Competence Of Teachers Research Articles

유아교사의 사회적 초인지 역량 함양을 위한 상보적 교육모형 및 프로그램 개발

Purpose: The purpose of this study was to develop a reciprocal education model and program to cultivate the social metacognitive competency of early childhood teachers. Methods: This educational model confirmed the validity of the contents of experts, and the appropriateness of the educational program was confirmed through pilot tests. Results: The procedure of the reciprocal education model consisted of Aware-Analysis and Monitoring (AM), Planning and Monitoring (PM), Reciprocal teaching Activities (RA), and Reflection and Evaluation (RE). The program was developed so that early childhood teachers could acquire and apply metacognitive strategies. Conclusion: This study will be helpful for cultivating professionalism of early childhood teachers.

An Analysis of Grammatical Errors in Students' English Compositions

Grammatical errors are common in students' writing and, to some extent, hinder effective communication. Understanding the nature and frequency of these errors can help teachers and students improve their writing skills. As the last of the five skills, English writing can best reflect the comprehensive ability of English learners, while writing teaching has always been a weak link in English teaching. This paper mainly analyzes the grammatical errors in students' English compositions, identifies and analyzes common grammatical errors in students' English compositions through relevant methods such as literature analysis, and proposes relevant countermeasures and suggestions for the current situation of students' English writing learning and teaching based on these found problems. To improve students' pragmatic competence in English and teachers' attention to pragmatic knowledge competence.

Description Regarding the Influence of Teacher Qualifications and Competence on Early Childhood Learning Achievement

Description Regarding the Influence of Teacher Qualifications and Competence on Early Childhood Learning Achievement

Peran Taman Pendidikan Al-Qur'an (TPQ) dalam Pengembangan Akhlak Anak

This literature research examines the role of the Al-Qur'an Education Park (TPQ) in the formation of children's morals in Indonesia. Through a systematic analysis of current literature, this research reveals TPQ's strategic position as a non-formal religious education institution that not only focuses on teaching the Koran but also plays an important role in instilling Islamic values and character formation. Factors influencing the effectiveness of TPQ were identified, including teacher quality, curriculum, family and community support, and program consistency. This research proposes a conceptual model for TPQ development that emphasizes a holistic approach, including an integrative curriculum, teacher competency development, active learning methods, a comprehensive evaluation system, and tri-centre educational partnerships. The main challenges in developing TPQ include quality standardization, limited resources, adaptation to social change, and synergy with formal education. Significant opportunities were also identified, including national policy support, increased public awareness, and potential technology integration. Policy and practice implications are formulated, including strengthening regulations, increasing teaching capacity, and innovating learning methods. This research concludes that TPQ has great potential to contribute to the formation of a generation with noble morals, but requires systematic and sustainable efforts from various stakeholders to realize this potential.

Development of peer tutoring-based training to improve elementary school teacher competence in making merdeka curriculum lesson plans

Development of peer tutoring-based training to improve elementary school teacher competence in making merdeka curriculum lesson plans

Developing Flipbook-Based on Competency for Vocational High School Teacher

This research aims to improve the quality of learning in vocational high schools by strengthening teachers' teaching skills as a learning tool, encouraging innovation in teaching methods and providing a competency development model for vocational school teachers. This research uses research methods (Research Development) with the 4D Define, Design, Development, Disseminate model. This research method provides a systematic approach that includes steps and focuses on the process of developing teacher competency effectively to ensure that the flipbook developed is relevant to practical and contextual needs. The 4D model provides a planned testing and evaluation framework, so that research can provide strong empirical evidence about the success of the learning model being developed. The first stage is to determine the needs and objectives of developing the flipbook, which is then continued by designing the concept and structure of the flipbook in accordance with the curriculum and teaching needs of vocational school teachers. After that, the development team carried out the flipbook development process based on a predetermined design, by carrying out regular trials and revisions. The final step is to socialize the flipbook to vocational school teachers and distribute it to relevant stakeholders. The research results obtained in the media validation test were 86%, material 88% and language 89%. The Practicality Assessment obtained a score of 89% and classical completeness 100%. It was concluded that this medium for developing vocational teacher competency is effective as a reference choice in developing vocational teacher competency.

