Competence Development Of Teachers Research Articles

The Principal’s Strategy In Changing Teachers Mind Patterns To The Quality Of Learning At SMK Muhammadiyah 1 Temon

This study aims to determine the extent of the principal's strategy in changing the teacher's mindset to improve learning quality. The method used in this research is the interview and documentation method. In processing the research results using Atlas. ti 8 software, the steps are to process the data obtained and then provide a code, classify the code that has been obtained according to the same meaning, then combine several concepts that have the sense to get a new idea. The results of this study are the principal in changing the mindset of teachers by carrying out teacher training and implementing teacher competency development and teachers improving the quality of learning by using learning technology, learning media, and learning evaluation.

Development of Early Childhood Education Teacher Competency: Reviewed from Perception and Teacher's Motivation

The purpose of this study was to describe the perceptions and motivations of kindergarten teachers regarding early childhood educator’s competency development. This study used a qualitative approach with a descriptive method. Data was collected through the distribution of questionnaires presented in google form format and enriched through in-depth interviews. The subjects in this study were 55 kindergarten teachers spread across Bali province. The data analysis technique of this research used the development of Miles and Huberman. The results of the study showed that teacher knowledge about educator’s competency was still lacking in depth. Most of the teachers considered the competence of educators only having ability in teaching. Based on perception, teachers who had certified competency have positive perception toward development of early childhood education. In terms of motivation, all teachers have high motivation in developing competence as early childhood education educators. Teachers who have been certified to improve the quality of learning lead to training in child development tasks, and certified teachers in addition to insight and skills in teaching are also preparation for participating in PPG programs in the future. The perception and motivation of early childhood education educators will greatly impact the quality of learning provided to early childhood. For this reason, early childhood education teachers must continue to be active and participatory in participating in various teacher competency development programs.

Elementary School Teachers’ Competence Development in Dealing with The COVID-19 Conditions: An Interpretative Phenomenological Study

The Covid-19 pandemic has had an impact on the education system, leading to school closures and switching toonline learning with very short notice. In order to support the effectiveness of online learning, it is necessary todevelop teachers’ competence in the utilization and use of online media. The study aimed to investigate educators’teaching experience during online learning during the Covid-19 pandemic. The three teachers who participated inthis study were recruited from the Gubeng 1 Public Elementary School in Surabaya. Interview transcripts wereanalyzed qualitatively by using an interpretative phenomenological analysis approach. Data analysis raises threemain themes: 1) an overview of online learning implementation in elementary schools, 2) challenges in the teachercompetence development process, 3) support for teacher competence development. The results of this studyindicate the importance of developing teacher digital competence to increase the effectiveness of online learning.Support from related parties is also needed to encourage the success of online learning.

Norm-disruptive learning and music teacher competency development: A thematic synthesis

With an aim to inform pedagogical processes for the development of more diverse and equitable music teaching practice, we sought to uncover the nature of norm-disruptive learning for music teachers. We defined “norm-disruptive learning” as any facet of music teacher development that problematizes and expands beyond previously known philosophies, pedagogies, and repertoires. A thematic synthesis methodology was used to consolidate qualitative research that explored characteristics of norm-disruptive experiences and the competencies music teachers developed. A total of 15 sources met inclusion criteria. Findings are organized into nine analytic themes and three meta-analytic themes which encompass the nature of norm-disrupting learning and related emerging competencies. We found that norm-disruptive experiences seem most likely to influence music teacher competency development when internal and external connections are made, which can occur through experiencing with thinking and camaraderie; when dissonant in nature, but also balanced with affirmative experiences; and when of substantial duration and vividness. Norm-disruptive experience with these characteristics can deepen understanding of self and diverse others, develop appreciation for difference, expand musical and pedagogical abilities, and spark motivation to continue learning or to implement new abilities.

