Understanding Of Teachers Research Articles

Experiences of Prospective Teachers About Online Teaching Practicum during Covid-19: A Phenomenological Study from Pakistan

This study aimed to investigate the experiences of prospective teachers about their online teaching practicum during the COVID-19 pandemic. The objective was to gain insights into the experiences and understanding of prospective teachers about online teaching practicum during pandemic 19. To accomplish this study, a qualitative approach and a phenomenological research design were employed. The researcher used purposive sampling techniques and all the students of B.Ed(4 years) of the science group and the practicum supervisor of the same group were selected as a sample. After the data collection the data was analyzed through thematic analysis and different provisional and emergent themes were found. The provisional themes of this study were online teaching practicum, first Impression about OTP, fears of OTP, orientation of OTP, interaction with Practicum supervisor, online instructions, experience with Google Classroom, barriers of OTP, skills, and desired goal, planning of OTP, main difference between online teaching practicum and onsite teaching practicum, online instructions, online Training by using gadgets, environment of OTP, and major components i.e. (1)Lesson Planning (2) Peer Feedback (3)Supervisor Feedback (4) Lesson Reflection (5)Teaching Session (6) E-portfolio. The emergent themes of this study were the experience of online practicum, pre-practicum workshops (Onsite), orientations with focal persons as Schools, discussions with cooperative teachers, online practicum training, provided environment, planning of online teaching practicum, action plan, and experience of E-portfolio. This study's finding revealed that while prospective teachers' initial experiences were positive, they encountered difficulties such as internet connectivity issues, limited time to present lesson plans, and utilizing advanced technology. Additionally, prospective teachers faced challenges in providing and receiving feedback. Based on these findings, the major recommendations include increasing the number of online training sessions, providing comprehensive instruction on lesson planning and uses of advanced technology, and revising the mechanisms for online peer feedback.

Promotion of dental and oral health for school dental health program teachers at elementary school level in the Sukoharjo Regency

The role of teachers is crucial for the success of oral health promotion because schools are environments equipped with resources to teach how to maintain healthy teeth and mouth. This activity aims to enhance the knowledge and skills of UKGS teachers in the Sukoharjo Regency area. The methods employed include lectures, discussions, and demonstrations by the facilitator, followed by re-demonstrations by the participants for evaluation. Knowledge was assessed using a questionnaire administered before and after the training. The evaluation results indicate a t-test significance value of 0.000 with p ≤ 0.05, suggesting an improvement in the understanding and knowledge of elementary school UKGS teachers after attending the training.

Eksplorasi Spiritual Anak di Era Digital: Prespektif Psikologi Agama Islam

In today's digital era, children are increasingly exposed to various technologies that influence their spiritual development. This study aims to dig deeper into how digital technology impacts children's spiritual exploration, as well as providing guidance for parents and teachers in facing this challenge. Using an Islamic religious psychology approach, this research will analyze the impact of digital technology on children's understanding of spirituality, as well as strategies that can be used to strengthen spiritual values in everyday life. Through this study, it is hoped that it can provide better understanding for parents and teachers in accompanying children in developing their spiritual dimensions in the midst of the ever-growing digital era.

The Influence of Welfare on the Performance of Early Childhood Education Teachers

This research aims to investigate the relationship between welfare and performance of early childhood education teachers. It employs a qualitative approach, allowing for an in-depth understanding of teachers' experiences and perceptions regarding welfare and its influence on their performance. Research participants consist of teachers teaching at TK Ar Rahman Tasikmadu, Karanganyar, selected through purposive sampling techniques to obtain variations in their experiences and perspectives. Data are collected through in-depth interviews with teachers, focusing on the aspects of welfare they experience in the workplace and their perceptions of performance as a result of welfare. Data analysis utilizes a thematic analysis approach to identify thematic patterns in the interviews and understand the relationship between welfare and teacher performance. The results of this research indicate that teacher certification serves as an indicator of teacher welfare to enhance their performance in schools. This study provides a better understanding of how teacher welfare affects their performance at TK Ar Rahman Tasikmadu and offers insights for the development of policies and human resource management practices that support welfare and performance of teachers in early childhood education institutions.
 Keywords: Welfare, Teacher Performance, Early Childhood Education

