Education Of Prospective Teachers Research Articles

Pengalaman Mahasiswa dalam Mengimplementasikan Kurikulum Merdeka Pada Matakuliah Micro teaching

Higher Education up to participating in teacher professional education. At the Higher Education level, prospective teachers or students carry out exercises in carrying out learning or learning practices. Practical activities are carried out with a small scope or often called micro teaching. Micro teaching helps students develop teaching skills. Teaching ability cannot be separated from the curriculum. Therefore, to produce professional teacher candidates, it is necessary to train students in the implementation of the curriculum used, where the current curriculum used is the independent curriculum. This research is aimed at knowing students' experiences in implementing the independent curriculum. The research conducted was a survey with a quantitative descriptive method. This research method is based on survey results. Data collection technique with a questionnaire. Data analysis techniques by processing the data obtained expressed in percentages and then analyzed descriptively. Based on the results of the analysis, it can be concluded (1) that most micro teaching students have the ability to develop teaching modules. Improvements to student weaknesses lie in the difficulty of finding models, methods, learning strategies, exercises, meaningful understanding, assessment, enrichment and glossaries. (2) the implementation of independent curriculum learning that has been carried out by students by applying differentiation learning, needs to pay attention to aspects of the implementation of differentiation learning itself, namely (a) student readiness, interests and learning styles, (b) content preparation, and (c) learning environment and learning products

Utilizing Inquiry-based Learning to enhance Faculty of Specific Education Prospective Teachers’ Speaking Fluency

Utilizing Inquiry-based Learning to enhance Faculty of Specific Education Prospective Teachers’ Speaking Fluency

Effects of Emergency Distance Education on Teacher Training Process in Turkey: Instructors’ Opinions

Emerging in 2019 and then spreading throughout the world, COVID-19 has led to the application of emergency action plans in almost all areas of life. In this process, the Turkish education system also made a transition to distance education in schools of all types and levels. The main purpose of this study is to determine the views of the instructors regarding the prospective teacher education practices implemented via distance education in Turkey during the pandemic period. This study was carried out using a case study method. The data collected through an open-ended questionnaire were analyzed using content analysis. In conclusion, it was found that universities in Turkey do not have a functional distance education policy for the urgent distance education process, and a centralized policy is followed in most universities for distance education. Also, it was concluded that limited interaction, lack of equipment, and infrastructure problems negatively affect the distance education process. Moreover, it was found that distance education applications are not convenient for teacher education, there are some negative effects of conducting teaching practice through distance education, and support is needed in technical, human, and managerial issues for teacher education through distance education to be successful.

Increase in self-efficacy in prospective teachers through theory-based lesson study

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers’ self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers’ self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.

Professional learning tasks and mathematical knowledge involving the algebraic structure of Groups: an experience in the degree in Mathematics teaching

Considering the teacher education of prospective teachers, the objective of this article is to understand how professional learning tasks are carried out in classes of a course of Algebra in the teacher education. Using Design-Based Research cycles, documents and video recordings were collected throughout the course of the classes. Data were analyzed in order to interpret how future teachers mobilize School-Related Content Knowledge and how teacher educators generate professional learning opportunities for them. The results indicate the possibility of approaching academic mathematics in specific-content disciplines of the teacher education, focusing on teacher training and the changes that future teachers’ knowledge may undergo during training. It is concluded that the use of resources that explore connections between academic and school mathematics, as was the case with formative tasks, seems to be a way to promote mathematical and didactic discussions in the teaching degree.

Development of Microteaching Guide Book Based on Hybrid Learning to Improve Teaching Skills of Prospective Teachers

The lack of microteaching guidebooks makes prospective teacher students confused when preparing microteaching lessons. This development research aimed to produce a Micro Teaching Teaching Material Book Based on Hybrid Learning to improve the Teaching Ability of Christian Religious Education Prospective Teachers at Tarutung IAKN Christian Religious Education Study Program. The type of research and development research method used was a quantitative method. This study adapts and combines the CDP (Courseware Development Process) instructional development model, with development research procedures, according to Borg and Gall. The six stages of developing the CDP instructional model include: l) analysis, 2) design, 3) development, 4) formative evaluation, 5) implementation, and 6) summative evaluation. Operational testing of the product was a manual, electronic manual and electronic micro teaching-based teaching book for hybrid learning. The results of the validation in the form of expert assessments of material, media, and language expert lecturers and products in the feasibility test of micro-teaching guidebooks based on hybrid learning to students in field trials were 90.78%. So it can be concluded that the feasibility of micro-teaching guidebooks based on hybrid learning for students and lecturers in field trials is included in the very feasible and valid category to be used as teaching materials.