Management of Teacher Competency Development in the Madrasah Ibtidaiyah Negeri

The goal of this research was to examine the Planning of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, the Organizing of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, the Implementation of Teacher Competency Development in Madrasah Ibtidaiyah Negeri 1 Gunung Sitoli City, and the Monitoring of Teacher Compet The data collection technique used interviews, observations, and documentary studies, while the standard data validity suggested by Lincoln and Guba consisted of credibility, transferability, dependability, and confirmability to strengthen the validity of the data found and the authenticity of the research. The technique used in planning teacher competency development is to collect all recommended programs, then discuss and discuss and decide which programs will be carried out, such as workshops, training, outbound, and programmatic delivery of teachers for every training held by the Ministry of Religion or other agencies.

Eight Javanese teaching issues and its possible solutions: A systematic literature review

Previous research to diagnose problems in Javanese language teaching was not well organized. As a result, there was no adequate formulation of recommendations for educational policies. This research was conducted to overcome this weakness. Thus the objectives of this research were: (a) to reveal trends in Javanese language teaching problems in the last 10 years, (b) to explain the causes of these problems, and (c) to develop recommendations for solving the problems. Using literature review design, this research examines 32 empirical studies on the problem of teaching Javanese. The literature that meets the criteria is analyzed thematically-qualitatively. The findings of this research reveal three categories of problems, namely: managerial, individual-social, and instructional. By tracing the sequences, the causes of the series of trouble are the managerial problem, such as curriculum design, teacher competencies, and the quality of teaching materials. Curriculum design issues, for example, affect minimum standards of achievement. Likewise, the problem of teacher competence affects the use of methods and media selection, which has an impact on motivation, attention, and learning achievement. This prevalence occurred in almost all research locations (Central Java, Special Region of Yogyakarta, and East Java). Especially in Central Java and East Java, individual-social issues are also very influential concerning students' dialect, culture, and ethnicity. In conclusion, complexity of Javanese teaching issues in the last 10 years come from managerial aspect. As part of the conclusion, this research presents academic contribution for scholars and stakeholders by proposing four eligible recommendations related to the development of teacher competencies and the granting of authority to developers of teaching materials (and curriculum) at a lower level.

Description and Analysis of the Competence and Performance of Mathematics Teachers during the COVID 19 Pandemic: A Study Conducted in Gorontalo City

In the era of the COVID-19 pandemic, online learning has become the main alternative to the learning system taken by schools. The implementation of the online system certainly affects teachers' performance as the frontline in the success of a learning process. In this case, at least the teacher's performance has been directly or indirectly influenced by the learning system that is being carried out. This study aimed to describe and analyze the performance of teachers’ competencies during the COVID-19 pandemic. The study relied on a quantitative descriptive method, and the data were taken from the results of a questionnaire distributed to 89 teachers. The research instrument used questionnaires and interviews, which had previously been tested for validity and reliability. Furthermore, the results of the questionnaires were analyzed based on theories related to teacher performance and theories related to teacher competency development. The result showed that the teachers’ performances with the online learning system during the COVID-19 pandemic were varied and greatly influenced by the competence of the previous teacher. Based on these results, it could be concluded that teachers with high competence had higher performance than teachers with low competence in online learning. Likewise, there was an interaction between the ability of teacher competence and teacher performance in online mathematics learning. Further, the average performance of mathematics teachers in online learning was lower than the performance of teachers who use ordinary learning.

