Teacher Certification Research Articles

The body politic and the political body in nationalist science: Physical education at Stellenbosch University in the 1930s

Stellenbosch University (SU) was the first university in Africa to introduce a dedicated physical education certificate course in 1937. In defining the Physical Education Department's raison d'etre, the first head of the department, Dr Ernst Jokl, declared that his main aim was to transform SU into the recognised centre for scientific physical education in South Africa. Beyond this purpose, the institutionalisation of physical education resonated with the institution's Afrikaner-nationalist ethos. At the volksuniversiteit, standardised physical education was intended to contribute to the strengthening of the corporate and individual Afrikaner body. While Jokl played a pivotal role in the establishment of standardised physical education at SU, his tenure was abruptly terminated following controversy surrounding medical examinations of female physical education students. In examining the events that led up to Jokl's swift departure, we explore the origins of physical education at SU and the ways in which the university's institutional culture shaped the trajectory of this nascent discipline. In essence, we argue that Jokl's exit was precipitated by his 'scientific methods' that required students to undress for their medical inspections. While all the students underwent the same examination, the uproar was rooted in the fact that women students were subjected to the inspections. While he argued that his approach was an extension of his scientific endeavours, Jokl transgressed the traditionalist and strongly gendered values of SU and the idealised Afrikaner nation that it sought to both represent and shape.

Exploring the Difference in Academic Performance Determinants between Public and Private Junior High Schools

Despite improvements in basic education accessibility in public schools throughout time, there are worries regarding the lower Basic Education Certificate Examination (BECE) performance of students in public schools when compared with the performances of private schools. The current study sought to establish if there is, the differences in academic performance indicators between private and public junior high schools (JHS). The study focused on the Effutu Municipality following the establishment of the lower performance of public JHS students in literature. The study employed a quantitative approach with a cross-sectional survey design to sample JHS teachers in the Municipality. The study used a questionnaire to collect data from a sample of 385 teachers who were chosen by quota sampling. Teacher professional practice (TP), schools’ resource endowment (SR), instructional supervision (IS), school time usage (ST), teacher motivation (TM), and parental support (PS) were considered as the determinants of academic performance in the study. It was revealed that private schools scored higher in terms of the indicators of academic performance, except for ST where equal variances were established for either school type. Statistically significant differences between established with the Mann-Whitney U test were found for all indicators except as well for ST. the study recommends that there should be efforts to boost-motivate public Junior High Schools teachers, and also consider subsidization over free public schools to generate funding for school resourcing.

Research on Improving Teachers’ Teaching Innovation Ability under the Background of Engineering Education Certification

Research on Improving Teachers’ Teaching Innovation Ability under the Background of Engineering Education Certification

Courses reform of mould courses based on field augmented reality facing engineering education certification

Mould courses are crucial components of the mechanical manufacturing course system, and their innovation and reform can inspire new approaches to college education reform, as for the engineering education certification process. The augmented reality mould disassembly and assembly teaching scheme that is proposed in this paper can help students master the structure and processing of complicated moulds, and thus make comprehensive use of the relating learning knowledge and skills. By understanding of the typical structural design and assembly of moulds, students can learn actively by interaction of the three teaching strands of instruction, case study, and assessment. This will raise the level of instruction throughout the courses as well as student participation and interest. The proposed AR auxiliary system is a new approach to essentially foster students’ capacity for independent learning, knowledge understanding, and innovation and production in the age of digital learning and engineering education certification.

Education Certification and Verified Documents Sharing System by Blockchain

Education Certification and Verified Documents Sharing System by Blockchain

Israil PERELMAN: the shore of his life, or the distance of youth lived (to the 130th of birthday)

For Professor Israil Moiseevich Perelman (1892-1954) the events of the second half of 1951 unfolded tragically. The release from the head of the department of general surgery and the appointment to the post of head of the department of topographic anatomy with operative surgery of the Yaroslavl Medical Institute deprived him of the opportunity to practice practical surgery. Such objections were not accepted, and I.M. Perelman was fired from the institute as not starting work. In the spring of 1952, the disgraced professor returned to Belarus. Having visited Minsk and found himself on the banks of the post-war Svisloch, he poignantly felt the atmosphere of Lyakhovka half a century ago. Memory brought him back to the summer of 1905, when he became a student of the Minsk real school a storehouse of knowledge for those who, following the results of their studies, were willingly enrolled in metropolitan universities. Talented teachers took an active part in shaping the personality of Israil Perelman, including Samoilo I.I., Gurvich O.Ya., Pionier L.O., Skokanek A.I. The period of adolescence was also enriched by the first charm of the soul, when Israil experienced sympathy for the one who became the secret of ardent feelings. Their reciprocity turned out to be fragile, short-lived and irretrievably gone into the distant past. In a real school, fate brought the young man to O.L. Lunts, who served here as a staff doctor. As an experienced clinician and an outstanding public figure, the doctor shared his life experience. His stories strengthened the desire to engage in healing and instilled faith in the correctness of the choice of the future profession. The logical result of seven years of study in a real school was the receipt of a certificate of complete secondary education, bringing Israil Perelman one step closer to achieving his main dream to be a doctor.

