Expert Teachers Research Articles

Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA)

Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA)

English Game Website-Based Development for Fifth Grade Elementary School Students in First Semester

Human life has entered the era of the Industrial Revolution 4.0, where technology plays an important role in human life. Likewise, teaching and learning activities are currently being collaborated with technology. However, in practice, many schools still tend to use conventional methods in teaching. Conventional methods This makes students tend to feel bored in participating in learning. Many learning methods have been developed which are considered effective in increasing student enthusiasm for learning. One of the effective, interactive, innovative, and attractive methods for students that can be used is the gamification method. This study aims to develop learning media in digital games for elementary school students learning English. The Design and Development (D&D) methodology and the ADDIE development model were used in this study. The subjects in this study were five fifth-grade elementary school students. Data collection methods in research are observation, interviews, and questionnaires. Furthermore, data analysis was carried out using descriptive qualitative and quantitative descriptive methods. The data obtained are (1) the results of the design and development of learning media using the ADDIE model (analysis, design, development, implementation, and evaluation). (2) results of product effectiveness and validity data from expert judgment, teachers, and users (students). Based on the results of expert judges, website game-based learning English media products are considered very valid as English learning media. Likewise, the English teacher and five fifth-grade students considered games very effective as learning media to increase learning motivation.

Development of Student Worksheets Assisted by Powtoon Media on Elasticity and Hooke's Law to Improve Student Learning Outcomes

This research is a type of development research (Research and Development). with the aim of knowing the quality (Validity, Practicality, and effectiveness) of student worksheets assisted by Powtoon media on the material Elasticity and Hooke's Law. This research is a type of development research that refers to 4-D Model development research consisting of four development stages, namely Defining, Designing, Developing, and Disseminating. After being validated by 3 validators, a limited trial was carried out by 36 class XI participants at SMA Negeri 1 Kabila. Data collection techniques in this research used expert validation sheets, teacher and student response questionnaires, and student learning outcome tests. The research results show that validation is in the "valid" category. The practicality of students' worksheets assisted by Powtoon media can be seen from the results of the implementation of learning in class, and teachers and students show the category "very well implemented." It can be concluded that the worksheet for students developed with the help of Powtoon media has met the criteria of being valid, practical, and effective so that it is suitable for use in physics learning at school. The difference between this research and research conducted by researchers lies in the media used, the materials used, and the location studied. Another difference is that researchers only use 3 stages in the four-D model, namely define, design, and develop.

THE OPTIMIZATION OF THE EMPOWERMENT OF ZAKAT, INFAQ, AND SADAQAH IN THE GURU NGAJI BERDAYA PROGRAM: A CASE STUDY OF LAZIS NURUL FALAH OF SURABAYA

Poverty is a problem that cannot yet be completely resolved, especially for Qur’an teachers in remote areas of Indonesian. Islam as rahmatan lil alamin can provide solutions to these problems by optimizing Islamic philanthropic instruments such as zakat, infaq, and sadaqah by ZIS institutions, one of which is LAZIS Nurul Falah of Surabaya in the Guru Ngaji Berdaya program. This research aims to determine the optimality of ZIS funds in the Guru Ngaji Berdaya program at LAZIS Nurul Falah of Surabaya with indicators of increasing income as a benchmark and optimization steps. The method used in this research is descriptive qualitative using interview method with two managers of LAZIS Nurul Falah of Surabaya (A1 - A2) and five Qur’an teachers (B1 - B5). The results of this research indicate that informants B1 - B5 experienced an increase in income so the empowerment of ZIS in the Guru Ngaji Berdaya program was optimal. The optimization steps that can be taken by LAZIS Nurul Falah of Surabaya in the Guru Ngaji Berdaya program are being more responsive, collaboration between LAZIS Nurul Falah branches, socialization to become expert teachers, and increasing assistance in the form of business capital.

Revisiting an Anti-Machiavellian model for teacher education: A critical perspective

This study examines a borrowed concept from politics, that is, Machiavellian, in second language teacher education (SLTE), develops an anti-model to it, and explores teacher educators’ viewpoints about the developed model with an eye on critical aspects of teacher education, that is, Anti-Machiavellian. To do so, the literature on Machiavellian thoughts was studied thoroughly based on which a model was proposed and interview questions were constructed. Then, five Iranian expert teacher educators were selected based on non-random convenient sampling to attend individual extensive semi-structured interviews in which they discussed their opinions about the principles of Anti-Machiavellian SLTE. Adopting a thematic analysis, the data revealed that Anti-Machiavellian SLTE associates closely with critical teacher education where teacher education is context-specific, responsive to learners, dialogically engaging, reflective, and practical. The results of the in-depth interviews also indicated that Anti-Machiavellian SLTE is compatible with critical teacher education which, albeit widely advertised, is hard to practice.