Methodological prerequisites for intercultural communicative competence development of prospective teachers during individual work

Abstract. Introduction. The article provides an overview of scientific works devoted to the preparation ofprospective teachers of the German language in the process of their individual work. The works of linguodidactistsare analyzed, as well as their scientific contribution to the development and formation of prospective foreignlanguage teachers' intercultural communicative competence. The article presents the scientific works of Ukrainianmethodologists and linguodidactists and demonstrates the current state of the research that concerns the problemof intercultural communicative competence development of the prospective German language teachers inthe process of their individual work. Purpose. Consideration of existing scientific works that touch upon theintercultural competence of prospective German language teachers' development in the process of individualwork. Methods. Analyzed the work ofscientists on each aspect of the topic under study. The analysis of these worksmade it possible to assess the level of elaboration of the issue. Reviewing the scientific papers, dissertationsand articles to determine the importance of our scientific research. There are presented publications that revealthe specifics of teaching undergraduate students in the process of individual work. The necessity of scientificresearch for the intercultural competence of prospective German language teachers' development in theprocess of individual work is determined. Conclusions. The educational and methodological support of theeducational process of undergraduate students majoring in Philology is considered. The relevance of the developmentof a scientific approach to highlighting the specifics of training future teachers of the German language duringtheir individual work is indicated. The absence of scientific and theoretical substantiations was revealed in orderto develop prospective German language teachers' intercultural communicative competence in the process ofindividual work.

THE ROLE OF TEACHER ASSOCIATION REGIONAL ON ISLAMIC RELIGIOUS EDUCATION IN SELAYAR ISLANDS

This paper discusses the Professional Competence of Teachers in Selayar Islands Regency.The purpose of this study was to determine the form of professional competence of PAI (Islamic education) teachers in Selayar Islands Regency. In addition, Islamic education teacher association (AGPAI) contribution in developing the professional competence of PAI teachers in the Selayar Islands Regency. Furthermore, the results of the professional competence development of PAI teachers in the Selayar Islands Regency. This type of research is a descriptive qualitative case study in the Selayar Islands Regency. The results of this study show that the form of professional competence of PAI teachers is seen from various assessments including mastery of materials, structures, concepts, and scientific mindsets that support PAI subjects.

Prednosti i nedostaci nastave na daljinu iz ugla nastavnika i roditelja

The corona virus pandemic has brought online teaching and distance learning to the forefront, which is very different from typical classroom teaching. The aim of this paper was to determine the differences in the perception of the advantages and disadvantages of online teaching between primary school teachers and parents of primary school children. The sample consisted of a total of 1120 respondents, out of which 570 are teachers employed in primary schools (50.9%) and 550 (49.1%) are parents of children attending primary schools in Serbia. A questionnaire was created for the purposes of this research and it was applied in an online form. The results of this research show that the perception of the perceived advantages and disadvantages of online teaching and distance learning from the teachers' and parents' point of view differs significantly, and that teachers have a more intense experience, both in terms of advantages and disadvantages of this type of teaching process. According to both parents and teachers, the most significant disadvantage of online teaching is the lack of direct contact with pupils. From the obtained results it is possible to conclude that a step forward is needed in terms of further development of teacher competencies and resources for new professional challenges, as well as in terms of guiding and empowering parents for a more active role in the process of online education of their children.

Experimental methods of leadership competence development of future physical education teachers

Experimental methods of leadership competence development of future physical education teachers

Innovative research on professional Competence development of Medical English teachers under blended Teaching Mode

The development of modern information technology brings challenges to the education and teaching of colleges and universities, but also provides more opportunities for its development.In medical English teaching, we should keep pace with the times and effectively integrate modern information technology and teaching mode.Hybrid teaching mode can not only improve the efficiency of classroom teaching, but also enable students to continue learning after class, thus improving the quality and efficiency of students' learning.