Exploring pre-service teachers’ experiences of engaging in sustainable environment: a Turkey-Italy eTwinning Project

The research initially delves into the outcomes of an international eTwinning project focused on heightening awareness among future primary school teachers about the causes and consequences of climate change within the framework of sustainable environmental education. Employing qualitative research methodologies, the investigation took the form of a case study. The participant group consisted of 13 pre-service teachers studying at Mersin and Balıkesir Universities in Turkey as well as the University of Palermo in Italy in the academic year 2021-2022. Researchers utilized a semi-structured interview format crafted specifically for the study. The objectives encompassed enhancing the understanding of pre-service teachers regarding sustainable environmental education, fostering their familiarity with eTwinning to enable cross-cultural interaction with other European pre-service teachers. Furthermore, emphasis was placed on elevating pre-service teachers' awareness about foreign language utilization and the integration of information and communication technology (ICT).

The future of EFL teachers’ professional development in Türkiye: A Swot Analysis

A clear understanding of teachers' continuing professional development (CPD) needs is crucial for planning appropriate in-service training activities. The study adopts a qualitative approach, utilizing a methodology centered around roundtable discussions that integrate a SWOT matrix for a comprehensive analysis of English as a foreign language (EFL) teachers' CPD needs. The inductive content analysis approach to the data (Strauss and Corbin, 1990), specifically within the deductive structure of the four broad categories of SWOT component was applied, followed by a thematic approach (Merriam and Tisdell, 2016). Engaging five experienced K–12 EFL teachers across three consecutive roundtable sessions to explore both advantageous and challenging internal and external factors and propose solutions, this study highlights the utility of the SWOT analysis as an effective tool in needs assessment. The framework emerging from unified recommendations suggests fostering informal CPD avenues, such as communities of practice and opportunities for teacher mobility. The study concludes with forward-looking recommendations urging policymakers to develop cohesive CPD programs tailored for EFL teachers in public schools in Türkiye. These recommendations could potentially be generalized, enabling local and national educational institutions and organizations to provide effective CPD avenues for EFL teachers

Digital Padlet and Livewoksheet Learning Media Creation Education for PAUD Teachers in IGABA Berau Regency

The Padlet and Liveworksheet Digital Learning Media Creation Training is a Community Service (PKM) activity which aims to increase knowledge, skills and strategies for PAUD Teachers in IGABA Berau Regency in using digital media for learning preparation and asesmen in the implementation of the Merdeka Curriculum. The implementation of PKM begins with an analysis of the situation and potential, namely the uneven competency of teachers in using digital learning media, then looking for alternative solutions to the problem by providing training, then selecting the digital learning media needed by PAUD teachers, and carrying out training. The impact of this activity increases teacher motivation to develop themselves, increases teacher understanding and competence in using digital learning media and is an effort to fulfill students' rights to receive quality learning.

Implementasi Teori Belajar Kognitif Pada Kurikulum 2013

This research discusses efforts to introduce cognitive learning theory into the 2013 curriculum in the educational environment. Her research focus is on understanding how key principles of cognitive learning theory, including concepts such as information processing, knowledge construction, and the development of higher-order thinking skills, can be integrated into new curriculum structures. Research methods include analysis of official 2013 curriculum documents, interviews with teachers, and observation of classroom learning practices. The results show that although real efforts have been made to adopt the principles of cognitive learning theory, their implementation still faces certain challenges. Limited resources, teacher understanding of cognitive concepts, and adaptation of learning materials are several important factors that influence successful implementation. Therefore, this research provides recommendations for improving teacher training, adapting learning materials, and increasing resource support so that the 2013 curriculum more effectively achieves students' cognitive learning goals.