Symposium 2: A tentative model for sustainable pedagogical digital competence development

This paper addresses one large university initiative for educational development aimed at further developing educations and teacher competence with a focus on technology-enhanced and lifelong learning. The aim of the paper is to describe and problematize the design of an ongoing project for educational development, Higher Education and Digitalisation (HEaD). It focuses on identifying key components of an educational development project for technology enhanced learning as well as how such a project can be organized to sustain in regular university operations. The article discusses how a project for educational development can create over-time durable infrastructures, organization, policy and motivation for maintaining a continual educational development. In the first phase of the project, a model was developed for how competence development can be conducted sustainably. This model contains two perspectives: (1) an organizational perspective that focuses on the key partners to be involved; and (2) a process perspective that focuses on activities and aims in strategic competence development projects. The tentative model with its two perspectives is described and discussed in this article as a preliminary result. The model includes four identified key entities and their roles in pedagogical digital competence development; academic departments and their faculty, educational developers, infrastructure and IT-department and the pedagogical research unit. Further, a process model based on existing support structures, complemented with activities that can be sustained after the HEaD project ends is presented.

CHЕT TILI О‘QITUVCHILАRINING KАSBIУ KОMPЕTЕNTLILIGI TUSHUNCHASINING ILMIY-NAZARIY TADQIQI

This article deals with the scientific-theoretical research of the professional competence of future foreign language teachers. Also, in the development of the social (sociological) definition of "competence", interpretations of competence in which personal and social aspects are interrelated are subjected to a separate analysis. Also, the official and scientific literature on the topic of this article is summarized and general conclusions are given on the existing discussions.

MÔ HÌNH PHÁT TRIỂN CHUYÊN MÔN GIÁO VIÊN MẦM NON: NGHIÊN CỨU TRƯỜNG HỢP TRÊN MÔ HÌNH STEMSMART

This article presents the STEMsmart early childhood teacher professional development model. The model is developed based on Clarke and Hollingsworth’s Interconnected Model and focuses on early childhood STEM education. The model includes components contributing to teachers’ change in four main domains: (1) Personal domain, (2) External domain, (3) Domain of practice, and (4) Domain of consequence. Initial trials of the model have significantly improved teachers’ knowledge and pedagogical practices related to STEM education. This model needs further research to gather convincing evidence confirming its suitability and effectiveness, providing a basis for scaling up and applying it to develop other professional competencies of early childhood teachers. Keywords: Professional development; early childhood teacher; professional development model; STEMsmart.

Уровни коммуникативной компетентности у педагогов: исследование с использованием кейс-метода и наблюдательных техник

<p><em>The work is devoted to the study of the levels of communicative competence among teachers. The study involved teachers (N = 36) working in colleges and lyceums of Bukhara and Bukhara region, with higher education and various work experience. The purpose of the study was to identify factors contributing to the development of professional psychological competence, the formation of which increases the professional and personal growth of teachers. The study included the diagnosis of communicative competence and personal characteristics of teachers, the development and implementation of a training program for the development of communication skills. The results showed the effectiveness of training and diagnostic methods in the development of communicative competence of teachers, a relationship was found between initiative in social contacts and emotional balance with the motivation for achievement, indicating the orientation of teachers towards internal personal development and self-realization. The author emphasizes that communicative competence is a key element of professional activity, it develops in the process of labor activity and contributes to the personal development of the teacher.</em></p>

От самоэффективности педагога — к психологической безопасности и жизнестойкости

<p><em>The article presents the results of the study of the relationship between a teacher’s self-efficacy and his psychological safety in the educational environment and resiliency. The participants of the study were teachers (n=113) with teaching experience from 0 to 55 years (M = 25.4), aged from 20 to 76 years (M = 49.5). The study used the method “Psychological safety of the educational environment of the school” (I.A. Baeva), “Test to determine the level of self-efficacy” (J. Maddux), the method “Professional viability” (B. Moreno-Jimenez). The obtained results make it possible to say that self-efficacy of a teacher is a predictor of resilience and psychological safety of a teacher in the educational environment. The role of psychological safety of an individual in the educational environment as an additional link that strengthens the connection between self-efficacy and resilience was determined. The obtained conclusions are of practical interest in designing a program for the development of psychological and pedagogical competencies of a modern teacher aimed at increasing his/her resilience in difficult life situations.</em></p>

IMPACT OF PHYSICAL ACTIVITY AND PHYSICAL FITNESS ON ACADEMIC PERFORMANCE: META ANALYSIS PROTOCOL

Physical activity and physical fitness are well-documented contributors to overall health, affecting various physiological and psychological outcomes. While some studies have reported a positive impact on academic performance, others have not found significant effects. Given these mixed results, the aim of this meta-analysis is to explore the effects of physical activity and physical fitness specifically on academic performance. Aadditionally, the research will examine whether the competencies of teachers delivering the physical activity interventions significantly influence the implementation of the intervention and how this impact manifests in the academic performance of children and adolescents. The Meta-Analysis will include searches in PubMed, Scopus, and ScienceDirect. The results will be crucial for understanding how measured physical fitness, in addition to increased physical activity, influences the academic performance of children and adolescents. By identifying the most effective types of interventions and the critical role of instructor competence, we can guide the development of more targeted and effective physical activity programs.