Uloga nastavnika u koncipiranju kompetencijskog modela profesionalnog razvoja

Professional development of teachers can be viewed as a heterotopia of simultaneous presence of different schools of opinion on teachers' professional competence. The underlying premise of this research is that professional development can simultaneously rely on various theoretical approaches, with boundaries between individual forms of teacher education being fluid, without the existence of a single view of the teaching profession that is regarded as fixed, unique, and correct. Alternative research paradigms and diverse schools of thought have not resulted in a single theory of teachers' professional development that would be applicable in all educational systems. One of the solutions is for teachers to get involved, create, and adapt professional development programs to their needs, and to the needs of the institution, community, and the context of authentic school discourse. Teacher competence and professional identity explicitly require the involvement of teachers in the exchange of ideas (practitioner's voice), taking into account the context in which they work and their experience, promoting reflexivity and research approach, balancing individual and community interests, and the like. One of the solutions pointed out in this paper is to emphasize the importance of the philosophy of professional development and the role of teachers in relation to this metalevel of the pedeutological field of pedagogy. The metalevel of the pedeutological field of pedagogy, shaped in the form of a defining philosophical opinion on teachers' professional development, in which teachers become one of the factors in creating and implementing alternative schools of opinion on teacher education, can have two effects: (1) directly affect professional development of teacher competencies; and also (2) indirectly influence the improvement of educational practice. This separate type of teacher competence can be an important factor in teachers' professional development, but also a significant component of the quality of the educational process that is realized in schools. The metalevel of professional development of teachers, if regarded as a known and recognized concept to be used in professional education of teachers (both pre-service and in-service), could also have certain effects on teacher personal development lying at the basis of professional development: satisfying the need for belonging and recognition-awareness of teachers that they are an important part of their community and that their activities have a purpose and meaningdeveloping internal motivation and a positive attitude towards the profession, developing self-confidence and a feeling of being professionally autonomous and able to predict the consequences of their own decisions and to critically evaluate and self-evaluate their own work, and also to constructively participate in the processes of joint evaluation with other stakeholders of teachers' professional development. This approach to professional competencies and teachers' professional development needs to be empirically verified so that its possible contributions in authentic (diverse) educational contexts can be determined.

CIPP vs kirkpatrick in the evaluation of physics teacher competency development programs: literature study

This study aims to systematically review and analyze the results of research on CIPP and kirkpatrick models in the evaluation of phisycs teacher competency development programs. This literature review is specifically intended to determine the advantages and disadvantages of both evaluation models in the implementation of program evaluation. The research method uses systematic studies through four stages, namely; identification, selection, feasibility and inclusion. Search articles using the Google Scholar, ERIC, Sciencedirect and SpringerLink databases. Based on the results of the study found 1115 research articles that discuss the use of CIPP and Kirkpatrick models in the evaluation of competency development programs. The articles are mostly published in the form of proceedings and international journals and research comes from several countries. The final results showed there were 18 studies discussing the use of CIPP and Kirkpatrick models to evaluate competency development and training programs. Recommendations of the results of the study, in order to be able to combine two models namely CIPP and Kirkpatrick as an alternative evaluation model, the goal is to get an overview of the results of the evaluation of phisycs teacher competency development programs more comprehensively especially in the program that contains training components.

Foreign Language Teacher Competence Development by Means of Creativity-Based Method in Agricultural University

Foreign Language Teacher Competence Development by Means of Creativity-Based Method in Agricultural University

Elementary School Teacher Competency Development in Creating Digital Learning Media Anchor App Based

Elementary School Teacher Competency Development in Creating Digital Learning Media Anchor App Based

STRATEGI PENGEMBANGAN KOMPETENSI GURU SEKOLAH DASAR

The mandate of the law provides instructions teachers have four competencies, including pedagogic, personal, social, and professional. In its implementation, there are still many obstacles by teachers. Lack of skills in applying curriculum 2013, understanding the characteristics of students, knowledge of learning materials, the use of various and innovative learning models and methods, and the use of ICT in learning are obstacles by teachers. This study aims to the strategy of teacher competency development. A qualitative and descriptive approach became the method of this research, using the subject of an elementary school teacher in Bombana district. Data obtained from questionnaires and interviews were analyzed using the IFAS matrix analysis (internal factors analysis summary), EFAS (external factors analysis summary), and SWOT (strengths, weaknesses, opportunities, and threats). The results research an overview of the strategies implemented using the turnaround strategy, taking advantage of existing opportunities to overcome the weaknesses of the teachers for social, professional, and pedagogic competencies. The strategy for personal competence with an aggressive strategy is to use the strengths possessed by the teachers in order to take advantage of the opportunities that exist optimally.

