professional factors influence perceptions and TSPC regarding the participation of students with pathologies in physical activities and other learning tasks, varying according to each type of pathology. TSPC has a highly significant effect on perceptions of students’ inclusion in motor, organizational and observational tasks (p = 0.000). Finally, when teachers feel pedagogically incompetent, this is reflected in negative attitudes and perceptions toward inclusion. Conclusions. According to the findings of this study, it has been revealed that boys with disabilities in rural areas are more physically active than girls. Furthermore, the study indicates that teachers’ perceptions and sense of pedagogical competence have a strong influence on the inclusion of students with disabilities.

Effectiveness of Teaching and Professionalism of Islamic Education Teachers from the Perspective of Educational Psychology

This study discusses the effectiveness of teaching and the professionalism of Islamic Religious Education teachers from the perspective of educational psychology. Islamic Religious Education, taught at various educational levels, has unique characteristics and content compared to other subjects. Islamic Religious Education teaching emphasizes spiritual and social attitudes, requiring effective teaching approaches. Islamic Religious Education teachers must possess professionalism that includes professional, pedagogical, personal, and social competencies. Teacher professionalism is directly related to their ability to teach effectively, which impacts students' academic achievement. Effective teaching involves a deep understanding of the material, selection of teaching strategies, thorough planning, as well as skills in classroom management, student motivation, and the use of technology. This study uses a literature review method to examine relevant literature on Islamic Religious Education teaching and teacher professionalism, identifying psychological elements that support effective teaching. The results show that professional Islamic Religious Education teachers are those who master various aspects of teaching and the psychological skills needed to create an effective and conducive learning environment.

The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction

The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction

Digital Competence among Araling Panlipunan Teachers in the Division of El Salvador City

Araling Panlipunan teachers' digital competence theorizes that transformative teaching practices and ongoing professional growth as the driving force behind enables educators to flourish in the digital era. This study aimed to determine the level of teachers' digital competence in teaching and professional development. Specifically, it accomplished three primary objectives on characterizing the respondents; examining teachers' digital competence in terms of teaching and professional development; and determining correlations between the respondents' profiles and their digital competence. The study involved one hundred sixty-four (164) Araling Panlipunan teachers, using a universal sampling method. A correlational-descriptive research design was employed, utilizing a patterned and modified questionnaire. Statistical tools such as means, frequency, standard deviation, and Pearson-r were employed to analyze the collected data, allowing for a comprehensive examination of the teachers' digital competence in teaching and professional development. Findings showed that majority of the respondents are handling Grade 1-3 with units in Master’s degree and have a teaching experience of 10 years or more. They have personal ownership of digital tools with daily internet and duration of ICT usage of 4-8 hours. The respondents have a high level of digital competence in teaching and professional development. There is a significant relationship between daily internet and duration of ICT usage and the respondents’ digital competence. It is important for teachers to be good at using digital tools. Teachers who actively engage in collaborative learning experiences using digital platforms and tools are more likely to enhance their digital competence and improve their teaching practices. It is recommended that teachers who have accrued credits in Master’s degree continue their pursuit of completing the program. Additionally, it is imperative for teachers to employ plagiarism detection software to thoroughly examine students’ work for any signs of plagiarism.

Teaching Competence and Strategies of Table Tennis Teachers and their Impact on Students’ Sports Performance: Basis for Enhanced Teaching Strategies Plan

This study assessed the teaching competence and strategies employed by table tennis teachers and their impact on students' sports performance. The data were gathered through questionnaires designed by the researcher. The data from teachers obtained through a questionnaire were analyzed statistically. The overall findings were used to propose an enhanced teaching competence plan for the sports performance of table tennis students. This quantitative study used correlational and analytical methods. The study used questionnaires to gather information from students and teachers, which will be analyzed statistically. Furthermore, the study included three main variables: the independent variables were teaching skills and strategies of instructors; while the dependent variable was the sports performance of students. These variables were examined for their relationships. This study ensured ethicality and proper research protocols through expert reviews and approval. It was conducted in Tianjin Chengjian University among a total of 100 students and 11 teachers. Based on the study findings, while communicative competence is the strongest teaching skill among table tennis teachers, overall neutral ratings emphasize the need for growth in creativity and innovation to better engage students and adapt to changing educational demands. Cooperative learning is preferred by both teachers and students over traditional lecture and theoretical learning. This shows how important it is to innovate and involve students in the learning process. Both teachers and students evaluated table tennis performance similarly, indicating a general neutral assessment and the need for improvement in all performance areas. Table tennis teachers need to enhance their use of theoretical instruction, incorporating practical application, to optimize sports performance and holistic development in students. Despite the provision of generic exercises, assessment indicates that table tennis students need specific stretches and exercises to enhance their mobility and flexibility.

