Professional Teacher Education Research Articles

Identity Transition of English Pre Service Teachers Studying at Teacher Profession Education Program

The identity transition of four prospective professional teachers while undergoing a professional development program is essential to consider. This research aims to understand the dynamics and processes that allow professional identities to develop and change. This research uses qualitative research and Schlossberg's transition model as a framework. The research participants were four prospective teachers from the Teacher Professional Education program. Data collection was carried out using the narrative inquiry method. The data analysis technique uses qualitative descriptive analysis. This study found that identity trajectories from the pre-transition period contributed to their current identity transition. Their previous change in identity was because teaching is an honorable profession with other perceived benefits, such as economic and cultural capital. In this program, prospective teachers said there was a transformation in their professional experience. The study emphasizes the importance of continuing education for prospective teachers to become professional teachers. Teacher education plays a vital role in ensuring that teachers have a strong foundation in the theory and practice of education. Qualified teachers are critical in providing effective and quality education to students, so teacher education is essential to the education system.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Comparative Analysis: Conceptualization of Teacher Quality in Indonesia and Singapore

Various countries have attempted to create standards of teacher competency that must be possessed with the ultimate goal of improving the quality of teachers and the education system in educational institutions. The purpose of this study is to analyze and compare the conception of teacher quality in the education systems of Indonesia and Singapore. The research method used in this study involves a literature review of articles and books that discuss the conception of teacher quality in Indonesia and Singapore. The steps in this research include topic identification, literature search, literature selection, literature evaluation, literature analysis, interpretation of analysis result, and article writing. The results of this this research indicate that Singapore is known to have one of the best education systems in the world, with a strong focus on teacher quality. Singapore has successfully developed high-quality teachers and provided strong support for the teaching profession. The teacher recruitment system in Singapore is highly selective and competitive, with high standars to ensure that prospective teachers have high competence. Meanwhile, Indonesia still faces challenges in improving the quality and welfare of teachers. However, there have been many efforts made to improve the education system and enhance teacher quality, namely through teacher quality improvement programs such as the Teacher Professional Education (Pendidikan Profesi Guru - PPG) and the Teacher Certification Program.

Pengaruh Motivasi Karir, Dorongan Finansial, Persepsi Mengenai Biaya Pendidikan Terhadap Minat Mahasiswa Mengikuti Pendidikan Profesi Guru

This research aims to find out how career motivation, financial encouragement, and perceptions regarding educational costs influence Accounting Education students' interest in participating in Teacher Professional Education. This research uses a quantitative research design using primary data sources taken directly by researchers with a Likert scale questionnaire. A purposive sampling technique was chosen to be used in this research and 98 students majoring in Accounting Education class of 2017 at Surabaya State University were the sample. The multiple regression analysis method was used to analyze the data obtained. The research results show that; (1) Career motivation has a significant effect on students' interest in participating in PPG, high career motivation will encourage students to improve their abilities so they can achieve higher careers and positions, one of which is by obtaining teacher certification. (2) Financial encouragement has a significant effect on students' interest in participating in PPG, the higher the student's financial encouragement, the higher their interest in participating in PPG. (3) Perceptions regarding education costs do not influence students' interest in participating in PPG, different economic conditions are not always directly proportional to students' interest in participating in PPG. (4) Career motivation, financial encouragement, student perceptions regarding educational costs can simultaneously influence students' interest in pursuing professional teacher education.

Professional Education of Teachers in Postgraduate Studies Based on Research Training

Introduction. The modern sociocultural situation requires the preparation of a teacher capable of developing a seeking, original, creative personality. Research activities become the means and background of the educational process at the university. The purpose of the article is to consider the theoretical and technological foundations of training in the research activities of graduate students. The subject of the article is the educational process of the university in the field of training 44.06.01 Pedagogical Sciences and Education. Object – the essence, functions and methodology of the mechanisms of evidence of a candidate’s thesis by means of research training. The methodological basis of the article is competence-based (to determine the educational results of a graduate student) and personal (to describe the personal results of research training for graduate students in the process of preparing a candidate’s dissertation) approaches. Research results. The author examines aspects of the research function of the university, its features in modern professional pedagogical education, mechanisms for the formation of research competencies in various ways and forms of the educational process of the level of training of scientific and pedagogical personnel in graduate school. Training, as a means of their formation, its essence, functions, educational and research goals, as well as the stages of organization and implementation (preparatory, presentation, analytical and generalizing) are updated for the graduate student to solve methodological problems and form the internal content, structural and formalized unity of the dissertation. In conclusion, a conclusion is made about the effectiveness of research training for solving methodological problems by a young applicant and forming the internal unity of his dissertation based on a theoretical review and SWOT analysis data with the strength of immersion in a professional research environment and the absence of barriers to productive research interaction identified by graduate students.