Development and validation of conceptual test instrument in Physics: A synthesis

A well-developed physics conceptual test that can be a
 diagnostic, a misconception, or a summative test best suited to the
 science major will help educators to determine the level of physics
 understanding of the prospective science teachers at public and
 private high schools. Hence, the purpose of this synthesis paper is to
 look into the key aspects of the process of the development and
 validation of conceptual test instruments in physics subjects for the
 undergraduate level. A literature review was used to determine the
 process of the development of conceptual tests. The process starts
 with preparation or content analysis, development, validation, and
 pilot testing. Statistical analysis, such as difficulty and
 discrimination indices and biserial coefficients used by the authors
 of various researchers, was also included. A stable, usable, and
 promising form test instrument can help instructors evaluate the
 effectiveness of the pedagogies and new curriculum.

Peningkatan Pemahaman Teori Dasar Musik pada Guru SMP di Kabupaten Bireun

This research aims to describe increasing teacher understanding of music theory material. As an arts and culture teacher, you don't just focus on one area of ​​art, but you have to master all the material, including music, fine arts, theater and dance. One of the basic materials that teachers must master is basic music theory. There are still many teachers who do not understand the basic theory of music, even though this theory is the initial provision in learning music such as vocals. The method used is descriptive qualitative with pretest and posttest questionnaire data collection techniques, observation and interviews. The research was conducted for one week, the results showed an increase in understanding of basic music theory material by 97.8%. This can also be proven by the results of singing the score for the song Tanoh Lon Sayang according to the actual punctuation
 

Potret Implementasi Kurikulum Merdeka Dalam Pembelajaran Bahasa Indonesia Di MTSN 03 Subang

The aim of this research is to find out how this curriculum is implemented, in Indonesian language lessons in class VII MTs Negeri 3 Subang, how the independent curriculum is implemented. This research was conducted qualitatively and data was collected through observation, interviews and questionnaires. The research results show that the Project Based Learning (PBL) approach, formative evaluation and literacy improvement for students, are all used to adopt the independent curriculum. The implementation of this curriculum has resulted in increased student independence and the development of soft skills. Overall, the Merdeka Curriculum at MTs Negeri 3 Subang supports student independence, facilitates critical learning, and develops Pancasila character. The obstacles faced require further attention to increase the effectiveness of curriculum implementation, although there are obstacles related to the availability of books and teacher understanding. The effectiveness of the curriculum is assessed through student self-evaluation and teacher observation. Limited resources and teachers' understanding of the curriculum are some of the obstacles. This research provides insight into the difficulties and opportunities of an independent curriculum to improve the quality of education at the secondary level.

Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia

ABSTRACT The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a larger project aimed at characterising their subject matter and pedagogical content knowledge (PCK) related to the function concept. K-means Cluster analysis was used to derive profiles based on M-PCK perceptions. Three profiles related to M-PCK perceptions of prospective teachers emerged from the clustering process namely (i) self-doubting (cluster 1), (ii) anti-M-PCK (cluster 2) and (iii) confident and enthusiastic (cluster 3). A One-way ANOVA test was performed to determine the existence of differences in prospective teachers’ perceptions between Clusters based on the five M-PCK sub-factors. The test revealed significant differences between Clusters of prospective teachers’ perception of all sub-factors. Prospective teachers in Clusters 1 and 2 showed low confidence in their M-PCK perceptions while those in Cluster 3 generally showed moderate confidence.

Measuring English Proficiency: Investigating How Teachers Employ Formative Tests

Education holds a crucial role in human life, connecting the roles of teachers and students in teaching and evaluation. Assessment, a big part of education, helps teachers understand how well students are doing as they learn. When assessing students, teachers must consider how each student learns, what they're good at, what they find challenging, and what they need to succeed in school. So, teachers must know how to do assessments well. This study aims to determine the teacher's understanding of formative assessment and how to apply formative assessment to learning English in assessing students' English skills. The method used is a descriptive qualitative method using interviews and observations. 7 English teachers from different schools were interviewed (4 teachers at SMAN 3 Maros, 1 teacher at MA Darussalam Barandasi, and 2 English teachers at SMKN 1 Maros). Meanwhile, observations were carried out once at each school. The findings show that teachers use formative assessment at the beginning, middle, and end of learning sessions to understand students' performance. Teachers see many benefits in using formative assessments, like measuring individual abilities, reaching learning goals, and understanding student needs better. Some teachers face challenges, like figuring out how each student is different, which shows they might need more help and training. Classroom observations also show that some schools do well with formative assessments, while others have problems, such as SMK 1 Maros, which has issues with students not showing up and using home-based assignments. This study suggests giving teachers more support and training to improve assessments and learning for everyone.