Analysis of Character Education Values on the Learning Achievement of Elementary School Teacher Candidates

An elementary school teacher should have good character first to be able to educate the character of his students. The education curriculum for prospective Indonesian elementary school teachers in Indonesia should include character education in order to produce character-educated graduates. The Association of Lecturers of Education for prospective Indonesian Elementary School Teachers has formulated learning outcomes according to the current curriculum. It is necessary to evaluate the formulation of Learning Outcomes adopted by all prospective Indonesian Elementary School Teacher Education study programs. The purpose of this study is to reveal the content of character values ​​in the formulation of learning outcomes for Indonesian elementary school teacher candidates in Indonesia, their suitability with the cognitive approach in character education, and suitability with the socio-cognitive approach in character education. This research is a content analysis research with a qualitative approach through four stages, namely data acquisition, data reduction, inference, and data analysis. The object of this research is the educational learning achievement formula book for prospective Indonesian elementary school teachers published in 2015. The unit of analysis is the character values contained in the educational learning achievement formula book for prospective Indonesian elementary school teachers. The results showed that there were 11 values ​​out of a total of 16 target values ​​in character building at the tertiary level, namely obedience to worship, responsibility, discipline, work ethic, independence, synergy, justice, critical, creative and innovative, compassion and concern, and nationalism, apart from that the formulation of learning outcomes is also in accordance with the cognitive approach in character education which has been listed on the general skills aspect which corresponds to Level 6 of moral development (Kohlberg's cognitive approach), besides that the formulation of learning achievements is in accordance with the approach socio-cognitive in character education has been listed on the affective aspect.

Rasch Model Application: Instrument Development of Readiness to Conduct Inclusive Learning

This study aims to analyze development of an instrument that measures the level of readiness of Islamic Education (PAI) prospective teachers in conducting inclusive learning. The process was conducted by investigating three important indicators, namely: (1) motivation and value, (2) content-related, and (3) operational and pragmatist. The method employed was a non-experimental quantitative design which was considered a pilot test. Data were collected from 144 samples of PAI students who are prospective teachers from two private universities in Yogyakarta, and the tool used was a questionnaire which was analyzed using Rasch Model measurement software called WINSTEPS. Furthermore, it was used to determine the validity and reliability of items, respondents, and instrument. The results showed that development of readiness instrument in conducting inclusive learning using Rasch model consisted of 34 items with a coefficient of instrument, item, and respondent reliability of 92, 90, and 92, respectively. Therefore, it was discovered that instrument has good psychometric properties and can be used effectively.

Counting the stars: advancing mathematical activity in a scripting journey

ABSTRACT Research indicates that investigating phenomena, rather than reproducing facts, should be a core experience in the education of prospective mathematics teachers. Corresponding with its centrality to quality teacher education, there are multiple existing methodologies for analyzing the effects of investigation tasks on teachers’ mathematical development. In this study, we demonstrate the potential of a novel method of data collection, the scripting journey, as an avenue for describing mathematical activity that takes place during an investigation. Participants, comprised of prospective and practicing teachers, explored the concept of a star polygon and wrote a scripting journey based on their deliberations, ideas, and conclusions. We analyzed their submissions using the construct of advancing mathematical activity, which allowed us to explore the examples of symbolizing, defining, algorithmatizing, and theoremizing that appeared within participants’ scripting journeys.