Pemanfaatan Artificial Intelligence (AI) Pada Penyusunan Aksi Nyata Paltform Merdeka Mengajar di SDN 02 Medalkrisna

This training program is designed to enhance the competency of elementary school teachers in developing practical actions on the Merdeka Mengajar Platform (PMM) by utilizing Artificial Intelligence (AI) technology. Through the use of Turnitin for plagiarism checks and Gamma for document preparation, the program aims to ensure that the work produced is original and well-structured. The training involves teachers in intensive sessions that include the introduction and use of Turnitin to detect plagiarism, as well as Gamma to assist in preparing practical action documents that meet Kemendikbud's validation standards. The results of the training show a significant improvement in teachers' ability to produce creative, innovative, and compliant practical actions according to the assessment criteria. Teachers participating in this program can produce more professional and plagiarism-free documents, thanks to the constructive feedback from AI. Furthermore, the resulting practical action documents have a clear and attractive structure, facilitating the validation process. This program also encourages the formation of a learning community among teachers, where they share best practices and support continuous improvement. Thus, this training program not only enhances teachers' digital competence but also contributes to the overall improvement of education quality. The use of AI in education becomes an important step in preparing teachers to face challenges in the digital era.

Judging Student Teacher Effectiveness: A Systematic Review of Literature

ABSTRACT This paper reports on a systematic literature review to understand better methodologies and data collection tools used to judge student teaching effectiveness, ways in which validity and reliability are considered, the processes involved in assessing new teaching effectiveness within teacher education programmes, and how evaluation and results are used to judge readiness to teach. The accurate and consistent judgement of teaching competence during and at completion of preparation continues to be an area of increasing interest and concern. The PRISMA review process identified 45 key papers. An in-depth analysis underscored several crucial factors, such as the challenge of ensuring the reliability of judgements within dynamic educational environments and the need for broader understanding and applications of reliability and dependability when making judgements. The findings of this systematic literature review hold implications that merit consideration by teacher education programmes for processes to judge teaching effectiveness. The analysis also highlighted the intricacies inherent in evaluating teaching effectiveness, alongside ongoing discourse regarding the criteria and measures for judging competence of student teachers.

What it Takes to Be an Advocate: Teachers’ Perceptions of Their Strengths and Challenges

ABSTRACT Policies in education increasingly face ideological conflicts, with political operatives influencing radical legislative directions. While it may be more important than ever for teachers to make their voices heard, how teachers perceive themselves as advocates is unclear. This study, employing self-determination theory, analyzes teachers’ perceptions of advocacy, strengths, and challenges through quantitative and qualitative survey responses. Existing literature identifies crucial skills, knowledge, and dispositions for effective advocacy. Yet, teachers encounter obstacles such as a lack of support, fear of reprisal, and limited knowledge about advocacy at broader levels. Overcoming these challenges is crucial for fostering teacher autonomy, relatedness, and competence. The study offers insights into dismantling these barriers to empower teachers as effective advocates.

Peran Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Pedagogik Guru di MTs Miftahul Jannah Segedong

This study aims to examine the role of principal leadership in improving teacher pedagogical competence at MTs Miftahul Jannah Segedong. Improving the quality of education through teacher competency development is the main focus, considering the challenges of declining quality of education at various levels. Using a qualitative approach, this study explores the leadership strategies implemented by principals to support the development of teacher pedagogical competence. Data were collected through in-depth interviews, participant observation, and document analysis. The main findings of the study indicate that strategies such as conducting periodic workshops, ongoing teacher training, providing motivation through awards, intensive supervision, and holding regular school meetings are very effective in improving the quality of learning in the school. In addition, the principal plays a role in creating a school culture that supports collaboration and pedagogical innovation among teachers. The implications of this study highlight the importance of the role of the principal in fostering a conducive and sustainable learning environment for teacher professional development, which ultimately has a positive impact on the quality of education. Recommendations for this study include increasing policy support for teacher competency development and strengthening school leadership capacity.