Conceptual understanding and analysis conceptual difficulties of nervous system: from the perspective of pre-service biology teachers

<p><span lang="EN-GB">The aims of this study were to describe level of conceptual understanding and conceptual difficulties on the nervous system from the perspective of pre-service biology teachers. This research was used cross-sectional research design with a sample of 30 participants was selected randomly. The six essays that were created using the conceptual understanding indicator, and twelve multiple-choice questions that were created in the form of three-tier examinations, and the open questionnaires developed to detect challenging concepts in the nervous system make up the instrument. Data has been analysed using descriptive statistics. Data analysis indicates that the average score of conceptual understanding of pre-service biology teachers is 67.33 belongs to the medium category. For the highest percentage of conceptual understanding indicator is ability to exemplify concepts (86.67%) and the other hand, lower percentage is indicators of ability to connect various concepts (46.67%). The best concept for conceptual understanding especially about sub-matter of structure and function of neurons, central and autonomy nerves. Conversely, for the nervous system concepts that are recognized as challenging, particularly the concepts of physiology, impulse transmission mechanism, and somatic nerve inertia. The lack of conceptual understanding caused by complexity of subject, abundance of terminology, and intangible things. The study is expected to be used mainly for development of various learning methods or media that viewed as suitable for improving conceptual understanding of and reducing conceptual difficulties.</span></p>

Exploring geography teachers’ perceptions towards spatial thinking in Vietnam

If geography teachers appreciate the important role of spatial thinking in their disciplines, they can proactively explore educational interventions to improve the spatial thinking of their students. Our understanding of geography teachers’ perceptions around spatial thinking is still in its infancy. Until now almost all studies investigating spatial thinking in teachers have focused on pre-service teachers. Therefore, this study attempts to expand our understanding by exploring the perceptions of in-service geography teachers towards spatial thinking, spatial thinking instruction, and the factors that impact enactment of spatial thinking instruction. To achieve this goal, we conducted interviews with 15 geography teachers in Vietnam. The results show that teachers’ understandings reflect three components of spatial thinking (concepts of space, tools of representation, and reasoning). However, their responses also reflect ambiguous and unclear understandings about spatial thinking. These findings can inform professional development for teachers in Vietnam.

Pelatihan Kemampuan Asesmen Diagnostik Learning Style Dalam Meningkatkan Performance Guru BK Pada Kurikulum Merdeka

Diagnostic assessment skills training for SMPN guidance and counseling teachers at the Muaro Jambi Education and Culture Service aims to provide skills and understanding about the use of diagnostic assessment, one of which is learning style. The results of this activity include: increasing the insight and skills of guidance and counseling teachers in using diagnostic assessments in guidance and counseling services. The understanding and skills of guidance and counseling teachers in applying diagnostic assessments develop so that they can assist in implementing guidance and counseling activities in schools.

Beyond the Canon: Seeking Black Women Artists in K-12 Art Education Teaching Resources

Despite the plethora of textbooks and teaching resources to guide the instructor in transmitting knowledge and skills for classroom instruction and curriculum development, many K-12 art education resources feature White, Eurocentric artists. Black women K-12 art educators are challenged to locate resources that enhance students’ understanding and interest in racial and gender identities. This research critically explores the representation and availability of Black women artists in K-12 art education textbooks and teaching resources. The images and artists in art education textbooks are crucial and can affect students’ understanding of art and teachers' development of an inclusive curriculum. I, therefore, investigated, through a Black feminist perspective, the underrepresentation of Black women artists in art education teaching resources. Drawing on narrative inquiry, I interviewed Black women elementary and secondary art educators throughout the United States to reveal the availability of Black women artists for classroom instruction and curriculum development. As a result, the data collected highlights emergent themes and subthemes that describe patterns of Whiteness in art education. This research demonstrates the need to diversify K-12 art education textbooks and teaching resources beyond a few token Black women artists.

