Teachers Plan Research Articles

Changes in Lesson Plans as Teachers Participate in a Professional Development on Statistical Literacy

Research on mathematics teacher knowledge has gained momentum recently; however, research on teacher planning is scarce, especially using lesson plans as the primary data source. This study examines how teachers' lesson plans change as they participate in a professional development, supporting them in implementing the Vietnamese reformed Curriculum 2018. Using a design-based research methodology, we developed a research-informed framework that assesses teachers' lesson plans for developing students' statistical literacy as emphasized in the mathematics Curriculum. Informed by research literature and data collected from teachers, the framework including seven criteria was shared and used by 61 teachers to reflect on the quality of their lessons. The analysis of 38 lesson plans shows all criteria have improved from pre- to post-lesson plans. The teachers included more explicit and comprehensive learning intentions in their post-lessons. Tasks in the post-lesson plans afforded more opportunities for students to develop statistical literacy, helped them engage in the statistical investigation using real data, and included multiple representations. Finally, the post-lesson plans tended to follow the constructivist teaching principles. Implications on ways to develop teachers' planning competence and suggestions for future studies are included.

Training Needs of Jordanian EFL Teachers in Pronunciation Instruction: A Case Study

Objectives: This study aims to enhance our understanding of the training requirements of Jordanian EFL teachers regarding English pronunciation and speaking instruction, considering the perspectives of both teachers and supervisors. Methods: The study involved the participation of 372 teachers and 6 supervisors. The teachers completed a questionnaire expressing their opinions on their needs for capacity building in English pronunciation instruction, while supervisors engaged in semi-structured interviews to discuss their perspectives on teacher training in this area.Both qualitative and quantitative data were analyzed. Results: The study revealed that 74.8% of the participating teachers expressed a need for more specialized training in teaching English pronunciation. This need was further emphasized by the supervisors during the interviews. Conclusions: Jordanian EFL teachers require tailored capacity building in the instruction of English pronunciation and speaking. The findings from this research can be utilized by supervisors to emphasize the necessity for remedial programs for both teachers and students. Additionally, supervisors can propose a plan for training teachers on the use of new technologies that facilitate the teaching of this skill.

Pengelolaan Pembelajaran Berbasis Learning Management System (LMS) Menggunakan Aplikasi Canva

One of the many applications of technology in the world of education that can be used as a learning medium in schools is Canva, an online design program that offers a variety of learning materials such as presentations, resumes, posters, brochures, pamphlets, graphics and infographics. , banners, bookmarks. , bulletins and more. Canva has features or uses for education as a creative, innovative, interactive and collaborative learning environment that makes learning easy and fun. As an application that supports technology, Canva provides a learning space for each teacher to conduct lessons using learning media. Canva offers more attractive templates in the learning process. Systems that help teachers plan curriculum, manage learning materials, manage student learning activities, manage grades, report student participation, and see grades or called Learning Management System (LMS) can be collaborated using the Canva application. In addition to teachers, students can also use Canva to present assignments, posters, poems, advertisements, and other assignments. The Canva application can be used or used through devices or laptops making it easier for teachers and students to access it anywhere and anytime. The many advantages and benefits of the Canva application make Canva very suitable to be implemented in the world of education.

Penerapan Metode Time Line Dalam Pembelajaran PAI di SMA N 1 Tanjung Mutiara

The background of this research is that some students have a low level of awareness in participating in PAI learning activities, especially about historical material. Students are less enthusiastic in participating in learning and students are less involved in the process of teaching and learning activities. From the problems that exist, researchers are interested in examining the application of the time line method in PAI learning at SMAN 1 Tanjung Mutiara and its inhibiting factors. This study aims to find out how the application of the Time line learning method and its inhibiting factors. This type of research is descriptive qualitative research which describes the application of the time line method in PAI learning at SMAN 1 Tanjung Mutiara. In collecting data researchers used observation techniques, interviews and documentation. Meanwhile, to analyze it, the researcher uses data reduction, data presentation and conclusion drawing. Researchers checked the data that had been obtained from various research instruments, namely teachers, principals and students using source triangulation, researcher triangulation and method triangulation. So as to produce a credible conclusion. From the research that has been done, it can be concluded that the application of the time line method in PAI learning at SMAN 1 Tanjung Mutiara starts with teacher planning in preparing lessons by making lesson plans which serve as teacher guidelines in teaching and learning activities carried out in the classroom. The application of the Time Line method in learning is carried out through three activities, namely preliminary activities, core activities and closing activities. The essence of applying the time line method is that students observe, analyze and discover for themselves related to learning in discussion activities. The inhibiting factors found were the short time allocation, the teacher's ability to link learning, students playing around during discussions, and female students being more active than male students.