Student Performance Prediction: A Co-Evolutionary Hybrid Intelligence model

Abstract - Student performance prediction has a pivotal role in educational institutions, providing valuable insights into students' academic outcomes and aiding educators in implementing personalized interventions. In the previous works, many variants of ML and AI techniques have been implemented with high accuracy. However, the lack of transparency due to the heterogeneous nature of features that lead to biases, forced inequalities or even challenges in interpreting the model implications have not been addressed. An approach that harnesses the power of hybrid intelligence, combining human expertise with artificial intelligence (AI), to enhance transparency and accountability in the decision-making process of student performance prediction is required. Co-evolutionary Hybrid Intelligence (CHI) approach, will not only discover interdisciplinary facets including past exam scores, attendance records, demographic information, and socio-economic factors but also interpret the influence of every component i.e., teacher, student, and learning environment to predict student performance. Two modules are discussed in this paper. The first module classifies the teachers into two classes of expertise by comparing the accuracy performance of six well-known machine learning techniques namely Logistic Regression (LR), MultiLayer Perceptron(MLP), Naive Bayes (NB), Support Vector Machine (SVM), K-Nearest Neighbor (kNN), and Random Forest (RF). Second, we propose a multiclass student performance prediction model (RLCHI) built upon a combination of reinforcement learning (RL) algorithms that will aid the model to perceive patterns and adjustments inherently and expert teachers' opinions(CHI) from the first model that will bring invaluably contextual understanding, nuanced judgment, and a deep knowledge of pedagogy to the equation. The performance of the RLCHI model is evaluated. The obtained results show that the proposed model scores better than models built only on the RL algorithm on the same dataset. The accuracy, precision, recall, and Fl score of the model achieved with hybrid intelligence is 79.5, 49.9, 52.3, 53.2 when compared to 71.9,48.30,46.6,46.1 achieved with only RL respectively.

An Online Pediatric Palliative Care Education and Mentoring (Project ECHO) in Nepal: A Program Implementation Case Study and Assessment of Changes in Healthcare Providers' Knowledge, Confidence, and Attitudes.

The goal of this implementation study was to describe the implementation and evaluation of the impact of an online pediatric palliative care training program in Nepal, using the Project ECHO model. The study used mixed methods, including a program case study describing the online learning program and before-and-after surveys of program participants, assessing learning through changes in knowledge, comfort, and attitudes. An end-of-program survey was used to evaluate participants' overall experiences with the learning program and use of the learning resources. A literature review, stakeholder surveys, and expert input informed the design of the intervention. The course used the Project ECHO model of online education, with modifications based on the leadership team's previous ECHO experiences and local stakeholder input. The intervention occurred over 9 months, with 22 online teaching sessions. Each session consisted of a didactic lecture, case presentation, and interactive discussion with expert clinical teachers. Fifty-five clinicians in Nepal participated, including physicians (47%), nurses (44%), and psychotherapists (5%). Clinicians reported improvements in knowledge, skills, and attitudes after program participation. Program acceptability scores were high, with 93% of participants reporting that the course provided effective learning. Project ECHO can be successfully implemented to deliver continuing professional development in Nepal. Delivering palliative care education online using the Project ECHO model, leads to improved knowledge, skills, and attitudes for clinicians. Project ECHO suggests an innovative solution which can provide training and support to clinicians in settings where educational opportunities in palliative care are limited.

Identifying Contextual and Moderating Components Affecting the Implementation of the Primary Mathematics Curriculum

Purpose: Given the importance of proper implementation of the primary mathematics curriculum, this study aimed to identify the effective contextual and moderating components in the implementation of the primary mathematics curriculum. Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software. Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated. Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.

Achievement Goal Orientations of Iranian EFL Teachers in Postmethod Pedagogy Expertise

Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets. Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding. Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators. Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.

The call for an "educational footprint" in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers.