Investigation of the Technology Acceptance and Usage Level of Pre-School Teachers During the Period of Covid-19

Investigation of the Technology Acceptance and Usage Level of Pre-School Teachers During the Period of Covid-19

Upaya Pengembangan Profesi Guru Anak Usia Dini

Professionalism itself has not been understood by PAUD because it is not only an intention or desire. His sincerity must be reflected in his actions. PAUD teacher certification provides a positive meaning so that PAUD teachers continue to consistently improve their own professionalism. PGPAUD needs introspection to seek all means to increase the competitiveness of graduates as well as academic products and other services, which are achieved, among others, through improving the quality of education in order to have quality excellence.
 Keywords: professionalism, teachers, early childhood, Indonesia

MANAGEMENT OF QUR'AN LEARNING IN IMPROVING STUDENTS' TAHSIN IN PESANTREN; UMMI PERSPECTIVE METHOD

This study analyses the management of learning the Qur'an through the Ummi approach at Islamic boarding schools. This study uses a descriptive qualitative research method. Data collection techniques in this study are through interviews, observation, and documentation studies. The results of the study show: 1) The planning starts with teacher certification, determine the learning model, and prepares teaching materials (materials) and stages of learning using the Ummi method. 2) The implementation, carried teacher, outdoes teacher discipline, fostering student enthusiasm, facilities, adequate media sources, filling in teacher and student absences and a complete assessment journal. 3) Evaluation, namely the implementation of the exam as a form of completion in learning.

The application of blockchain algorithms to the management of education certificates.

Blockchain is a new application technology in many sectors and the same is true in the world of education. Therefore, there is an increasingly emerging need to research blockchain technology, as it is still taking its first steps in different sectors, such as education. This article presents a review of the state of the art of blockchain technology in the education sector, focusing on identifying the advantages, disadvantages, and challenges associated with the introduction of blockchain technology in the education sector. In addition, the implementation of a title certificate solution through blockchain technology through the BeCertify project is presented. In this solution, the development stages of the platform, the system architecture, and the operation of the API have been carried out, resulting in a platform that constitutes the first step towards a more transparent and technologically advanced way of managing the certifications of the students' qualifications.

Socio-cultural factors on girls’ performance in Mathematics in the Kenya certificate of secondary education in Kathiani sub-county, Machakos county, Kenya

Introduction: In Kenya, Mathematics is a vital subject that is taught as a compulsory subject in basic education and as an optional subject at the tertiary education level. However, its performance by female students in Kenya has been lacking and especially at the Kenya Certificate of Secondary Education (K.C.S.E) examination. Purpose: The purpose of this study was to examine the influence of socio-cultural factors on girls’ performance in Mathematics in K.C.S.E examination in Kathiani Sub- County. In particular, the study examined the location of the school and the teachers’ competence in Mathematics as the main variables. Methodology: This study used descriptive survey design that answers the questions how, what, when, and where about the phenomenon under investigation. The target population included all secondary schools for girls in Kathiani sub-County. The total enrolment of the girls constituted of the target population of the study. The target population of the study comprised of 1804 girls, 87 Mathematics teachers, and 32 principals of secondary schools. Results: The researchers established that students’ who moved least distance daily performed well compared to those who moved long distances. The study also established that teachers who are trained with high grades have been observed to produce students with good grades when compared to teachers who train to be teachers with lower grades. Recommendations: The study recommended that adequate measures should be put in place to have day schools at close proximity of the students. In addition, instructors should develop their own pedagogical methods that would meet the students’ needs for them to excel in the subject.

Pathways to Teacher STEM Certification in Texas: A Case for Addressing the Minority Teacher Shortage

For the United States to remain globally competitive, policymakers, researchers, and administrators emphasize the need for a highly skilled and diverse STEM workforce. As such, the US education system must recruit high-quality, diverse, STEM-certified teachers to improve STEM learning outcomes and career pathways for all students, including historically underrepresented minority students. Increased recruitment and retention of minoritized STEM teachers through alternative certification pathways will dissipate the shortage of qualified STEM teachers. The purpose of this quantitative study was to examine trends in STEM teacher certification by race or ethnicity to address minoritized teacher shortages in Texas, the second largest education authority in the US. The study analyzed 67,629 teacher certification records from the Texas Education Agency’s State Board for Educator Certification. Results revealed disparities in Race or Ethnicity among STEM teachers that could dispel the teacher shortage gap if parity were achieved among White, Hispanic, and Black STEM teachers.