Individual Development in Increasing Teacher Professionalism at SMA Negeri 1 Cirebon City

This research aims to determine the picture of teacher professionalism at SMA Negeri 1 Cirebon City. Teacher professionalism requires individual development and organizational development. One of the individual developments is carrying out professional teacher education and training. This improvement requires teacher expertise in educating and teaching students with various approaches and learning models. The research used quantitative descriptive analysis methods on 16 teachers as respondents at SMA Negeri 1 Cirebon City and interviews to ensure the validity of the instrument answers distributed through the survey. Data collection techniques were carried out using observation and survey instruments. The results of the research show that the development of teacher professionalism has four aspects, namely: the development of teacher professionalism for 16 teachers at SMA Negeri 1 Cirebon City has four aspects, namely: (1) expertise, including (a) mastery of the material ( 37.5% ) ( b) class mastery (31.255%), and (c) pedagogical mastery (31.25%), (2) sources of income, including: (a) meeting basic family needs (62%), (b) being able to share with others (25%), and (c) not lacking financially (12.5%), (3) improving quality, including: (a) increasing student achievement (50%), (b) increasing school achievement (31.25% ), and (c) increasing personal achievement (18.75%), and (4) code of ethics, including (a) maintaining integrity (100%), (b) honesty (100%), (c) discipline (100 %), and (d) responsible (100%). Teacher professionalism development must be carried out periodically and continuously.

Development of language competence of future defectologists in the context of bilingualism

Relevance. The development of special education in Kazakhstan is associated with legislation in the education sector, the country's policy in relation to children with special needs, the level of development of special (correctional) science as an integrated (psychological, pedagogical, medical) field of knowledge. The system of higher education in Kazakhstan is forced to revise the goals and strategies for the development of professional education of future special education teachers. One of the main tasks of which is the transition from the qualification training of a specialist to competence based, by changing the training strategy, where the student learns to achieve the set goal, work for the intended result, i.e. the development of professional competencies is expected. Purpose. The purpose of the study is the scientific and theoretical substantiation of the need to develop the language competence of future defectologists with the consideration of bilingualism and educational and methodological support of the process. Methodology. The fundamental method of the research was pedagogical design, during which a pedagogical model of the language competence development in future special education teachers was designed. Within the framework of a comprehensive program for the development of the language competence in special education teachers, the following methods have been developed: an elective course �Fundamentals of the speech culture of a defectologist�; project complexes, bilingual creative tasks, exercises; methodological measures. Results. During the approbation of the developed model, it was revealed that the introduction of the proposed active methods, means and forms of teaching into the language teaching process can be an effective way to solve the issue under consideration. Conclusions. Theoretical substantiation and the results of experimental work in the future can be used in the accumulation of content and the development of educational recommendations, teaching aids and methods of teaching languages. Keywords: special education; language peculiarity; communication; specialist

INPUT EVALUATION IN THE IMPLEMENTATION OF THE IN-SERVICE TEACHER PROFESSIONAL EDUCATION CURRICULUM

One of the important processes in curriculum development is curriculum evaluation. Besides measuring the achievement of objectives, curriculum evaluation also aims to provide considerations and recommendations on whether a program should be improved, replaced, reduced, or added to. The purpose of this study is to determine the quality of inputs in the implementation of the In-Service Teacher Professional Education curriculum, particularly in the field of primary education at Indonesia University of Education located in West Java Province. This research is a qualitative evaluative study and employs the Stufflebeam evaluation model. The research primarily focuses on the input aspect, which is one of the components of the Stufflebeam evaluation framework (Context, Input, Process, and Product). Data collection methods used included interviews and observations. The input components examined include students and lecturers. Based on the conducted research, it can be concluded that the input aspect in the implementation of the In-Service Teacher Professional Education curriculum at Indonesia University of Education is aligned with the established criteria, but there are some recommendations to improve the deficiencies