This article presents an in-depth qualitative case study asking, "How do Norwegian kindergarten teachers conceptualize and negotiate the field of psychosocial support?" This article thoroughly explores how Norwegian kindergarten teachers perceive of the field Mental health and psychosocial support (MHPSS). Recognizing the global imperative to advance mental health and psychosocial support for children, the study highlights the crucial need for interprofessional grounded concepts and logics in developing MHPSS interventions. The study employs a grounded theory approach to actively develop concepts in the MHPSS field in Norway. The six selected Norwegian expert teachers can make up a so-called "unique case", representing a high-income country with a robust welfare system and child-centered pedagogy. Yet, they reveal challenges in embracing the concept of psychosocial support: The analysis shows that the teachers seem to neglect and even reject the concept of psychosocial support, while also expressing inferiority and lack of agency towards other professions. However, the teachers also express the desire for more knowledge, and with proudness they energetically engage in fostering children's agency and functioning by their everyday descriptions of «meeting with the child». The study calls for the kindergarten teachers' increased efforts to actively participate in MHPSS interventions, advocating for the further development of an «educational footprint» that can empower interprofessional work.

Creating Cohesion and Collaboration in Mathematics Classrooms: Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities

Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants’ collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC’s effectiveness. However, our findings revealed no significant increase in participants’ overall collective efficacy, a group’s shared belief that together they can achieve a desired result. Implications for practice and research are discussed.

유보통합에 관한 시·군·구육아종합지원센터의 기능 및 역할에 관한 질적연구

ThisIn this study, 10 parents of infants and young children, child care teachers, and directors were surveyed to look back on the roles and functions of childcare support centers and to find out the direction for re-establishing the functions and roles of childcare support centers in the new era of integration of early childhood education and childcare. The analysis results are as follows. First, parents are most satisfied with the part-time childcare service for home childcare support, recognized it as a necessary project and expect that it will fulfill its role as a professional organization that can efficiently provide support to improve the quality of education and care of infant education institutions when early childhood education and childcare are integrated. Second, childcare teachers are satisfied with customized consulting support, healing programs, and substitute teacher support and recognize them as necessary projects. Third, directors are satisfied with substitute teacher and childcare staff training, parent education, and counseling projects, and perceived that childcare teachers and parents are growing through various supports. Integration of early childhood education and childcare requires a retraining process for qualification of existing childcare teachers by taking advantage of the geographical accessibility and convenience of si/gun/gu childcare support centers, and educational support to strengthen the expertise of childcare teachers is expected. This study is significant in that it suggests the direction of the functions and roles of childcare support centers so that various services can be efficiently delivered to infant families and infant education institutions in the region at the time when the integration of early childhood education and childcare began

고등학교 기술교사의 고교학점제 경험에 대한 질적 연구

The study aims to provide implications, based on the experience of technology teachers, regarding the direction for technology instruction in high schools in view of the high school credit system. To this end, in-depth interviews were conducted with seven technology teachers, experienced in the research and preparation of the high school credit system, and field data were collected. Additionally, some of their classes were observed. The collected data were analyzed and categorized through the process of emic coding and structural coding. According to the analysis, the participants faced limitations because of a high school culture that is oriented towards college entrance, since technology is not covered in South Korea’s national college entrance exam. The teachers experienced “difficulty in securing class time,” “burden of teaching multiple subjects,” “difficulty in teaching unfamiliar subjects,” and “difficulty in conducting classes” due to the introduction of the high school credit system. The analysis reveals that this system caused the following changes in the attitude towards the technology class: ‘avoidance,’ ‘survival,’ and ‘opportunity.’ Based on these findings, the pedagogical implications of technology teachers’ experiences, due to the introduction of the high school credit system, may be interpreted as ‘establishing firm values for the subject matter' and ‘thinking from the students’ perspective.’ The following steps are proposed based on the analysis outcomes: an experiential study for students who undertook technology instruction under the high school credit system, development of a program to enhance the expertise of technology teachers at high schools, and action research on “delivering good technology instruction” in high schools. This study is meaningful as it interprets and analyzes not only the changes in the technology instruction due to the introduction of the high school credit system, but also their significance, thereby deriving the aforementioned implications. The findings of the study may serve as useful data for offering implications regarding the direction for technology as a subject in high schools.