Okuma Stratejilerine Yönelik Üst Bilişsel Farkındalığın Problem Kurma Becerisini Yordama Düzeyi

The aim of the study was analyzing the predictive relations between reading strategies metacognitive awareness and problem posing skills of seventh grade students. Within the study, 373 seventh grade students participated. The data of the study was collected using “Metacognitive Awareness of Reading Strategies Inventory” and “Problem Posing Skills Test”. Through the analysis of the data, simple linear regression analysis was used. As a result of the study, it was determined that reading strategies metacognitive awareness levels of seventh grade students significantly predicted problem posing skills and explained 42% of the change in problem posing skills. In line with these results; it is recommended that teachers plan and implement interdisciplinary problem posing activities that include the use of different reading and problem posing strategies for the development of reading comprehension and cognitive awareness.

교육활동 침해 피해 교사의 집단상담 경험에 대한 현상학적 분석

The purpose of this study is to derive a therapeutic intervention plan for teachers who arevictims of educational activity infringement and apply it to prevent and cope with the violationof educational activities. To this end, previous research on educational activity infringement inKorea was analyzed. Also, the experiences of teachers who experienced educational activityinfringement and participated in group counseling for recovery were phenomenologicallyanalyzed. Social support, cognitive reconstruction, emotional reconstruction of experiences, andcoping strategies were dealt with as factors that positively influence negative symptoms and thehealing and recovery of stress disorders caused by educational activity infringement. Thetraining of coping methods to prevent educational activity infringement and the institutionalsupport to increase access to counseling is discussed.

Enseñar, aprender y evaluar sobre Ciencia y Tecnología y Sociedad desde el proyecto eancyt

This proposal describes a project research that addresses the educational problem of quality teaching of science, technology and society issues or nature of science and technology, ie, questions about how science and technology (S & T) validate their knowledge and how they work in today's world. The project integrates a broad Latin American international and multidisciplinary team, consisting of several research groups and institutions from countries of Iberian languages (Spanish and Portuguese), who cooperatively design and carry out the research plan. Working examples of design and documentation of research are presented: lesson plans, assessment questionnaires (pre and post test), interview questionnaires to students, activities, reports and general planning applications lesson plans for teachers in the classroom.

Controlling Quality Standards to Enhance Higher Educational Quality Assurance

Most Somali educational institutions need to set up more structured and clearly defined curriculum plans due to the need for a body to control quality education or create standards that help regulate educational settings. Furthermore, educators need to be aware of the importance of curriculum in their institutions. They should have clearly defined objectives or goals for what educational institutions want to achieve in educating society. A curriculum serves as a roadmap for an institution's educational objectives. It reviews how a learning organisation establishes such objectives and guides how teachers plan instructions and assess learners. It refers to the strategies and tools educational institutions use to lay out a course for students to fulfil a curriculum's goals. It is also intended to help institution administrators manage teachers and hold them accountable for their actions. An institution which can help with higher educational quality assurance is the Higher Education Commission (HEC). HEC is the appropriate organisation tasked with developing uniform educational programs. An HEC can also act as a body that oversees postsecondary and higher educational institutions. The importance of curriculum creation will be highlighted in this paper with examples of situations when HEC has authority and has established rules that educational institutions must follow. Finally, the paper will try to address the following questions: How can HEC establish criteria and requirements for educational institutions to develop high-quality curricula? How can HEC monitor and evaluate the performance of educational institutions? How can HEC advise institutions on how to design curricula that strike a balance between teaching and learning?