An investigation of Prospective Teachers’ Reasons for Preferring Teaching as a Progression: Turkish Context

This study aimed to reveal the reasons for choosing the teaching profession of pedagogical formation education certificate program students and to examine the differences in the reasons for choosing teaching according to gender, place of residence, high school, monthly income of the family, parental education level and order of preference variables. The survey model was used. The universe consisted of approximately 250 pedagogical formation education certificate program students studying at a University in Eastern Anatolia in Turkey in 2022. The sample consists of 158 randomly selected pedagogical formation education certificate program students. The “Reasons for Choosing Teaching as a Career Scale”, which was developped by Lai, Chan, Ko, and So in 2005 and adapted into Turkish by Balyer and Özcan in 2014, was used as a data collection tool. As a result of the study, it was seen that the level of choosing to teach for internal reasons of pedagogical formation education certificate program students was higher than the level of choice for external reasons and the level of being affected by (others). In addition, it was concluded that the reasons for choosing the teaching profession of pedagogical formation education certificate program students differed according to gender, place of residence, income, order of preference, and education level of parents.

An Overview of Competency Development Through Formal Education and Professional Certification Program to Increase the Capacity of BPK

The Audit Board of the Republic of Indonesia plays an essential role in ensuring accountability and responsibility for state finance audits. Therefore, auditors must always maintain their competence through continuous professional development. This study describes the competency development program focusing on formal degree education and professional certification for BPK employees. Furthermore, this study measures the adequateness of such a program compared to the allocation in competency development planning, as well as advantages and challenges according to employee perceptions. This study uses secondary data from the 2016-2020 Competency Development Activity Report, the 2019 BPK Peer Review Report, and a questionnaire study. The result shows that BPK has actualized competency development through formal degree education and professional certification program. However, the actualization of competency development with professional certification in 2016-2020 has not yet fully met the allocation stipulated in BPK's Human Capital Development Plan. Employees' perception shows high interest in competency development through formal degree education programs and professional certifications. However, these interests are met with several challenges. One of the challenges that arise involves career advancement and inclusiveness of competency development for all employees, including non-auditor and non-accounting employees. This study suggested further research on conducting a more comprehensive evaluation to ensure that implementing competency development contributes to BPK's capacity.

Textbooks as ‘Neoliberal artifacts’: a critical study of knowledge-making in ELT industry

ABSTRACT The present study examined the traces of neoliberal ideology in O-level English language textbooks taught in elitist private schools in Pakistan that follow the UK-based international educational system administrated by the University of Cambridge under the General Certificate of Education (GCE). Analysis in the study was informed by Fairclough's CDA writings. Moreover, Bourdieu's views on neoliberalism were also considered to shed some light on neoliberal ideology in the textbooks. Findings suggest that several neoliberal themes were evident in the textbooks under scrutiny, including marketization, consumerism, branding, celebrity culture, competition, individualism, self-responsibility and self-entrepreneurship, mobility, new ‘Othering’ strategy and English as a neoliberal skill. Based on the findings, we argue that the global ELT industry that produces teaching materials, including textbooks for the periphery is a major contributor to the neoliberal world order maintained by the local (political) elite in the government(s) e.g. Pakistan in case of the present study. The textbooks prepare learners for a competitive world rather than a world based on cooperation, mutual progress, and happiness. The study thus questions such neoliberal hegemony encoded in the textbooks and argues for critical examination and selection of the materials for contexts where English is taught as a foreign language.

Implementation of the Teacher Certification Allowance Policy in Nunukan District, Nunukan Regency

The background of this research is that the utilization of teacher certification allowances has not been maximized, has not been able to improve teacher competence, and has not seen the impact of certification on improving learning. This study aims to analyze the implementation of teacher certification allowance policies in Nunukan Regency; including knowing the inhibiting factors and strategies to overcome these obstacles. The theory of policy implementation used is from Van Meter van Horn (1975), which consists of Policy standards and targets; Resources Communication between organizations, Characteristics of implementing agencies; Social, economic and political conditions. The research approach is qualitative using case studies. Data collection techniques through interviews, observation, and documentation. Informants in this study were the Head of the Education Office, the Head of the GTK Department of Education, the Principal, and each school operator. The results showed that the implementation of the teacher certification allowance policy in Nunukan Regency was carried out well, this can be seen from the policy standards and targets that are used as a reference in its implementation, the adequacy of adequate human resources, facilities, and finances. Communication is also carried out well between the education office and the school. The characteristics of implementing agents, social, economic, and political conditions, and dispositions are also going well. The inhibiting factor for the implementation of this policy is that there are still teachers in schools who are unable to fulfill the teaching load 24 hours per week due to limited classes in each school and the additional duties of the teacher, namely as a homeroom teacher, OSIS coach, and extracurricular guidance.