Compiled by AILA ReN coordinator

Compiled by AILA ReN coordinator

Digital Transformation of Teacher Education by Bridging Digital Divide between Teacher Educators and Prospective Teachers

Digitalization has profoundly transformed the organizational processes,activities, experiences and teaching-learning models to fully persuade theshifts and prospects of a blend of digital technologies and their elevatingeffects across whole education sector in an ordered, strategic andhighlighted way. Teacher education is highly influenced by the digitaltransformation globally. In Pakistan, it is imperative to digitallytransform teacher education so that by overcoming the current prevailingchallenges. Digital divide is one of the biggest challenges predominatedin teacher education which necessitates to be bridged for meetinglearning needs of prospective teachers. This research study wasconducted to analyze the need and ways to bring digital transformation inteacher education by bridging the digital divide between teachereducators and prospective teaches. The study was descriptive in naturewhich followed quantitative method whereas sample of this studycomprised of prospective teachers and teacher educators from educationdepartments of three universities of Lahore. The study revealed that thereis a dire need to bring digital transformation in teacher education, whilethere exists a prominent digital divide where prospective teachers arecomparatively more superior in digital competencies and digital literacy.It was also found that digital transformation and digital divide are closelyrelated and occurrence of digital transformation is dependent uponapplying strategies to bridge digital divide. The study suggests that ifteacher education institutions employ some digital divide-bridging strategies like e-Training, digitization of curriculum, enhancing digital infrastructure and devising digital strategies, it is possible to beget digital transformation in teacher education.

Strategi Meningkatkan Kinerja Guru Melalui Program Guru Penggerak

The Ministry of Education and Culture launched a teacher motivation training program. The program is a leadership training program designed to make teachers a leader in learning. This study aims to analyze the motivating teacher program, analyze the strategy for improving teacher performance through the motivating teacher, analyze the factors affecting the strategy for improving teacher performance through the teacher program movers in Jakabaring District, Palembang City. This study uses a qualitative method. The research was conducted at SMPN 31 Palembang and SMAN South Sumatra. Informants in this study were prospective teachers, principals, and student representatives. Data collection methods are observation, interviews, documentation and triangulation. The results of this study are first, the Motivating Teacher Program is a leadership training program for teachers to become leaders in learning that has an impact on students. The Motivator Program includes Online Training, Workshops, Conferences, and Mentoring for 9 months for prospective teacher educators. Second, the implementation strategy of the teacher driving program starts from planning to prepare modules, real action. After that, prepare the evaluation results by filling out a journal about the children's feelings in participating in the driving teacher program. The influencing factors are the supporting factors for the Motivating Teacher Program including the government, schools and the environment. While the inhibiting factors are student facilities, signals, online schools and internet access.

Techno-pedagogical Skills of Prospective Teacher Educators

In teacher education, Techno-pedagogical skills involves the development of knowledge and skills for using general computer applications, learning specific software programs and internet tools confidently and competently. Directly or indirectly teacher education programme will benefit from techno pedagogical skills. Technological pedagogical content knowledge extends beyond proficiency with technology for personal use to an understanding of how technology can be integrated with subject matter and the technology itself. Therefore, the teachers of the present generation should not only have content and pedagogy knowledge, they also should be well versed in technology and to transact knowledge to the students of the current digital society. In the present study the investigator is intended to study the Techno-pedagogical skills of Prospective Teacher Educators. The investigator used purposive random sampling technique for selecting the sample. The sample of the study is Prospective Teacher Educators studying in the M. Ed. colleges affiliated to Tamil Nadu Teachers Education University, Chennai, Tamil Nādu. The percentage analysis shows that the Level ofT echno-Pedagogical skills of Prospective Teacher Educators is average. The ‘t’ test results reveal that there is no significant difference in the Techno-Pedagogical skills of the Male and Female Prospective Teacher Educators, but the female Prospective Teacher Educators are slightly better than the male Prospective Teacher Educators. It is also found out there is no significant difference in the Techno-Pedagogical skills of the Under-graduate and Post-graduate Prospective Teacher Educators. Further, it is therefore concluded that the Under-graduate Prospective Teacher Educators are slightly better than the Post-graduate Prospective Teacher Educator sintheir Techno-Pedagogical skills. Therefore, it is imperative that teachers should be competent enough to use ICT effectively in the classroom situation. Digital technology helps a teacher for being an effective technology user, a lifelong learner in advanced ways, make effective technological pedagogical content knowledge as well as an effective mentor and facilitator.

Action competencies for sustainability and its implications to environmental education for prospective science teachers: A systematic literature review

Students’ action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers’ focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science’s database was “action competence,” which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boeve-de Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.