Optimizing PAUD Teacher Creativity Through the 'Loose Parts' Workshop

This Community Service Activity highlights the importance of enriching children's play experiences with a variety of play tools and materials. This activity aims to change PAUD teachers' views on the tools and play materials available in their environment, which are often considered uninteresting or less educative. Through this workshop, participants are taught about the concept of loose parts and how to design a play environment that stimulates children's development in various aspects. This service activity is important because many PAUD teachers do not make optimal use of the tools and play materials around them. This workshop provides a platform for teachers to improve their understanding and skills in presenting interesting and educational play tools and materials. This activity took place for one day in the STAI SILIWANGI Garut Hall, attended by 100 PAUD teachers. This activity includes delivery of material, individual and group assignments, as well as direct practice. This activity is very relevant to the needs of PAUD children and teachers, especially in providing adequate tools and play materials. The results of this workshop show an increase in participants' insight in understanding the concept of children's play tools and materials, as well as their ability to prepare an attractive play environment and encourage children to play. This activity also resulted in an increase in the presentation of a variety of games and evaluation of children's activities. In conclusion, this workshop was successful in increasing the understanding and skills of PAUD teachers in using tools and play materials available around them. Suggestions for the future include ongoing training and the creation of a loose parts warehouse to exchange tools and materials between teachers.

Student-perceived teacher and parent homework involvement: Exploring latent profiles and links to homework behavior and achievement

This study investigated student-perceived teacher and parent homework involvement through a person-centered approach involving 739 8th graders. Latent profile analysis (LPA) identified three profiles: Low Perceived Autonomy Support, Homework Quality, and Feedback Quality (8.12 %), Moderate Perceived Involvement (63.60 %), and High Perceived Autonomy Support, Homework Quality, and Feedback Quality (28.28 %). Gender was related to profile membership. Profile membership predicted homework behavior and performance after controlling for prior achievement and parent education (d = 0.50 to 1.34). Students with higher perceived autonomy support, and quality of homework and feedback exerted more effort, procrastinated less, completed more homework, and achieved higher. Implications for teacher and parent homework involvement are discussed. Educational relevance statementOur study expands and extends extant literature, by employing a person-centered perspective to simultaneously examine the concurrent influences of various dimensions of parent and teacher homework involvement on homework behavior and performance. While complementing previous findings from studies taking variable-centered and person-centered approaches to either teacher homework involvement or parent homework involvement, our study provides more robust evidence regarding the significant role of perceived teacher autonomy support, parent autonomy support, homework quality, and feedback quality in promoting favorable homework behavior and performance. It further suggests that feedback quantity, help quantity, and content support could produce favorable homework behavior and higher achievement when autonomy support, homework quality, and feedback quality are also perceived as higher. Taken together, simultaneously considering multiple dimensions of teacher and parent homework involvement contributes to a deeper, more holistic understanding of teacher and parent homework involvement, going beyond prior work, for instance, whether homework behavior or performance is positively related to feedback quality or unrelated parent help quantity for the entire sample.

Implementation of Differentiated Learning as an Effort to Increase Teacher Capacity at SMA Negeri 1 Tibawa

The aim of this service activity is to increase the understanding of teachers at SMA Negeri 1 Tibawa regarding the implementation of differentiated learning. Differentiated learning is an attempt to adapt the learning process in the classroom to meet the individual learning needs of each student. It is important for differentiated learning to be implemented in schools, especially in schools selected as driving schools, so activities were carried out to increase teacher capacity in terms of implementing differentiated learning through workshop activities which were attended by all teachers from SMA Negeri 1 Tibawa, Gorontalo Province. Tibawa State High School 1 is one of the driving schools which has been running for the last 2 years since 2022. Service activities use lecture, discussion and games methods as well as active participation from the participants. There were 46 participants who took part in this activity, all of whom were teachers from the Tibawa 1 State High School (SMA), Gorontalo Regency. This service activity had a very positive impact on the participants who took part in this activity, the participants were very enthusiastic and increased the participants' understanding regarding the implementation of differentiated learning in the classroom.