Responsibilities Of Teachers Research Articles

OPTIMALISASI PEMBELAJARAN AKIDAH BERBASIS TEKNOLOGI DI MASA PANDEMI

Departing from the covid-19 pandemic that is hitting humans today, all sectors of life seem to be experiencing shocks, especially education. The learning process that should be carried out directly between teachers and students, has now been transferred to an online system. The existence of major changes in the current education system has forced teachers to mobilize all their potential as educators by teaching using technology. Especially faith education, teachers are required to be able to provide faith education to their students as in face-to-face learning in the past. This is of course a new responsibility for teachers. However, in this limited condition, the teacher's work will be greatly helped by the support from the parents who are always by their children's side. It is a joint task between teachers and parents in optimizing the process of creed education for students.Keywords: Creed, Technology, and Pandemic

Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)

Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.

THE ROLE OF THE TEACHER IN THE DEVELOPMENT OF CREATIVE ABILITIES OF PRIMARY SCHOOL STUDENTS

This article provides the necessary information and resources on teacher responsibilities that should be used to develop creative skills in primary school students. Based on the information provided in the article, teachers and parents can get the advice they need.

Repositioning business education for employment and self employment through content pedagogy and constructive alignment of learning outcomes

It is high time that the commerce education be construed on the basis of knowledge, skill and ethical components. Through this it is possible for the learner to acquire core competencies, develop an attitudinal change and the elementary managerial skills to handle real life situations. So it is the collective responsibility of teachers, administrators, regulatory bodies and the interested parties to initiate the change process to upgrade the quality of commerce education to suit the needs of the society. Keywords: Business Education content pedagogy, constructive alignment repositioning

Is the employment of pastoral support staff (PSS) working with students with social, emotional and mental health (SEMH) needs changing the role and responsibilities of teachers in London and South East England?

ABSTRACT This paper reports on key findings from a mixed method study analysing how teachers in secondary schools (students aged 11–19) in London and South East England view and experience pastoral care provided to students with social, emotional and mental health (SEMH) needs. In England there is statistical evidence which shows schools are increasingly spending funding on support staff rather than teaching staff. The role of Pastoral Support Staff (PSS) who work with students with SEMH in some secondary schools is one such group of support staff. To date there has been limited research into how teachers perceive these changes and the effects on their role and responsibilities. The views of fifty-one respondents were gathered using an online semi-structured survey, followed by semi-structured interviews with six qualified teachers. Using a figured worlds conceptual framework, teachers’ perceptions of the use of pastoral support staff and the delivery of pastoral care in their schools, and therefore their worlds, were analysed. The findings were analysed using Hoy’s and Tschannen-Moran’s work on trust in schools exploring the trust dynamic between PSS and teachers. Results show that the teachers who participated in this research felt there was a lack of information sharing between different PSS and teachers and have seen the separation of pastoral care from the role of teacher leading to confusion around their responsibilities.

Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences

Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers. This qualitative phenomenology study sought to capture and describe the lived experiences through two different student teaching designs and their student teaching coordinators. This manuscript reports findings from analysis of student teacher and student teaching coordinator surveys that describe both beneficial and disappointing preparation experiences, as they navigated the ever-changing educational environment of student teaching during the initial impact of the COVID-19 pandemic. The lived experiences of these student teachers captured how varying educational learning and teaching experiences were impacted due to the pandemic. Throughout these lived experiences, student teaching coordinators of both student teaching designs became an integral part of the communication chain for student teachers.

English-1 The Role of a Teacher in the Light of Seerah is an Essential Element of Personality Building (the Analytical Study of the Current Scenario and the Views of Students of University of Sufism and Modern Sciences, Bhitshah, Matiari)