IMPLEMENTATION OF THE MULTIFACTOR EVALUATION PROCESS METHOD FOR THE ELIGIBILITY OF PROVIDING ADVANCED TEACHER PROFESSIONAL ALLOWANCES AT THE EDUCATION OFFICE OF ASAHAN REGENCY

The teacher certification program is a way to improve the quality of teachers so that the quality of education is increasing. Where the performance appraisal process for each certification teacher is carried out every six months, namely by providing a report that is assessed by the teacher certification/standardization worker team, where the teacher performance appraisal report is still carried out in file collection and archived so as to allow for inaccuracies in the data and values ​​given so that it This will affect the selection of teacher certification eligibility. The method used in this research is the MFEP method which is one of the methods of decision support systems. This method was chosen because it is more efficient than other methods included in the completion of Multi Attribute Decision Making (MADM). Utilization of MFEP requires a relatively shorter calculation time. Based on this, in selecting the feasibility of providing teacher professional allowances or teacher certification, it is necessary to build a decision support system design for the feasibility of providing advanced teacher professional allowances at the Asahan District Education Office. The results obtained are the highest preference score of 4,435 named Siti Khairani Butar-Butar and the results of the system implementation can help performance in the selection of certification teachers. So it can be concluded that this system can provide convenience in obtaining assessment results effectively on a decision support system for the feasibility of providing advanced teacher professional allowances at the Asahan District Education Office.

School Intervention: An experience focused on Initial Education Teachers

This study describes a project for and research on the implementation of program to strengthen socio-cognitive and emotional abilities in initial-level education of children (PHSCE), focused on training teachers on its implementation in the classroom. This work had two objectives: first, to explore the grade of acceptance of teachers regarding the training process both before and during the pandemic; and, second, to analyse the teachers' perceptions of the socio-cognitive and emotional performance of their students after they implemented the PHSCE. The results indicate that, before the pandemic, the degree of acceptance of teachers on the PHSCE was 79.1%. However, during the pandemic period, this percentage increased to 96.9%. The greatest improvements in children were in attentional performance, working memory, and peer relationships. The foundation for these psycho-educational programs is that socio-cognitive and emotional skills can be enhanced in early educational settings by providing supportive educational contexts.

Resources Mapping of Elementary School Educators in Central Jakarta

The problem of this research is that there are still many teachers who are not yet professional because teachers are the spearhead of a nation's progress. The purpose of this research is to find out the level of education, status, certification, and age of elementary school teachers in Central Jakarta. The population in this study were all teachers in Central Jakarta. Data collection techniques were carried out by means of documentation and questionnaires. In order to get an accurate assessment, the assessment of the results of the questionnaire is carried out with a descriptive quantitative assessment. The results showed that there were still many teachers with 1486 senior high school levels, 1588 assistant and honorary teachers, and 1847 who were not certified, and there was still a lack of young teachers. Based on the results of this study, it is suggested that public schools in Central Jakarta need to increase the level, status, and certification of teachers, and that there needs to be age consideration in accepting teachers.

Development of teacher knowledge in an initial teacher education programme qualifying mathematics teachers

South African teacher education policy expects initial teacher education programmes to introduce integrated and applied knowledge to underpin a teacher’s practice in diverse classroom contexts. This paper explores how a one-year Postgraduate Certificate in Education responds to this expectation in terms of training prospective teachers to teach high school mathematics. Exploration involves a qualitative case study of semi-structured interviews with six teacher educators and five newly qualified teachers, supplemented with document analysis. The stages of research involved a literature review, piloting the semi-structured interview questions, conducting semi-structured interviews, and analysing all accessible documents linked to the Postgraduate Certificate. All collected data were merged into one document which was read to identify codes, themes and categories. The paper finds that the Postgraduate Certificate does equip individuals with professional teacher knowledge to function in diverse contexts, albeit unevenly and highly dependent on the quality of each teacher’s past engagement with mathematics. The broad nature of policy knowledge type definitions and the lack of clarity in differentiating ‘specific specialised subject matter’ and ‘specialised pedagogical content knowledge’ are key contributing factors to uneven development in a Postgraduate Certificate. As a recommendation, we suggest that policy should differentiate ‘specific specialised subject matter’ and ‘specialised pedagogical content knowledge’ in more detail to promote the development of each as important types of knowledge needed by teachers.