Teacher Professional Programs Research Articles

Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities

ABSTRACT This study aims to document how a research-practice partnership designed and carried out joint work between researchers and educators to support teacher instructional improvement. A district-wide research-based teacher professional program, grounded in research on student development of mathematical ideas, was adapted to the assets and needs of one elementary school. The primary source of data were field notes of meetings of the school instructional improvement team, involving researchers, the principal, and teacher leaders, and focused on the co-design of school-based settings for instructional support. A framework outlining key conditions of research-practice partnership success was used as an analytical tool to examine partnership design elements that support joint work towards both practice and research goals, partner practices, processes, and activities as they unfolded, and methodological tensions and opportunities. Findings highlight how centring relationships, shared goals, and relevance to practice supported researchers in gaining deep understanding of the local context and of the complexity involved in creating settings that facilitate instructional improvement within school systems. They also underscore the need for vulnerability and flexibility in researcher involvement. Future directions include supplementing data sources to examine co-design sessions discourse and through multiple perspectives and extending analyses to subsequent years of the partnership.

Student’s creative thinking based on study level, learning style, gender, and combination of the three

All students from every level of education should have excellent and adequate creative thinking, but in Indonesia students’ creative thinking is still low. There are a lot of factors that affect creative thinking, such as learning styles. This study aimed to investigate the comparison of students’ creative thinking based on study level and learning styles, gender, and the combination of the three to determine which factor or type of students needs to be improved. This research uses a statistics descriptive method. The participants of this study were 38 senior high school students, 35 students of the teacher professional program (PPG), 24 undergraduate students (S1), and 12 master program students (S2). The instrument used in this study is a learning styles Learning style test to determine the student’s learning styles and creative thinking questions to classify the students. The results of this study are i) Students’ level of study does not determine their creativity level; ii) Based on gender, female is more creative than a man; iii) Based on the learning style, visual students is the best, followed by kinesthetic and auditory in order; and iv) Merdeka curriculum of Indonesia, nowadays, is essential to make the best learning process to improve students’ creative thinking.

Analysis of Elementary School Students' Mathematical Literacy Abilities Through Diagnostic Assessments Based on Metacognitive Abilities at Field Experience Practice In-Service Teacher Professional Program

The importance of the relationship between mathematical literacy skills and higher-order thinking skills is in line with the 3 competencies needed in the 21st century. Mathematical literacy skills are very important for students to understand the function of mathematics in everyday life through the formulation, use, and interpretation of mathematics in various contexts. This research aims to analyze and describe the mathematical literacy abilities of elementary school students through diagnostic assessments based on metacognitive abilities at PPL PPG Daljab. The type of research used in this research is descriptive qualitative with research subjects of 60 elementary school students who were reviewed through a diagnostic assessment based on metacognitive abilities. data collection through test results and questionnaire results. Data reduction, data presentation, and conclusion drawing are carried out in data analysis. The research results obtained are that applying innovative learning models or methods can improve and develop the mathematical literacy skills of elementary school students, especially class V. So, teachers need to familiarize students with working on story problems, especially open-ended type story problems, and innovate in learning to motivate them. students to be actively and directly involved in the problem-solving process so that they can improve students mathematical literacy skills.

Teacher survey of Science Practices Learning (SPL) in elementary schools after participating in the teacher professional programs

Teacher survey of Science Practices Learning (SPL) in elementary schools after participating in the teacher professional programs

The Evaluation Of Teacher Professional Education Program

This article uses the Provus Evaluation Model (Discrepancy Model) developed by Malcolm Provus. The current article aims to analyze whether the program is worth continuing, improving, or stopping. This model emphasizes the formulation of (1) standards, (2) performance, and (3) discrepancy in detail and measurable. The results show some general weaknesses of the teacher professional program (PPG), namely the lack of practical application of the program, where teachers focus too much on theory and not enough on practical teaching skills. Teachers may not receive adequate financial support for self-direction during the program or after they complete it. Some programs may not reflect the latest research and developments in education. Balancing teaching and professional development can be challenging, and some programs may not offer flexible scheduling and equity of training time for pre-service and in-service teachers.K

Identification of Readiness to Participate in The Teacher Professional Program Chemistry Education Students