Analysis of PPL Implementation in The Prajabatan PPG Program In The Field of Sociology Studies At SMA Negeri 1 Pontianak

This research aims to identify the effectiveness of implementing Field Experience Practices (PPL) in developing the competency of Pre-Service Teacher Professional Education Program (PPG) students at SMA Negeri 1 Pontianak. The relevance of this research lies in its contribution to improving the quality of learning in schools and preparing Pre-Service PPG students to become competent teachers and ready to face the dynamics of the world of education. This research method uses a descriptive qualitative approach through data collection techniques through observation, interviews, and document analysis. The research population was PPL PPG students in the field of Sociology studies at SMA Negeri 1 Pontianak, the research informants were 3 students. Effective PPL allows students to develop analytical, reflective skills and teacher identity through field interaction, observation and reflection. Even though they face obstacles such as limited schedules, effective communication between students and the school can overcome them. PPL plays an important role in forming competent and professional teachers in the future. Thus, this research provides recommendations for increasing the effectiveness of PPL implementation, including by optimizing communication between students and school officials, arranging flexible schedules, and increasing the availability of facilities at schools. By overcoming these obstacles, it is hoped that the implementation of PPL can run more effectively and efficiently so that students can develop competence as prospective teachers who are ready to face the dynamics of the world of education.

Evaluating the Impact of Professional Development on STEAM Education Competency in the Industrial Revolution 5.0 Era

This research evaluates the impact of the Teacher Professional Education (PPG) program for Kindergarten educators on their understanding of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in the context of the Industrial Revolution 5.0 and Society 5.0. Utilizing a quantitative approach with a pretest-posttest design, the study involved fifty kindergarten teachers from the PPG Daljab (In-Service Teacher Professional Education) at FITK, UIN Sunan Kalijaga. The assessment of participants, conducted through validated instruments, focused on measuring the enhancement of pedagogical competencies in STEAM before and after the program. Results indicated a notable improvement in the teachers' competencies post-intervention. The statistical analysis, including a paired t-test, showed a significant increase in test scores from the pretest to the post-test with a t-statistic of -53.58 and a p-value of 8.54 x 10^-44, highlighting a highly significant difference and validating the effectiveness of the PPG program in bolstering STEAM educational skills. Further tests for normality and homoscedasticity confirmed the reliability and validity of the data. Despite these positive outcomes, variations in test item reliability suggest the need for ongoing evaluation and refinement of assessment tools. The study underscores the potential of structured professional development programs in enhancing teacher capabilities, particularly in adapting to the demands of modern technological and interdisciplinary educational environments. It recommends further research to explore the long-term effects of such interventions on teacher competencies and to fine-tune the assessment methodologies used. This study contributes to the understanding of effective professional development in preparing educators to integrate and excel in STEAM disciplines, aligning with the educational imperatives of contemporary technological revolutions.

LOKAKARYA PEMBUATAN MODUL AJAR KURIKULUM MERDEKA

The Independent Curriculum teaching module making workshop is a community service project led by PAKUAN University Pre-service Teacher Professional Education students, with the aim of participating in the successful implementation of the independent curriculum at SDIT Umar Bin Abdul Aziz in providing special training in making teaching modules for the school's teachers. The workshop was held on 7 February and 30 May 2023 and was attended by 16 teachers of SDIT Umar Bin Abdul Aziz. This workshop project was carried out through a training method which was divided into 5 stages, namely the stages of problem identification, implementation, evaluation, documentation and reporting. The core activities of the workshop were arranged using the MERDEKA flow (starting from self, concept exploration, collaboration space, contextual demonstration, elaboration of understanding, connection between materials, real action) so that participants were more interactive during the activity process. At the end of the activity, participants took real action, namely direct practice in making teaching modules accompanied by resource persons so that the product of the results of this teaching module making workshop activity was a teaching module made directly by the participants of the SDIT Umar Bin Abdul Aziz teachers.