Creating Animation as Audiovisual Media Learning to Improve Motivation and Social Subject Outcome of 5th grade of Elementary School at SD Negeri 067245 Medan Selayang

This research aims to determine the feasibility, practicality and effectiveness of audiovisual media in the form of animation for class IV students at SD Negeri 067245 Medan Selayang. The research model used is research and development (R&D) using Thiagarajan's 4D design. The research subjects were 54 material and media expert validators, teachers and class IV students, each consisting of 27 students in the experimental class and 27 students in the control class. Based on research findings, validation results by material experts were 87%, media experts 88% and were included in the valid (feasible) category. Furthermore, the practicality results obtained from the teacher questionnaire results were 87.5% in the "Very Practical" category and student responses obtained a percentage of 90% in the "Very Practical" category. It can be concluded that the media developed is practical to use. The pretest score in the experimental class showed an average result of 63 and the posttest score showed an average result of 91, N-Gain 0.8. With the "High" criterion, obtained a value of 0.000 in the t test where Sig <0.05 so it was stated that there was a significant difference Between the learning results in the experimental class and the control class, that audiovisual learning media in the form of animation is very feasible, practical and effective for use in learning and effective in increasing student motivation and learning outcomes.

최근 교육 현장 변화에 따른 미래 학습장애 학생 교육 지원 정책 개발을 위한 인식 분석

The purpose of this study is to analyze perceptions that have recently emerged in the related system. This analysis is necessary as policy development plans are needed to support the future education of students with learning disabilities (LD) in South Korea, in line with recent changes in the educational field. To achieve this, we examined various opinions from the local community and education field regarding the following policy topics: (a) the 6th 5-Year Development Plan for Special Education, which starts in 2023, and the education plan for students with LD, (b) cooperation between Basic Academic Ability Support Centers and Special Education Support Centers in accordance with the Basic Academic Achievement Guarantee Act, and (c) connection between in-school and out-of-school education, involving parents and local communities. Results were derived by applying word frequency-inverse document frequency, word network, and topic modeling to academic papers, news articles, and expert opinions in the related fields on these topics. Specific policy issues related to LD mostly exhibited distinctiveness between the policy topics and the text data. However, opinions such as the lack of specific support plans for students with LD, the importance of linking schools with local communities, and strengthening the expertise of teachers, were consistently expressed across datasets. These research findings provide practical implications for future needs and education policies regarding the support of students with LD in South Korea.

Academic Supervision Of Elementary School Principals To Improving The Quality Of Learning In The Kampung Cambridge Program Mutiara Cendekia

This research aims to determine the academic supervision process carried out in the implementation of the Kampung Cambridge learning program at the Mutiara Cendekia Integrated Islamic School and its impact on the quality of learning as well as follow-up plans for the results of academic supervision as part of a reflection on maintaining school quality. This research uses a qualitative descriptive method with a case study approach. This research focuses on aspects of planning, implementation and evaluation as well as identifying obstacles to the elementary school principal's academic supervision program in improving the quality of learning in the Kampung Cambridge Mutiara Cendekia program. The research steps carried out began with 1) Identifying and communicating with interested parties, 2) Collecting data, 3) Analyzing research findings, 4) Drawing conclusions. Data collection uses interview, observation and documentation methods. The results of this research found that the principal of SDIT Mutiara Cendekia Lubuklinggau planned academic supervision regularly and actively involved teachers in preparing academic supervision programs and involved students to see the assessment response to the quality of learning. School principals and teachers must have good communication and be motivators to create an interactive learning atmosphere, so training is needed that presents expert speakers to improve teacher competence. The obstacles found in this research were the lack of time for school principals, making it difficult to carry out periodic academic supervision. The solution to this obstacle is to assign senior teachers or expert teachers by involving competent deputy principals as substitutes for the principal's supervisory duties.

Development of chemistry questions integrated with religious values on acid-base topic

<em>Religious character education</em> is a learning process that teaches values to shape a virtuous and cultured character. Education based on religious values can develop a good personality, including learning chemistry by integrating Islamic values. This research aims to analyze the feasibility of chemistry questions integrated with religious values. This research used a research and development type with the ADDIE model. The study participants were all students in class XI IPA MAS Darul Ulum Banda Aceh through saturated sampling techniques. Data was collected using expert validation sheets and teacher and student response questionnaires for multiple-choice questions. The validation results show that out of the 20 questions developed, 4 of them are invalid, and 16 are valid. Based on the validation from experts and chemistry education practitioners, the chemistry questions integrated with religious values for the Acid-base Topic is a feasible assessment. The validity index, 0.9, was obtained using Aiken's scale, and the reliability index, 0.85, based on IRA (interrater agreement), is valid and reliable. Based on responses, most students and chemistry teachers agree that questions based on religious values can have an impact on the following: (1) increase interest and motivation in learning chemistry; (2) increase knowledge about the relationship between chemical concepts and religious teachings; (3) increase awareness to obey the creator; and (4) increasing confidence in the greatness of Allah <em>Subhanahu wa Ta'ala</em>. The purpose of character education in chemistry learning can be achieved by using test questions that are integrated with religious values.