Early Childhood Education Teachers’ and Prospective Teachers’ Understanding about Geometric Shapes

Children explore shapes in their daily lives. Understanding geometry is needed in children’s daily life and help them to develop their ability in solving problem. However, in Indonesia, learning math in the context of early childhood education merely focuses on learning numbers. Therefore, it is possible that teachers do not have sufficient knowledge in teaching geometry. For this reason, it is important to find out early childhood education teachers’ and prospective teachers’ understanding about geometric shapes. This study used descriptive qualitative approach to answer the research question of how early childhood education teachers and prospective teachers understand geometric shapes. The data were collected using semi-structured interviews then analysed using thematic analysis. Findings showed that early childhood education teachers and prospective teachers have lack of understanding about geometric shapes particularly in their content knowledge of 2-dimensional geometry, how to teach and assess children’s learning in geometry. It is suggested that early childhood education teachers as well as prospective teachers improve their knowledge about geometry. Early childhood education schools and universities are also expected to provide professional development and explore further other areas of mathematics, such as geometry not just focusing on numbers.

CULTIVATING CHARACTER EDUCATION FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS THROUGH ELEMENTARY SOCIAL STUDIES COURSES

The role of elementary school teachers is not only to transfer knowledge, but also to contribute to the formation of students' character. One of the pillars of the success of character education is the realization of ideal elementary school teacher candidates. The cultivation of character education can be done in various ways, one of which is through the learning of elementary social studies courses. So it is hoped that the learning from the elementary social studies course will help students in shaping the character that prospective elementary school teachers must have. This research uses descriptive qualitative research. Qualitative descriptive research is a research procedure that produces descriptive data in the form of written or spoken words from people and observable behavior from data sources. This research was conducted at the Balitar Islamic University campus for PGSD students. The research stages include: observation, interviews, documentation. The current condition of the Indonesian nation and state encourages the government to prioritize character education in national development to realize the vision of national development, which is to create a society with noble character, morality, ethics, culture, and civility based on the Pancasila philosophy. Character values ​​must be instilled by elementary school teachers since they follow the education of prospective elementary school teachers so that they can transmit these values ​​to their students in the future. Character education for prospective elementary school teachers is carried out using an integrated approach in all subjects.

Residence area

All academic disciplines include research, and students in research programmes should have a solid understanding about basic research principles. Owing to generate perfect research graduate, postgraduate teachers must guarantee that students gain the ability to do research using the recognised procedures connected with specific educational sub-disciplines. Many factors may affect the research attitude of the college students. A deep probe on the location of the specific factors leads to recommend appropriate strategies to improve the research attitude further. This study attempts to gain a better knowledge of the general research attitude of prospective teacher educators with respect to their residence area as an influencing factor. For this 640 sample were randomly selected from 27 different colleges in Coimbatore, Dharmapuri, Erode, Namakkal, and Salem districts of Tamilnadu. The findings revealed that residence area is an influencing factor of prospective teacher educators. The sample had an average level of research attitude. The higher education institutions should improve the research attitude of prospective teacher educators through teaching and training in research. This training should help them to successfully integrate research attitudes with growth plans in the educational process.

Residence area

All academic disciplines include research, and students in research programmes should have a solid understanding about basic research principles. Owing to generate perfect research graduate, postgraduate teachers must guarantee that students gain the ability to do research using the recognised procedures connected with specific educational sub-disciplines. Many factors may affect the research attitude of the college students. A deep probe on the location of the specific factors leads to recommend appropriate strategies to improve the research attitude further. This study attempts to gain a better knowledge of the general research attitude of prospective teacher educators with respect to their residence area as an influencing factor. For this 640 sample were randomly selected from 27 different colleges in Coimbatore, Dharmapuri, Erode, Namakkal, and Salem districts of Tamilnadu. The findings revealed that residence area is an influencing factor of prospective teacher educators. The sample had an average level of research attitude. The higher education institutions should improve the research attitude of prospective teacher educators through teaching and training in research. This training should help them to successfully integrate research attitudes with growth plans in the educational process.

The instructional design of Convergence-based music education for prospective music teachers

The instructional design of Convergence-based music education for prospective music teachers

DETERMINING LOWER-SECONDARY STUDENTS’ STEM MOTIVATION: A PROFILE FROM TURKEY

The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students’ STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, “mothers’ and fathers’ education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students’ STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. Keywords: lower-secondary school students, quantitative research, STEM, STEM motivation