INSTRUCTIONAL COMPETENCE OF SOCIAL STUDIES TEACHERS: BASIS FOR A PROPOSED MANAGEMENT PLAN

This study sought determine the instructional competence of Social Studies teachers in the public secondary schools of Bautista as basis for a proposed management plan during the school year 2021-2022. In consonance with the primary objective, the study sought to answer the following specific questions: (1) What is the profile of Social Studies teachers in terms of the following variables: educational attainment; teaching experience; and monthly income. (2) What is the instructional competence of the Social Studies teachers as evaluated themselves? (3) What is the instructional competence of the Social Studies teachers as evaluated by their school heads themselves? (4) Is there a significant relationship between the profile of Social Studies teachers and their instructional competence level? (5) Is there a significant difference between the evaluation of the school heads and of the Social Studies teachers on the instructional competence? (6) What management plan can be proposed to enhance the instructional competence of the teachers in Social Studies? In relation to the foregoing sub-problems, the following research hypotheses were tested at .05 level of significant in its null form to wit: (1) There is no significant relationship between the profile of the Social Studies teachers and their instructional competence. (2) There is no significant difference between the evaluation of the school heads and the Social Studies teachers on their instructional competence? The coverage of this study was the evaluation of the level of instructional competency of the teachers in Social Studies. It includes the 31 teachers teaching Social Studies and 26 school heads of Bautista, Division of Pangasinan II for the school year 2021-2022. An output of the study was the proposed management plan for teachers teaching Social Studies in order to improve and strengthen their instructional competency level for the benefit of the students. This study used of the descriptive-normative method of research. The method is chosen because the technique is expected to illicit information that are objective in nature in order to realistic answer the research sub-problems. This method was appropriate because it reveals the actual condition of the respondents concerning their instructional competency level. The researcher used a questionnaire-checklist as the main data-gathering instrument. After which an unstructured interview was conducted to countercheck responses in the questionnaire, which the respondents finds difficult to understand. The data that was gathered from this study was tabulated, analyzed and interpreted using frequency count, percentage, weighted mean, and analysis of variance. To get the relationship between the profile and the evaluated competency level of teachers – the contingency coefficient was used. KEYWORD: Teaching, Social Studies, Instruction, Teaching Strategies, Competence of Teachers

Physical Educators' Perceptions and Experiences of Teaching Students With Mobility Disabilities.

Schools can support physical education (PE) among students with mobility disabilities (SMDs). However, previous research has indicated that people and resources in the school environment have served as facilitators and barriers to engaging SMDs in PE. Thus, the purpose of this pragmatic, qualitative study was to explore physical educators' perceptions and experiences of teaching SMDs to learn how to develop a PE environment supportive of SMDs. Eleven K-8 PE teachers who taught SMDs engaged in semistructured interviews. A thematic analysis revealed three themes describing facilitators and barriers of a supportive PE environment for SMDs: (a)teacher planning, (b)students in the PE environment, and (c)resources and support. These findings provide context to PE environments for SMDs and highlight a need for increased communication and collaboration with students with or without mobility disabilities, training or professional development for PE teachers to develop skills for adapted PE, and financial and personnel support.

ANALISIS IMPLEMENTASI PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) BAGI GURU SEKOLAH DASAR

This study aims to describe the implementation of the Continuous Professional Development (PKB) program by elementary school teachers in three Teacher Working Groups (KKG) related to the study of input, process, out put and out come using descriptive qualitative methods. The data were obtained through observation, interview and document review. The results of the study found that SD did not have a PKB work program. The indicators can be seen from the inadequate function of school management in planning, implementing, evaluating, organizing and planning the follow-up after PKB implementation. The results show that the aspects of planning, PKB implementation are carried out by KKG, evaluation system based on PKB SIM, while the follow-up plans for schools and teachers have not been carried out continuously and independently in scientific forum activities based on the needs of teachers and schools. The result is that the implementation of PKB has not had an impact on increasing self-development, the ability of teachers to make scientific work and innovation work. Another obstacle is the lack of budget support from the local government and the weak motivation of teachers to improve their competence. Therefore, a more Participatory, Integrated and Holistic PKB (PKB-PTH) implementation model is needed.