The source of expertise is a teacher. A teacher plays an important role in the production and growth of nations. Nobody has ever denied the importance of a teacher in the evolution of humanity and science. A teacher has been at the forefront of the educational system since the beginning. A teacher is respected for his contributions to the growth of the next generation, society's well-being, the development of humanity's spirit, and individual training. Every moment, the teacher becomes absorbed in instructing his students as a gardener intends to his plants. Teaching is a profession that has a prominent place not only in Islam but in every religion and society in the world. However, it is a universal truth that world knowledge has never exposed the true importance and status of a teacher in the same way that Islam has made people aware of the teacher's high status. The teacher is regarded with great honor and reverence in Islam. The glory of the Holy Prophet as a teacher is represented in the Qur'an by Allah, the Exalted. "I have been sent as a teacher," the Holy Prophet said. In Islam, the teacher holds a very high and important role. Since he is a teacher and mentor, Islam has given the teacher the title of a spiritual father. This study aims to clarify the role of a teacher in the light of Seerah and to explore how a teacher plays an important role in the creation of a person's personality. For this reason, an empirical analysis of the current situation and as well as the viewpoints of students of the University of Sufism and Modern Sciences, Bhitshah, Matiari were examined. The questionnaire method was used to gather data in the form of student opinions. Ten questions were produced, and 120 questionnaires were distributed among 120 students to learn about their thoughts on the subject. 80 responses were received from selected students. The collected data was analyzed in the form of a statistical result; the conclusion of the analyzed data was presented in various diagrams. That is proven that today’s teacher is sincere with his profession and he is fulfilling all the responsibilities of a good teacher. Majority of students said that they are satisfied from the behavior and teachings of today’s teacher. So that is why the designed hypotheses of this research was proven wrong by the analyzing of collected data. 
 This research work can be significance work for readers and scholars due to its specific field.

Opinions of Prospective Teachers about Physics-Technology and Physics Teaching

In this age, the need for technology literate workforce has increased. The responsibility of teachers has increased in the education systems that will train this workforce. In order for individuals to be trained in accordance with the skills required for the 21st century, it is important to train prospective teachers for these skills. Physics course has an important place in science and accordingly technology. In this study, it was aimed to increase the awareness of prospective teacher candidates on this subject and to develop the skills of researching technology, understanding, and transferring them in accordance with the classroom environment. The study was carried out with a total of 21 students according to qualitative research methods in 2016-2017-2018 fall semesters. They were asked to research the two technologies they wanted, to identify the physics topics within the scope of these technologies, and to transfer this to the classroom environment. Findings were obtained from the data collected through observation, document review and semi-structured interview techniques. At the end of the study, it was determined that prospective teachers increased their awareness about the importance of technology and physics in technology in physics teaching. In addition, it was concluded that prospective teachers wanted to research new technologies and adopt the behaviour of discussing technology in their lessons. It is suggested that these results should be extended to other prospective teachers in order to train individuals not only using technology but also producing it.

THE RESPONSIBILITIES OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN IMPLANTING ISLAMIC VALUES FOR STUDENTS

This study aims to determine the Islamic and the responsibility of Islamic religious education teachers in instilling Islamic values in students. This research uses a descriptive qualitative approach. In obtaining data researchers used interview, observation, and documentation methods. The results of this study concluded that: 1) The forms of Islamic values that are applied, the value of faith, the value of worship, and the value of morals. 2) Supporting factors for Islamic Religious Education teachers in instilling Islamic values in students, namely, the existence of a community in a very religious school environment, besides that it has full support from the principal and school committee, an appropriate school vision and mission, and existence Mentoring. 3) PAI teachers have carried out their duties and obligations as well as their responsibilities as PAI teachers to instill Islamic values in students, and all comply with the existing curriculum in schools, and Islamic religious education teachers in instilling Islamic values in students with habituation. 4) The results of Islamic activities, it can be seen that all students wear a headscarf for those who are Muslim, their behavior and behavior are also good, as well as many Islamic achievements achieved.

Work-Life Stress Management Of Married Women Teachers From Trivandrum District In Kerala

This research study focuses the stress management practices among married women teachers from Government and Self Financing Colleges in Thiruvananthapuram District. The study has conducted, because of need and significance of the situation. Indian constitution is providing equal rights to women and men, besides women have some extra role in their life than a man. Hence their stress level should be significantly different from a man. In this context, the study has conducted a research on family and work related causes which are increasing the stress level, what are the consequences, role and responsibilities of married women teachers, and the solution i.e., factors which are reducing the stress. Descriptive analytical research design was used in the study. Samples were identified through a random selection of government and self financing colleges in Thiruvananthapuram District, Samples were also selected on the basis of simple random sampling method. Data were collected through a structured questionnaire consist of 52 questions under above mentioned research questions. The study will be very helpful to the management and government to make an attention regarding the work life stress among married women teachers and clearly indicating that what the root causes of work life stress.