Системний підхід до формування екологічної компетентності майбутніх учителів біології у процесі фахової підготовки

The article defined the sense of the systematic approach to the ecological competence development of future biology teachers. The article revealed the specifics of this approach implementation into the professional training of pedagogical majors’ students of higher educational institutions. Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the pedagogical system of ecological competence development of future teachers is presented as a complicated, dynamic complex of subordinate and interconnected structural and functional components aimed at developing an ecologically competent personality. The following components of the studied system were found out: purpose, content, stages, technologies and results. The separation of functional blocks of the development system of students’ eco-competence of higher pedagogical education was justified as follows: conceptual-methodological (purpose, tasks, research concept, methodological approaches, pedagogical principles, regularities); subject-object (participants of the educational process, their interaction in the context of the functioning of the system); contextual (the content of ecologically oriented professional training); organizational-procedural (forms, methods, means, pedagogical technologies of development of the person’s set qualities); evaluative-effective (diagnosis of the levels of the specified competence development, the result of the system functioning). It was found out that the systematic approach allows identifying the components of the system of ecological competence development of future biology teachers, to trace its order and coherence of their interaction; to understand their interdependence and being mutually caused, the interaction of the subjects of the educational process, to model this system. The author emphasized that the synergetic combination of systemic and other approaches (competence, activity, axiological, personality-oriented, reflective and ecological-humanistic) is the prism that selects and structures the appropriate forms, methods and means of students' environmental competence development, as well as the content of professional training in the context of the competency approach.

FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE EDUCATORS OF SPEECH THERAPISTS IN THE CONDITIONS OF PEDAGOGICAL COLLEGE: THEORETICAL ASPECT

The article analyzes the regulatory and legal documents that regulate the main components of the professional compliance of teachers and the applicants of professional preliminary education.
 The works of Ukrainian and foreign scientists, which disclose general issues of the teacher’s professional competence development and factors of future teachers’ competencies developing in the system of higher education. Scientists’ detailed views on the teachers’ communicative competence developing in higher education.
 The scientists’ views on the future educators’ communicative competence developing of preschool education institutions in higher education are investigated. Particular attention is focused on the communicative competence of future educators of speech therapists – one of the specialities, which requires communicative skills and high professionalism.
 The issue of preschool teachers’ communicative competence has been covered by scientists in various aspects. At the same time, it should be noted that the issue of developing of communicative competence of future educators of speech therapy groups in pedagogical colleges has been insufficiently studied and requires thorough research. 
 After all, at the present stage, the learning of children with speech defects requires not only the use of special techniques in correctional and developmental work with them but also teachers’ high communicative competence, including educators of speech therapy groups.
 The essence and characteristics of the concepts of communicative competence of educators of speech therapy groups need further study.

IMPLEMENTASI KURIKULUM DARURAT COVID-19

The curriculum is at the heart of education. During the Covid pandemic, the government through the ministry of education and culture is working on making the current learning process run well and smoothly even though learning is carried out remotely or online. The latest policy issued by the Ministry of Education and Culture is an emergency curriculum for education units in special conditions. The objectives of the research on the implementation of this emergency curriculum is to knowing the readiness of the school for implementing the emergency curriculum This research uses qualitative research. This research approach is a case study. This research was conducted at SMP PGRI Taropo. Participants in this study were the principal, vice principal in curriculum, and teachers. Data collection techniques using interviews. Data analysis techniques used the Miles Huberman model and were analyzed using the Atlas.ti software version 8. Based on the results of the analysis, the implementation of the emergency curriculum at SMP PGRI Taropo has four important things in its implementation, namely: (1) Teacher Competency Development; (2) Learning Change; (3) Technology Utilization; and (4) Evaluating Learning Outcome