Finding the Right Grain-Size for Measurement in the Classroom

This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom). The first level is the usual context for educational measurement, but one of the contributions of this article is that it mainly focuses on the latter two levels. Co-ordination of the content across these two levels can be achieved using the concept of a construct map, which articulates the substantive target property at levels of detail that are appropriate for both teacher planning and within-classroom use. This article then describes a statistical model designed to span these two levels and discusses how best to relate this to the macrolevel. Results from a curriculum and instruction development project on the topic of measurement in the elementary school are demonstrated, showing how they are empirically related.

School-based mandates versus teacher autonomy: three early career teacher viewpoints of leadership impacting the teaching of reading

This paper reports on three Victorian early career Foundation to Year Two (F-2) teachers and the impact of leadership on their daily pedagogic decision-making about the teaching of reading. Data sets from each teacher drew on observations of three of their reading lessons and researcher-generated field notes, a semi-structured teacher interview, an online survey of reported teacher practice, teacher planning documents of the observed lessons and classroom artefacts related to reading. Selected from a wider qualitative case study undertaken with 16 F-2 teachers across six government primary sites in metropolitan Melbourne, the teachers in this paper reported on how mandated and non-negotiable principles and practices of reading affected their ability to make daily pedagogic decisions for their students. As a result of leadership directives, the three teachers expressed frustration at the lack of opportunity for teacher voice and autonomy in their craft of teaching. If the teaching profession wishes to continue to renew its numbers and promote the teaching profession as an ongoing career of choice, the focus on the professional development of early career teachers is timely and necessary. Therefore, this paper aims to shine a light on the importance of instructional leadership models which support the development of teacher knowledge, teacher efficacy and teacher satisfaction, ultimately resulting in more targeted outcomes for students and more teachers likely to remain in the profession.

Online Learning Design to Implement Student Communication Skills

The purpose of this study is to describe online learning designs in applying students' communication skills. The method used in this research uses descriptive qualitative. Data was obtained through observation, interviews, and documentation. Data analysis refers to Miles and Huberman's interactive data analysis technique, which consists of data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that the teacher's planning for online teaching in history subjects is in accordance with the lesson plans. Then, the RPP made by the teacher contains students' communication skills. The models and methods used by teachers in teaching adapt to the characteristics of students so that learning can run well.

Satisfaction, professional development, and professionalism of overseas South African teachers: The application of social cognitive career theory

For almost 2 decades South Korea has been 1 of the popular destinations for English teaching. Due to the development of globalisation, a great number of qualified and experienced South African teachers decided to invest their career development and personal goals in 1 of the schools in South Korea. However, due to the social and cultural differences, many teachers decided to leave their position within the first few years of their contract. The frequent departure of teachers may negatively influence the students’ achievement and the reputation of the school. The purpose of this study was to understand why South African teachers decided to stay in the same school for more than 10 successive years in South Korea. With the application of the phenomenological analysis, 37 participants were invited. Based on the Social Cognitive Career Theory, the results indicate that both the workplace and the social environment were positive for both career and personal development and growth. Government departments, policymakers, school leaders, non-profit organisational leaders, human resource planners, and researchers should regard the findings from this study as support to reform and improve their current regulations and plans for teachers’ professional development and teachers’ recruitment, particularly regarding school teachers’ recruitment and foreign teachers’ plans.

Designing a game program in a camp for children

The inclusion of the game in the camp program is in the interests of children, teachers, camps. Game change is a creative project, a way of holistic implementation of the plan for teachers. It affects the formation of the face of the camp for parents and children. The task of the research is to identify options where playing is a must-have for the camp. Analysis relies on knowledge about the structure of the game, its elements. The empirical base was the author's camp of role-playing games “Centaurˮ (Kostroma region), the author's camp “City of Hopeˮ (Kostroma region), the group of companies “Collection of Adventuresˮ (Moscow). We studied the experience of these organizations between 1990 and the present. The place of the game in the camp is associated not only with the scale of its use, but also with its functions in the program. We highlighted five options for playing in camp: playing as a form of organization; a combination of games combined by a common theme and plot; the business game as the main construction of the camp; role-playing as the main construction of the camp; role-playing epic. We have developed recommendations for designing the game in the camp. They address such issues: plot choice; the relationship between camp conditions, the plot of the game, and children's activity; game control; roles for children outside the game.