Problems of Teachers Pedagogical Competence in Primary School Learning

<p>Kompetensi pedagogik guru menentukan kualitas pembelajaran, namun masih banyak guru yang belum memenuhi kualifikasi sebagai guru berkompeten sehingga sulit diwujudkan upaya dalam mencerdaskan generasi. Tujuan penelitian ini untuk menguraikan problematika terkait kompetensi pedagogik guru sekolah dasar dalam pembelajaran serta solusi untuk mengatasi problematika tersebut. Penelitian ini menggunakan pendekatan deskriptif kualitatif, yaitu dengan analisis literatur. Adapun yang menjadi sumber rujukan yaitu artikel yang ditulis oleh para ahli yang telah diterbitkan ke dalam jurnal nasional serta kebijakan pemerintah. Hasil kajian menunjukkan bahwa dalam implementasinya terdapat banyak problematika pada kompetensi pedagogik guru, meliputi: kurangnya pemahaman guru terhadap siswa, desain dan pelaksanaan pembelajaran yang kurang baik, serta evaluasi hasil pembelajaran yang tidak memadai. Adapun solusi problematika tersebut dilakukan melalui penyelenggaraan program pengembangan profesionalisme guru yang efektif, peningkatan kompetensi guru melalui pelatihan penggunaan teknologi digital, dan mendorong guru untuk aktif dalam kegiatan ilmiah.</p>

Attainment and the Development of the Teaching Competence of Newly Hired University Teachers

Attainment and the Development of the Teaching Competence of Newly Hired University Teachers

Exploring and Improving the Potential Factors of Preschool Teacher Resignation Using the Stratified Bayesian Best-Worst Method

The high turnover rate of preschool teachers in the educational sector threatens the ability to retain competent teaching staff and affects the quality of teaching and the development of early education in many countries. These ramifications are especially poignant given their alignment with the United Nations’ sustainable development goals (SDGs) - notably “quality education,” “good health and well-being,” and “decent work and economic growth.” Reducing the turnover rate of educators, especially at the preschool level, has become an urgent issue for the education community. Therefore, this paper develops a multiple criteria decision-making (MCDM) model based on expert knowledge to construct an evaluation model of the main factors for the resignation of preschool teachers. These factors comprise three main dimensions: personal factors, internal organizational culture, and external environment. First, potential resignation factors were identified through a literature survey and interviews with several experts. Then, a stratified Bayesian best-worst method (SB-BWM) was used to evaluate the importance of these potential factors. The method generated the optimal group weights of the resignation factors and ranked them. The results of this study reveal that the top five resignation factors are high work stress, work-induced emotional exhaustion/job burnout, poor work atmosphere, high workload, and low collaborative relationships with partners. The results can help preschool education operators and education ministries responsible for decision-making to understand the factors leading to the resignation of preschool teachers so that they can develop strategies to improve retention. Management implications are given to improve operational performance and effectively reduce the teacher turnover rate to promote stability in the learning environment so important to early childhood development, which will lead to quality preschool education development.

Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study

BackgroundEducation is an important part of the work of most doctors. Clinical preceptors act as role models and supervisors. Preceptors’ quality of supervision strongly influences the learning quality of clinical interns (Bartlett et al. BMC Med Educ 20:165, 2020). To ensure a consistent approach to every preceptorship experience, the competency of clinical preceptors should be assessed to ensure that the desired outcomes are achieved. This study aims to evaluate clinical preceptors’ competency in learner-centered teaching, to provide constructive feedback to develop the preceptors’ competency and improve supervisory skills and internship quality at Kunming Medical University (KMU) in Kunming of China.MethodsThis is a cross-sectional study with a quantitative self-administered online questionnaire. The convenience sampling technique was employed. In the undergraduate internship stage of KMU, clinical preceptors (N = 340) and interns (N = 487) were invited to use the augmented Stanford Faculty Development Program questionnaire (SFDPQ) (Stalmeijer et al. Med Teach 30:e272–e277, 2008), to (self-) assess the preceptor’s competency of learner-centered teaching on a five-point scale (1 = strongly disagree, 5 = strongly agree).ResultsTwo hundred twenty-eight preceptors and two hundred thirty-six interns completed the questionnaire correctly. Overall, the assessment was positive, but the preceptors’ self-assessment significantly higher than the interns’ (p < 0.00). The overall mean of each category of preceptors’ self-assessment was greater than 4.5, with no difference based on educational qualification. Male preceptors scored significantly higher in two categories than female preceptors. Preceptors under 30 years of age with less than 5 years of teaching experience rated “Teacher’s knowledge and attitude” lower than those over 40 years of age with more than 5 years of experience (p < 0.05). There were statistically significant differences in the four categories across disciplines (p < 0.05). Undergraduate interns rated “Teachers’ knowledge” as the highest category and “Learning climate” as the lowest, and interns of different genders are evaluated without distinction in all categories of SFDPQ.ConclusionsEmploying the augmented SFDPQ to evaluate learner-centered teaching competency of clinical preceptors, offers potentially useful information for delivering constructive feedback. Combining self-evaluations with learner evaluation data can contribute to exploring preceptor competency development framework to guide them in targeted learner-centered teaching skill and acquisition and improvement, finally improving the overall quality of internships.

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Effect of Multicultural Teaching Competency on the Culturally Responsive Teaching of Religious and Moral Education Teachers

Pedagogic Competence of Lecturers with Non-Educational Backgrounds in the Challenges of 21st Century Learning

Learning in the 21st century requires lecturers and students to think critically, creatively innovatively, have communication skills, collaborate and use of ICT. The pedagogical competence of lecturers is the key to educational efficiency in improving the quality of learning and the quality of graduates. The background of lecturers from non-education increasingly casts doubt on the quality of lecturer teaching in challenging 21st-century learning activities. This study aims to identify, describe, and analyze how the application and efforts to develop the pedagogical competence of non-educational lecturers in learning in 4 public and private universities in Banyumas Regency. This descriptive qualitative research uses observation and interview methods on 20 respondents taken purposively at four universities in Banyumas Regency. The process of collecting and analyzing information data uses qualitative research data analysis steps developed by Miles &amp; Huberman (1992), namely (1) data reduction, (2) data presentation and (3) conclusions. The results showed how pedagogic competence possessed by lecturers with non-educational backgrounds, how it is applied in learning, how lecturers' efforts in developing their pedagogic competence, how universities facilitate pedagogic development, and the challenges faced by lecturers with non-educational backgrounds in developing pedagogic competence in supporting 21st-century learning.

Self-Efficacy and Teaching Competence of TLE Teachers as Mediated by Performance Standards

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

Pengendalian Mutu Kompetensi Guru Melalui Program Supervisi Akademik

Abstract: The aim of the academic supervision program is to improve the quality of teaching learning process as well as the teacher’s teaching competency. Improving the quality of teachers, both in professional and pedagogical competence, is surely provide huge benefit in improving the quality of learning. However, there are some problems found in the implementation of the teacher supervision program that make the supervision less optimal. The reason is the inconsistency of the implementation of this program. Moreover, this program seems to be implemented only for formality. This research aimed to determine the ongoing process of academic supervision at SMPIT Assalaam Boarding School (Assalaam Islamic Integrated Boarding School) Pekalongan. The research was carried out using a descriptive qualitative method, the required data was obtained through a process of interviews, discussions and documentation. The results of the research show that the academic supervision activities carried out at SMPIT Assalaam Boarding School Pekalongan have fulfilled the principles of supervision. Academic supervision is carried out to oversee the learning process as an institution's effort to provide quality assurance of education. Academic supervision is carried out through the following stages: the first is the socialization of the supervision program; the second is consultation on learning tools; the third is a class visit to the target teacher to be supervised; the fourth is a reflection on the implementation of teaching and learning activities; the fifth is scoring the results of academic supervision as a conclusion on the teacher's competency achievements; and then the preparation of follow-up activities of the supervision. Through academic supervision activities, school principals can provide guidance to teachers to improve the quality of learning