Hubungan antara Budaya Organisasi dengan Kinerja Guru SD Metta Maitreya Pekanbaru

This research is background by the performance of teachers at SD Metta Maitreya who are still not professional, there are still scores of students who take KKM and there are still teachers who lack teacher responsibility at work. Therefore, this study aims to determine the relationship between organizational culture and teacher performance at SD Metta Maitreya Pekanbaru. The research method used is a survey method with correlational techniques. The study population was 24 teachers of SD Metta Maitreya Pekanbaru, so the sample was 24 people. The data collection instrument was in the form of a questionnaire or questionnaire. The validity and reliability of the performance questionnaire and organizational culture have been tested. The data normality test was carried out by the Kolmogorov Smirnov test. The data analysis used was multiple correlation analysis with a level of α = 0.05. The results of data analysis show that there is a significant relationship between Organizational Culture (X1) and Teacher Performance (Y) together with the regression equation Y = 102.421 + 0.567X1 with a correlation coefficient of 0.567. The results of this study are expected to be useful for improving the performance and organizational learning of SD Metta Maitreya Pekanbaru. The conclusion of this study shows that organizational learning (X1) has a partially significant relationship (individually) with teacher performance (Y) SD Metta Maitreya.

Exploration of Teachers' Role in Resource Class: A Case from an Integrated School

This study aimed at exploring the teacher’s role in resource class especially focusing on how resource teacher contributes to mainstreaming of children with disability. For this purpose, the researcher applied hermeneutics phenomenology as a research design. Five resource teachers from two integrated school from Kathmandu valley were selected as research participants by purposive sampling. The researchers adopted in depth interview and class observation to gather the rigorous information. Data analysis had been carried out along with the categorization of themes of collaboration, observation of activities of resource teachers and understanding of service delivery model. From the interview protocol the responses were transcribed and basic themes had been organized. Main themes were extracted from the basic themes. Main theme had been discussed with thematic network to draw final conclusion. The findings showed that the roles and responsibility of resource teachers are to support general teacher, to teach basic adaptive skills for children with the disability, creating collaborative environment with the parents and professionals. Therefore, the resource teacher’s roles to identification of need for children with disability, co-operation with parents and general teachers that contributes to transition planning in the individualized education plan. The findings provided implications that produced a plan to assist in the collaboration between the two educational environments.

A comparative study of secondary mathematics curricula of Turkey, Estonia, Canada, and Singapore

This study aims to reveal the similarities and differences in the secondary mathematics curriculums (SMC) of Turkey, Estonia, Canada, and Singapore during the 2018-2019 academic years by comparing them in terms of the curriculum components. In this context, the horizontal approach technique, one of the comparative education approaches, was used in the study. The study is qualitative research and was carried out through document analysis in collecting data. Secondary mathematics curricula of each country were subjected to content analysis using NVivo 10 qualitative analysis program. Curricula were examined in terms of general characteristics, objectives, content, learning-teaching process, assessment, and teacher's duties and responsibilities dimensions, and comparisons between countries were made. The results revealed that the majority of the learning outcomes in the SMC of Turkey and Estonia are in the knowing cognitive domain while applying is dominant in Canada and reasoning in Singapore SMCs. In addition, the SMC of Singapore provided the most detailed information regarding the assessment. Besides that, the SMC of Singapore was the curriculum that most comprehensively reflects the teacher’s duties and responsibilities towards curriculum, teaching and learning process, and evaluation process.

DÉVELOPPER L’AGIR COMPÉTENT DE MENTORS : LE CAS D’ENSEIGNANTS OEUVRANT DANS UN PROGRAMME D’INSERTION PROFESSIONNELLE EN ONTARIO

Assumer le rôle de mentor auprès d’enseignants débutants n’est pas une compétence innée et il est impératif qu’ils reçoivent du soutien professionnel afin de développer leurs compétences. Si plusieurs études ont permis d’identifier des éléments à considérer dans la sélection des mentors ou dans l’élaboration de formations leur étant destinées, elles ne permettent pas de cerner avec profondeur la nature de l’expérience vécue par ces enseignants et conséquemment, de comprendre l’influence de cette expérience sur le développement de leur compétence. La recherche présentée ici avait pour objectif de documenter l’expérience d’enseignants-mentors et d’étudier les freins et les leviers pouvant faciliter le développement de leur compétence au regard de la conception de l’agir compétent de Le Boterf.

Exploring the Impacts of Student-Led Sustainability Projects with Secondary School Students and Teachers

Secondary school students are granted few opportunities to change their world, yet they are expected to engage fully as citizens the moment they leave school. This issue is growing starker with multiple global crises contributing to mental health concerns. This situation stimulated a practical education for sustainability project designed to promote student agency by supporting small, student-led, community-based projects, planned and supported within the secondary school context. This research ran alongside the project in order to investigate (a) the impact of implementing these projects on the students involved and (b) the implications of this for their teachers. The research approach was based on Cultural-historical Activity Theory, which explores the learning generated through multi-layered interactions within a given activity system. In stimulating student agency, it was clear that the project had challenged existing practice. Students sensed a shift in power relations, remarking on how teachers respected and listened to their opinions. Those teachers who appeared more authoritarian appeared to experience the greatest transformation although ceding power did not come naturally, particularly where this challenged notions around teacher responsibility. In this way, teachers’ professionalism threatened to become the means by which they withheld power from their students. Implications of this for schools and policy are considered.