This research aims to find out how prepared Malikussaleh University Chemistry Education students are in participating in the Professional Teacher Program (PPG) in order to become professional teachers. The type of research used in this research is quantitative descriptive. The subjects of this research were 29 alumni of Chemistry Education students at Malikussaleh University class 2015-2019, with techniques is probability sampling. Meanwhile, the object studied is readiness to take part in PPG with the six aspects reviewed, including: health aspects, interest aspects, motivation aspects, family environment aspects, socio-economic aspects and campus environmental aspects. The data collection technique in this research uses an instrument in the form of a questionnaire. Data analysis techniques use descriptive statistics with the help of applications Microssoft Excel. And the results obtained from research on readiness to participate in PPG are that the health aspect has a percentage of 89% (very good), then the interest aspect has a percentage of 73% (good), then there is the motivation aspect which has a percentage of 53% (fair), then the family environment aspect which has a percentage of 77% (good), then the socio-economic aspect which has a percentage of 70% (good), and finally the campus environmental aspect which has a percentage of 68% (good). Based on the research results, it can be concluded that readiness to take part in the Professional Teacher Program is to become a professional teacher in the good category with an average percentage of these six aspects of 72%.

Investigating the moderating effects of social good and confidence on teachers' intention to prepare school students for artificial intelligence education

Artificial Intelligence (AI) has triggered profound reforms across industries, including education. These developments necessitate the inclusion of AI as a subject in K-12 classrooms. However, the need for students to learn AI demands that educators pay increasing attention, believe in its relevance and intend to promote it among their students and colleagues. This paper aimed to explore teachers' perceptions of and behavioral intention to teach AI. We specifically considered the association of AI anxiety, perceived usefulness, attitude towards AI, AI relevance, AI readiness, and behavioral intention factors. This research further aims to examine the moderator effect of AI for social good and confidence on the relationship in our hypothesized research model. To address this purpose, a quantitative methodology with the use of structural equation modeling was utilized. Data were retrieved through an online questionnaire from 320 lower and upper secondary school in-service teachers, mostly in STEM-related fields. Our findings reveal that teacher perceptions of AI for social good and confidence will affect most relationships in the model. Teacher professional programs should include the benefits and risks of AI and good practice sharing.

PENINGKATAN REGULASI MAHASISWA PPG MELALUI AKTIVITAS PENGEMBANGAN PERANGKAT PEMBELAJARAN

The development of learning tools aims to facilitate students to design innovative learning activities by utilizing the results of analysis of problem-based, literacy and HOTS teaching materials. Project-Based Learning is aimed at improving high-level thinking skills, understanding problems and strengthening literacy. This classroom action research describes increasing the regulatory abilities of PPG students in using Project Based Learning (PjBL). This research was carried out in two cycles. The research results show that Project Based Learning (PjBL) model learning through the Learning Management System can improve the regulatory abilities of Teacher Professional Program (PPG) students. In the first cycle, the achievement of indicators of student regulatory success reached the quite good category with a percentage of 71%. In the second cycle of action, PPG students' regulatory abilities increased to the good category with a percentage achievement of 76%. It can be concluded hat self-regulation abilities to increase and be consistent, the implementation of Project Based Learning can be carried out in three cycles and reinforced with various learning topics in the Learning Management System (LMS). This effort is important with a focus on improving aspects of self-regulation capabilities, namely deepening essential questions, strengthening plans and implementation of HOTS-based projects.

Claiming Your Own Identity and Positionality: The First Steps toward Establishing Equity and Social Justice in Science Education

If there is one major aspect that calls for science education reform in both Costa Rica and the United States have in common is that in both countries, science teachers are expected to establish an inclusive environment where students feel free to engage in discussions and investigations of real-world (socially relevant) issues. However, one aspect that teacher education programs in both countries have also in common is taking for granted the complexity of developing a teacher identity with the kind of cultural awareness, relevant pedagogy and content knowledge, and positionality necessary to meet the ambitious calls for science education reform. In our study, we sought to contribute to the understanding of these issues by assisting 17 pre-service high school science teachers in Costa Rica explore how their identity development and positionality might impact their abilities to establish culturally inclusive and socially relevant science classrooms. To this end, we offered participants culturally and socially relevant science teaching and curriculum development workshops for the last year and a half of their teacher professional program. Findings from the project’s first phase of analysis indicate significant growth in the participants’ identity development as culturally inclusive teachers responsible for making the science curriculum relevant for everyone.