A Comparative Analysis of STEM Design Curriculum Policy for Country Development: A Case Study of Taiwan and Thailand

The aim of this comparative study is to analyze the STEM (Science, Technology, Engineering, and Mathematics) design curriculum policies in Taiwan and Thailand, focusing on their potential impact on national development. The research examines three key areas: 1) STEM educational developmentpolicies; 2) curriculum frameworks; and 3) teacher professional development. The methods employed in this study include a comprehensive review of relevant literature, policy documents, and curriculum frameworks from both Taiwan and Thailand. The analysis involves a comparative approach to identify similarities, differences, and best practices in STEM education policies and implementation strategies. The results indicate that both Taiwan and Thailand recognize the importance of STEM education for driving innovation and economic growth. However, Taiwan demonstrates a more comprehensive STEM policy framework and a stronger commitment to developing a skilled workforce. Taiwan’s curriculum framework emphasizes hands-on, project-based learning, interdisciplinary integration, and the incorporation of modern technologies, fostering critical thinking, problem-solving, and collaborative skills among students. In contrast, Thailand is in the early stages of establishing STEM regulations and aligning curricula with industry needs. Thailand’s evolving curriculum framework shows promise in promoting creativity, critical thinking, and practical problem-solving abilities. Regarding teacher professional development, Taiwan has a well-established system of ongoing training and industry-school collaboration, while Thailand is in the process of creating a STEM teacher competency program. The key conclusion of this study is that Taiwan’s well-developed STEM policy framework, with its focus on curriculum design and teacher professional development, demonstrates a more holistic approach to promoting STEM education compared to Thailand. Despite Thailand’s early stage of implementation, the country is showing encouraging progress in aligning its STEM policies with national development goals. The findings suggest that a comprehensive and integrated approach to STEM education, encompassing policy development, curriculum design, and teacher professional development, is crucial for effectively promoting economic growth and innovation in both Taiwan and Thailand.

A comparative study of technological pedagogical content knowledge between special education and general education in China

ABSTRACT This study examined the technological pedagogical content knowledge (TPACK) profiles of teachers at special education schools for the blind and at general elementary schools in China. A total of 113 teachers in special schools and 193 teachers in general elementary schools were enrolled. A questionnaire was used as a quantitative method of data collection and analysis. The modified scale is appropriate for this investigation and has great reliability and validity. The results revealed that, regarding each dimension of TPACK, the competence of the general school teachers was significantly superior to that of the teachers in special schools. Data showed that most pathways to TPACK as proposed were supported, but there were some differences between the two groups of teachers. This study hopes to contribute some insight regarding the assistive technology application in curriculum teaching and design for teachers both at special schools and at general schools.

From the field to the classroom: Exploring instructors’ motivation and the teacher identity in dual credit career and technical education programs

AbstractCompared to other educators, career and technical education (CTE) instructors often possess significant industry knowledge but limited pedagogical skills. Some may define their jobs as role models or trainers for the next generation of professionals, rather than teachers. In this case study, we interviewed 12 CTE dual credit instructors at a CTE center offering CTE dual credit programs to all eligible high school students within an urban public school district located in the southeastern United States. Specifically, this study explored CTE instructors’ educational and professional trajectories, motivations to teach, and identification as teachers. We sought to understand how previous work experiences and other social contexts influenced the teacher identity of CTE dual credit instructors at The Center. Findings about teacher preparation and teacher identity can generate practical recommendations for recruiting and retaining highly competent instructors for CTE dual credit programs.

Evaluation of digital competency of professional teachers

Education is a critical tool for social transformation. Schools reflect society, shaping the future of a country. Teachers are the architects who build, direct, and shape society through their students, who are the future citizens. Therefore, the role of teachers is pivotal. Digitalization has revolutionized economies, governments, communities, and businesses to a great extent. The National Policy on Education 2020 is a major reform in India's education sector, emphasizing Outcome-Based Education (OBE). This article explores the implications of digital competency on pedagogical practices, curriculum design, and student engagement. It highlights the importance of seamlessly integrating technology into the educational process, promoting active learning, and nurturing critical thinking skills. Additionally, it discusses the impact of digital competency on teacher-student relationships, emphasizing the need for teachers to serve as digital role models and mentors. The current study investigates the degree of awareness and identifies the factors affecting the digital competency of professional teachers in Maharashtra's Palghar district. Primary data from 103 professional teachers was collected through structured questionnaires and online surveys. This study is significant as it addresses digitalization, e-learning, competency mapping, and capacity building of professional teachers.