Analysis of Teacher's Professional Competency in Students of Teacher Professional Education

Improving the quality of teachers should be a severe concern of universities, including the University of Lampung, by implementing higher education reforms to produce prospective teachers with good competencies. This study aimed to examine the professional competence of prospective teachers in educating students who took the Teacher Professional Education Course (PPG) at the University of Lampung. The study used a quantitative approach, using a research sample of 310 students of Teacher Professional Education (PPG) of the University of Lampung with a questionnaire data collection technique. The method of analysis used descriptive statistical analysis with the help of the SPSS-26. The results showed that PPG students in a reasonably good category were as much as 40%, 25% were in a suitable category, only 6% were in an excellent category, 5% were in an inferior category, and 24% were in the poor category. In addition, there was no difference in the competence of Teacher Professional Education (PPG) students even though they were controlled by gender, age, teaching experience, and employment status.

How mathematics teachers' special knowledge changing: A case study in the Professional Teacher Education program

How mathematics teachers' special knowledge changing: A case study in the Professional Teacher Education program

Mind Mapping Method in Improving Conceptual Knowledge in Workshop Modules for Teacher Professional Education Students

The aim of this research is to determine the effectiveness of the mind mapping method in increasing professional teacher education students' knowledge of 21st century learning materials. This research is a classroom action research conducted in a class of 15 Islamic religious education teachers. Action research was carried out in two cycles, each cycle including the stages of planning, implementation, observation and reflection. The research results show that the mind mapping method can increase the conceptual knowledge of professional teacher education students, this can be seen from the results of knowledge tests through pretest and posttest. Students got a maximum score of 82.67 from the results of the knowledge test, in the calculation of the N-gene normality test it reached 75.96% so that the maind mapping method is a high criterion for increasing student knowledge. By mastering the conceptual knowledge of the workshop module, students can improve their skills in preparing learning plans that can be implemented well in the learning process.

Development of Problem-Based Tools to Improve Thinking Abilities in In-Service PPG Program Students

This research aims to develop problem-based learning tools that empower students' thinking abilities in the In-service Teacher Professional Education Program at Unima. The learning tools developed consist of modules and LKPD for the Biology Learning Tool Development course. The development model used is the ADDIE development model consisting of four stages, namely 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. The results of the research are the feasibility of the learning tools which are seen based on the aspects of validity, practicality, and effectiveness of the learning tools. Next, to see the effectiveness of problem-based learning tools on thinking ability using One Group Pretest-Posttest Design which was implemented on 29 PPG Daljab Category 1 students, class 3 of 2023. The results of the research show that the learning tools are very valid with an assessment score interval between 3.5-4 and reliability between 95%-98%. The learning implementation is categorized as very good with an assessment score interval between 3.6-4 with an average reliability of 97%, the average readability level of the device based on the Gunning Fox index is 11 with medium criteria, the readability percentage of the learning device based on the readability sheet of the learning device is 97% and students provide a positive response to learning tools was 98%. The increase in students' cognitive learning outcomes can be seen from the average N-gain value for all students, namely 0.68 with medium criteria, classical completeness of 100%, and indicator completeness with an interval of 2.5-3.5. Based on the results of this research, it can be concluded that problem-based learning tools in the biology teaching tool development course are suitable for use to improve the thinking skills of students in the PPG Daljab Program at Unima.

Evaluation of Students' Achievement in the Development of Innovative Learning Tools for PPG Computer Engineering and Informatics Students Using the Rasch Model

This research aims to measure students' performance from the Teacher Professional Education Program (PPG) in Category 1 Batch 2 Computer and Informatics Engineering at Manado State University in 2023 using the Rasch Model. The Rasch Model was chosen as a measurement method because it can provide a more accurate picture of individual student abilities, as well as identify the level of difficulty and differentiating power of each evaluation item. The research method involves collecting student performance data through various evaluation instruments, such as written exams, projects, and practical assignments. The collected data is then analyzed using the Rasch Model to evaluate the quality of the measurements and understand the extent to which the evaluation instrument can describe students' true abilities. The research results are expected to provide in-depth insight into the abilities of PPG students in Category 1 Batch 2 Computer Engineering and Informatics, as well as provide recommendations for improvements to the evaluation instruments used. Applying the Rasch Model in measuring student performance is expected to increase objectivity and accuracy in assessing students' abilities, which in turn can support improving the quality of education at Manado State University.