DAMPAK DEMOGRAFI DAN STATUS KEPEGAWAIAN TERHADAP KOMITMEN KARIER PADA PROFESI GURU

Study career commitment or Commitment career been a long time object study in psychology industry and Organization . Commitment career is very important researched remember every individual who works and falls in A profession certain will have commitment career the including profession Teacher. The teaching profession is mandated as A professional profession . _ Professionality a Master is shown with exists Certification Teacher Profession and Teacher Professional Program established by the government . As a individual a teacher is certainly in demand For commitment with career them , however There is a number of sticky thing _ like factor demographics , and employment status to be impact as well as influence Commitment Career a teacher. Therefore the author submits study predictive about commitment career teaching profession with predictor demographics and employment status . This research is study base and is advanced from study previously ie profile commitment career teacher profession . Study This is study quantitative with use triple ANOVA data analysis track with amount subject 118 (N=118) who was a teacher already own certification profession . Research results This find that gender and employment status in a manner together in a manner significant impact to commitment career a teacher. If all variables ( demographics and employment status ) stand Alone so in a manner significant No impact to commitment career .

THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers. Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes.

Re-visiting the past in search for silver-lining: Moroccan students’ perceptions of technology-mediated faculty practices under COVID-19

ABSTRACT Despite the wide-ranging research on technology-mediated learning, which has contributed immensely to a better understanding of how best it can be implemented, lockdowns during COVID-19 times have revived debates on teacher preparedness to adequately engage in this modality of instruction. Research-validated evidence has shown that a complex combination of technology, pedagogy and content is necessary for impactful teaching practices. Thus, the present paper reports on a qualitative study that investigated students’ perceptions of their teachers’ performance during the lockdown period. Online interviews and focus groups were conducted with a cohort of 30 university students. The students were selected by means of purposeful sampling informed by a set of pre-defined criteria. Overall, the students reported that most of their teachers utilised asynchronous teaching modalities. Also of interest was the finding that a small proportion of faculty varied the instructional deliverable with a clear intent to cater for a wider spectrum of student learning pace and style. Under COVID-19, additionally, distance education was hugely crippled by student psychological ill-being. One of the implications of these findings, among others, is the pressing need, now more than ever, for comprehensive and intensive teacher professional programs focused on technology-enhanced methodology.

Investigating the Effectiveness of Professional Development Presentations in Language Institute: Needs More or Enough

The concept of professional development has grown immensely in universities especially after the pandemic, with studies showing that presentations improve teacher efficiency, teacher and student motivation, student learning, and teacher involvement in academic activities. They may, however, be viewed as a facilitating device and as part of a culture of 'improvement,' which suggests a lack of interest and commitment, less or no involvement in academic activities, lack of autonomy, and more expectations. However, there is a relatively little known study in this field. This article attempts to fill up the gaps in our understanding by using data from teacher participants who attended presentations as a part of the teacher professional program at the English language Institute, Jazan University. The follow-up survey includes male and female (n=169) teachers working in various colleges. The findings suggest teachers considered the presentations extremely essential and provide significant guidance and support for routine teaching and research. They did emphasize, however, the implication of the professional development initiatives to accomplish teaching and learning outcomes, enhance collaboration and communication between decision-makers and teachers, between teachers, and across institutions, and also create a mechanism that will include topics related to unresolved teachers’, students and classroom problems. Also, the article advocates for a PD paradigm in which teachers are actively engaged in teaching and learning activities that push them to apply content, reflect, and solve problems both individually and in groups inside and beyond the classroom.