Pelatihan Penyusunan Proposal PTK Kepada Para Guru Sekolah Dasar Di Gugus 3 Kabupaten Ende

The responsibility of teachers as professional educators is imperative in carrying out their duties. To become professional teachers, elementary school teachers in cluster 3 of Ende sub-district feel the need to get enlightenment and scientific practice through training in the preparation of Classroom Action Research proposals, so that these teachers can create quality learning in the classroom. The method of this activity is in the form of training with stages starting from the presentation of the material by the resource team to the preparation of a Classroom Action Research proposal by the teachers. The results of this training show that on average the teachers are able to understand the concept of Classroom Action Research well with indicators that teachers can identify and determine the focus of research, determine learning strategies that are considered appropriate from relevant scientific literature, and can draft Classroom Action Research proposals. Thus this training activity has a positive impact on teacher professionalism in an effort to improve the competence of students in the classroom. For this reason, teachers are expected to continue to strive to carry out scientific activities, one of which is in the form of Classroom Action Research, so that teachers can morally continue to contribute to human resource development through the education sector.

On Triggering and Being Triggered: Civil Society and Building Brave Spaces in Medical Education

Issue How educators should respond to student reports of intense emotional reactions to curricular content—i.e., being triggered—invites intense debate. There are claims of insensitivity on one side and calls to “toughen up” on the other. These polemics aside, such instances sometimes represent a true dilemma, particularly within medical education where engaging highly sensitive content is essential to future patient care and where managing one’s own emotions is a core competency. Parsing this convoluted and emotional debate into these domains illustrates how medical educators can simultaneously legitimize the lived experiences of students, engage in honest dialogue, and maintain a shared commitment to education. Evidence: While substantial energy has been spent debating the legitimacy of students’ emotional reactions, the discourse lacks a clear conceptual framework and we often end up talking past each other. The concept of brave spaces offers an important alternative where sensitive subject matter can be engaged with civility. Implications: This paper offers a model for building brave spaces within medical education by clarifying the rights and responsibilities of both teachers and learners in each of three intersecting domains: intrapersonal, interpersonal, and civic. This model is exemplified in a case where students reported being triggered by course content. By parsing this case across the three domains, we can clarify how responses are multifaceted and we can simultaneously avoid indictment of another’s lived experiences while preserving the pedagogical integrity of the curriculum.

Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the combined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.
 
 Keywords: Problem-based learning, distance teaching, pandemic, teaching innovation

Leading Inclusive Early Childhood Education: The Architecture of Resources Necessary to Support Implementation and Change Practice

ABSTRACT In an era of increasing demand for accessible, quality, and equitable education for all children and increased responsibilities for teachers and educators, inclusive education must be resourced adequately. This article reports on the qualitative findings from a multiple case study of support resources perceived to enhance teachers’ efficacy in leading inclusive practice in early childhood settings in Ghana. Teachers, headteachers and education officials, with wide-ranging teaching or supervision experience, were chosen purposefully as participants for this study. Study findings from thematic data analysis revealed that multi-faceted support resources are essential for leading inclusive education and change practice effectively. More importantly, it was evident that the usefulness of support resources was based on teacher judgements, perceptions, and value-addition; system leadership; and understanding of the vision and values related to the education of all children. While some early childhood settings were seemingly well resourced and supported, others were in need of such resources. Most participants, therefore, shared the view that to realise quality and inclusive education for all young children, early childhood settings need to be well-resourced and receive ongoing support. Implications of the findings are discussed in the light of change implementation.

Implementation of the Concept of Birrul Walidaini in Conseling of Family

Students are the responsibility of teachers and parents in fulfilling their needs. It is not uncommon for students who have problems in school that require parents to come to school to solve problems. One form of eradicating student problems by providing family counseling services with the concept of Birrul Walidaini to parents of students. In this case, the family plays an important role in students 'behavior in school so that students' problems are resolved and return to living an effective life everyday. The method used is individual counseling interviews with samples single subject. After applying the concept of Birrul Walidaini and changing the negative perceptions of the client's parents, making the client can change in a positive direction.