Uzman Öğretmenlik Eğitimleri Hakkında Öğretmen ve Okul Yöneticilerinin Görüşleri

Öğretmenlik Kariyer Planlaması ve Öğretmenlik kariyer basamaklarının hayata geçirilmesi uzun süreden beri tartışılmakta olan konular arasında yerini korumuştur. Bununla ilgili olarak Milli Eğitim Bakanlığı 12 Mayıs 2022 de öğretmenlik meslek kanununun sistematiğine ilişkin bir yönetmelik yayımladı. Bu yönetmelikle beraber öğretmenlik kariyer basamakları; aday öğretmen, öğretmen, uzman öğretmen ve başöğretmen olmak üzere üç kariyer basamağı olarak ayrılmıştır. Bu kariyer basamakları hizmet esasına ve yılına dayanan, çeşitli mesleki çalışmalar, izlenmesi ÖBA(Öğretmen Bilişim Ağı)’da zorunlu olan eğitim videoları ve MEB’in yapacağı sınavdan başarılı olma kriterlerine dayandırılmıştır. Yayımlanan bu yönetmelikte Uzman Öğretmenlerin izlemesi gereken video süresi 180 saat iken, başöğretmenler için bu süre 240 saati bulmuştur. Bu çalışmanın temel amacı aday uzman öğretmenlerin ve yöneticilerin izledikleri eğitim videolarına ilişkin kişisel görüşlerini belirlemektir. Araştırmada nitel araştırma desenlerinden olan durum çalışması deseni kullanılmıştır. Araştırmanın örneklemini Diyarbakır ilinde devlet okullarında çalışan aday uzman öğretmenler ve yöneticiler oluşturmaktadır. Amaçlı örneklem türlerinden ölçüt örneklem kullanılmıştır. Veri toplama aracı olarak da yarı yapılandırılmış görüşme formu kullanılmış, verilerin analizinde ise içerik analizi kullanılmıştır.

Stop Motion Animation Video: A Learning Media on Global Warming for Middle School Students

<p>Material delivered was not innovative resulted in a loss of motivation and interest in learned students. The used of interesting educational media such as stop motion animation videos, could complement the used of related technologies. The result of this studied was to describe production steps, examine product validation, assess readability, and assess student responses to stop motion animated videos used as global warming learned resources. For the 35 seventh-grade students, the research was conducted on one of the MTs in Bandung Regency using an R&D (Research and Development) approach and a 3D model. The researched findings were presented as a description of the development stages, including the define, design, and develop phases involved in making stop motion animated video products (<a href="https://youtu.be/W7V3v1dP_5Y">https://youtu.be/W7V3v1dP_5Y</a>). Stop motion animated videos undergo expert validation, receiving scores of 83% from material experts, 78% from media experts, and 94% from subject teacher experts who were considered to had high validity. The readability of stop motion animation videos as teaching tools scored 90% in the easy-to-understand category, the quality of student responses scored 93% in the very positive category. Therefore, stop motion animation videos were appropriate have been used as a source of learned about global warming.</p>

Pengembangan Rencana Pelaksanaan Pembelajaran Menggunakan Model Pembelajaran Inkuiri pada Pembelajaran Tematik Kelas IV SDN Kota Bengkulu

This study aims to develop a learning implementation plan using inquiry learning models in Thematic learning in class IV Bengkulu City. This type of research is research and development. This study uses a 4D development model by Thiagarajan. However, this research was only carried out up to the 3D stage (Define, Design, Develop). Validation is done by design experts and material experts. The lesson plan (RPP) developed was rated and responded by 2 teachers from Bengkulu City Elementary School. Data analysis techniques used descriptive statistical analysis of the results of the expert validation research and teacher responses and qualitative descriptive analysis of the comments from the expert validation and teacher responses. The score of the validator assessment of the lesson plan (RPP) with a score of 86.92 with a very valid category and the teacher's response of 91 with a very good category.