PELATIHAN DAN PENDAMPINGAN PENYUSUNAN RENCANA PEMBELAJARAN KURIKULUM 2013 BAGI GURU PAUD

This community service activity (PKM) aims to improve the understanding of the 2013 curriculum lesson plans for PAUD teachers in Sambas Regency. The method used in this community service activity is Participatory Action Research (PAR). This activity was attended by 12 PAUD institutions consisting of 10 KB institutions and 2 TK institutions with a total of 15 participants. The stages in preparing the 2013 Curriculum lesson plan consist of: 1) Preparation of the Annual Programme and Education Calendar, 2) Determining learning themes and Semester Programme, and 3) Developing RPPM and RPPH. After the 2013 curriculum mentoring programme for early childhood education teachers in Sambas Regency, there were fundamental changes in the participants, including: 1) participants' knowledge about the preparation of 2013 curriculum lesson plans is increasing; 2) able to apply the 2013 curriculum innovatively and creatively; 3) a change in the early childhood education curriculum paradigm which can then improve the ability of the potential and development of early childhood in PAUD institutions in Sambas Regency.

Embracing Digital Technologies into Mathematics Education

It might be challenging to find a way to incorporate digital technology into the classroom successfully. The purpose of this research was to document the implementation of a digital tool into three high school mathematics classrooms to enhance teacher and student learning. The researcher used the Learning Management System (LMS) as an educational online integrated software to looked at educators’ perspectives on its value and how they are putting their newfound knowledge to use in the classroom, as well as their reasons for using LMS resources and determine how teachers plan to use new technological tools in their classrooms. Using surveys and classroom observations, the researcher found that a poorly established social artifact was the most significant barrier to students' education. When teachers do not try to develop standard procedures for utilizing technology, students often struggle to use the instrument well. Teachers can only possibly assist their pupils in integrating teacher and agent instructions when they grasp how the tool works for themselves. Instead of having one cohesive learning experience, students are kept from their teachers and devices.

Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms

ABSTRACT The qualitative research employed semi-structured interviews with 28 elementary school teachers to examine the types of knowledge they use to integrate digital game-based learning (DGBL) into their classrooms and the nature of their integration planning. The findings revealed that teachers use four types of knowledge: game knowledge, game technological knowledge, game pedagogical knowledge and game technological pedagogical content knowledge. Five integration planning stages were identified, with stages A–C concerning the process of game selection and stages D–E concerning the integration of games in the classroom. Most teachers plan DGBL integration into their classrooms using a structured approach that follows each stage in order, whereas some teachers adopt a flexible planning pattern that omits or reorders some stages. The types of knowledge teachers use at each DGBL integration planning stage were identified and will be relevant to teacher educators and to teachers seeking to better integrate DGBL into their practice.

Improving Teachers' Pedagogic Competence in Preparing Lesson Plan Through Workshops for Preparation of Lesson Plan at MGMP Activities in MTSN 4 Padang

This research is motivated by the results of observations and results of the assessment results of lesson plans for Physical Education teachers at MTsN 4 Padang. Where the number of Penjasorkes teachers is 4 people and teachers are still not able to compile lesson plans in accordance with the limitations of writing lesson plans. To overcome this problem, a lesson plan preparation workshop will be held at the MGMP Activities at MTsN 4 Padang. This research is a madrasah action research. The research procedure in this study includes planning, action, observation and reflection. This study consisted of two cycles with four meetings. The subjects of this study were 4 Physical Education teachers at MTsN 4 Padang. Research data was collected using observation sheets. Based on the results of the research and discussion that have been put forward in the previous chapter, it can be concluded that the RPP Preparation Workshop through the MGMP can improve teachers' abilities in making RPP in Physical Education subjects. This is evidenced by an increase in the ability of teachers to prepare lesson plans from cycle I to cycle II. The average teacher's ability to prepare lesson plans in the first cycle was 73.06 in the sufficient category and in the second cycle was 84.23 in the good category.