Implementation of the Problem-Based Learning Model in Teaching of Mathematics about Adding Fractions with Different Denominators in Elementary Schools

Research has been carried out to find the level of student ability and the level of difficulty of essay questions on fractions, through polytomous data analysis by applying the Rasch model. The research was conducted in the In-Service Professional Teacher Education program, specifically in the Elementary School Teacher Education. The research was conducted at Belang 1 State Elementary School, Southeast Minahasa Regency, North Sulawesi, Indonesia, in grade 6 with a total of 27 students. Experimental research method with one group pretest-posttest design. The experimental treatment is a Problem-Based Learning (PBL) learning model. The test instrument is in the form of an essay with material on adding fractions with different denominators. The instrument was content validated through a video conference forum attended by experts, tutors, and subject teachers. Data was collected through formative pre-tests and post-tests. Scores are processed as polytomy data. Data analysis used the Rasch model with the Ministep 4.3.2 software application. The results of the analysis, as a class group, the pre-test average was 7.0 and the post-test was 77.0. This group's data shows that the use of the Problem-Based Learning (PBL) model in mathematics learning is very effective. Another conclusion is that the Rasch Model can accurately analyze polytomous data and find 1 student who has a high ability exceeding the highest level of test item difficulty in completing the essay test on adding fractions with different denominators. Then the Rasch Model can analyze the level of difficulty of the 5 items of the essay test instrument, it was found that 2 test items had a low level of difficulty. Using the Rasch model, it is consistently detected that adding fractions with different denominators containing the number 7 is categorized as having a high level of difficulty.

Individual educational strategies for advanced training of higher school teachers

The Russian education system is constantly undergoing updates, natural in the process of continuous development of science, technology and society. In this regard, there is an obvious need for continuous professional education of university teachers, who then, in turn, develop innovative content and make changes in the learning process for students of all fields of study. An important goal of each educational organization is to maintain the proper level and continuous improvement of the quality of education. Therefore, the result of the teacher’s mastering a program of advanced training courses should be the improvement of professional competencies, which are just necessary to improve the quality of teaching. On the way to achieve this goal, a number of problems arise, the solution of which requires special attention from both the university management and each teacher. At the same time, the main aspect is the expedient competent construction of general educational strategies and individual trajectories of professional development for each teacher, depending on the nature of professional activity. The article presents an analysis and comparative characteristics of individual educational trajectories of advanced training of teachers of technical and pedagogical universities on the example of the Povolzhskiy State University of Telecommunications and Informatics and the Samara State University of Social Sciences and Education.

ANALYSIS OF THE PROFESSIONAL COMPETENCIES OF PHYSICAL EDUCATION TEACHERS IN THE CONTEXT OF THE UPDATED CONTENT OF EDUCATION

Purpose. The article is devoted to the problem of professional competence of physical education teachers in the process of implementing the updated content of the subject "Physical culture" in secondary schools. The purpose of the study was to analyze the professional competencies of physical education teachers in the context of the requirements of the updated content of general education. Methodology. A systematic and activity-based approach is fundamental in the study. Research methods: analysis, diagnostic methods, conversation. Results. The results of diagnostics of the formation of professional competencies of physical education teachers within the framework of advanced training courses at the levels of formation (optimal, acceptable, critical, unacceptable) in the field of subject, psychological, pedagogical and methodological training are presented and interpreted. Professional deficits of normative and legal competence among teachers have been identified, the levels of professional skills for the implementation of the educational process on the subject of "Physical culture" in the context of the requirements of the updated content of general education have been determined. Practical implications. The results of the study can be applied in the field of additional professional education of teachers, as well as in the educational process of university training.

Model Komunikasi Humas dalam Literasi Media Sosial

The development of technology and social media affects the way we interact and access information. Social media, such as Facebook and Twitter, enable the global exchange of information. The phenomenon of virality accelerates the spread of content, creating new dynamics in delivering messages and influencing public opinion. Digital literacy is the key to dealing with the increasingly advanced technological era, especially through social media. This research aims to observe the communication model of the @ppgkemendikbud Instagram account in providing social literacy about Teacher Professional Education (PPG). This research method is descriptive qualitative with data collection through observation and literature study. The results showed that the Ministry of Education's PPG Instagram account with 1,086 uploads and 462 thousand followers plays a role in providing social literacy about PPG. The success of this account lies in its openness without locking, direct message feature that increases interactivity, and regularly uploading the latest information about PPG, national day commemoration, and education seminars. The PR communication model used involves a two-way approach, covering various PPG highlights, so that it is not only a source of information, but also a place to build a community.