Teachers’ efforts to overcome barriers in their professional learning activities: A case of teacher professional programs in Tanzania

Teachers’ efforts to overcome barriers in their professional learning activities: A case of teacher professional programs in Tanzania

PEMBELAJARAN DARING PERSPEKTIF GENDER MALALUI MODEL RASCH

Advances in computer technology, especially the internet, are currently very influential on all aspects of life, including education. Technological advances in education present a distance learning process online using the internet. This has resulted in increased demands for teachers in teaching which are not only focused on mastering the material, but must be supported by the application and mastery of IT that supports knowledge for exploration and creation of independent learning. In practice, the implementation of this learning has advantages and disadvantages. This is related to the readiness of internet facilities, teachers, and students. The purpose of this study was to test the online learning system for students of the Teacher Professional Program (PPG) with a gender perspective at FITK UIN Raden Fatah Palembang. The research method used is quantitative. Data analysis used Rasch analysis and Gender Analysis Pathway (GAP). The results showed that student responses to the use of the online web were categorized into 2 groups of persons, namely respondents as the high group and the medium group. There are 69 people in the high group category and 47 people in the moderate group with a balanced distribution of the number of men and women. The conclusions of the study stated that the use of the online learning system for PPG students did not show a statistically significant difference between men and women.

Web-based evaluation for teacher professional program: Design and development studies

This is a design and development carried out to develop a web-based evaluation model in teacher professional programs. The subject of this research were participants in the professional teacher program in 2021. In addition, experts in the field of technology and evaluation are also the subject of this research to assess the feasibility of the developed model. The data collection technique used in this study is a questionnaire technique. Data analysis was carried out by descriptive quantitative analysis. Proof of the validity and reliability of internal consistency using the Gregory method. The results show that a web-based evaluation model has been developed by measuring four program components, namely context, input, process, and product. The results of the expert assessment indicate that this model is feasible and meets content validity. The developed model is also reliable based on internal consistency and meets the aspects of practicality and effectiveness based on user ratings. Keywords: Web-based evaluation, teacher professional program

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Visibility Ranking of University E-Learning Websites -CRITIC Method Approach

This study aims to determine the factors that affect the visibility of a website on a search engine and determine the ranking of visibility based on the variables that influence it. Based on the literature review, it was found that the variables that affect the visibility of the website are 9 criteria. Data collection was carried out on 7 e-learning websites of universities in Indonesia which have the mandate to organize teacher professional programs. The ranking mechanism is done by normalizing the data from several variables that have different units and dimensions, followed by finding the weight of each variable using the CRITIC method, which is one of the objective methods of multicriteria decision analysis. The results of weight processing show that the keyword usage level domain variable is the most important variable, and domain level link authority features are the least significant effect on website visibility, while the ranking of visibility shows that Yogyakarta State University has the best ranking. A fairly efficient methods of CRITIC could be modelled with any number of criteria and alternatives that the problem has, since its procedure is very clear and concise.

Persepsi dan Motivasi Mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) Tentang Profesi Guru

This study describes the perceptions and motivations students of Department of Primary Education concerning about the teaching profession along with the knowledge and experience they gained in college. The implications of the results of this study can provide a spectrum going forward so that Department of Primary Education study program managers can sustainably develop teacher professional programs to strengthen the identity of students as teacher candidates. This type of research is qualitative descriptive. The method used in this study is a survey method using an open questionnaire. The subjects of this study were 36 students of Department of Primary Education, Teacher Training and Education Faculty, Mataram University in the afternoon 7b class. The results showed all respondents stated that this profession is a noble profession, but they can switch to other jobs if income is more adequate. 83.33% of respondents said they were ready to become teachers while 16.67% said they were not ready to go into the field independently.

The perspective prospective professional teachers toward (specific) pedagogical content knowledge on derivative concept

This study is aimed to investigate the pedagogical content knowledge of prospective professional teachers who participated in the In-service Teacher Professional Program (Program Profesi Guru Dalam Jabatan or PPG Daljab) for the topic of Derivative. The investigation into teachers’ knowledge was conducted during the phase of developing lesson plan. For this purpose, 24 in-service teachers were observed during their participation in the PPG program. The data analysis was performed for the interview results, the teachers’ lesson plan (RPP), and observation note from the peer teaching activities. The data analysis reveal that the teachers already possessed a correct conceptual understanding of derivative as indicated from their lesson plan. Nevertheless, the concepts that teachers presented in the lesson plan was still partial and did not represent a comprehensive conceptual understanding. This partial conceptual understanding was also observed during peer teaching activities. When performed a teaching simulation, teachers tended to deliver the concept in a procedural way so that the classroom activities did not fully support the development of students’ higher order thinking skills.