Teaching Skills Of Teachers Research Articles

The Study of Strengthening Skills in High School Chemistry Micro-Lattice Teaching

At present, many chemistry normal students in China know little about strengthening skills and how to use intensive skills in teaching. However, to be a good chemistry teacher, you must master the strengthening skills. Because the appropriate and reasonable use of strengthening skills in chemistry class can focus students' attention, help students to maintain correct learning behavior, and inhibit or improve bad learning behavior. Chemistry micro-grid teaching is a practical training activity, which can effectively exercise and improve the various teaching skills of chemistry teachers or normal university students. After micro-teaching, normal university students can effectively improve and enhance their own teaching skills in a relatively short period of time. This paper introduces the research status of chemistry micro-lattice teaching and strengthening skills, briefly expounds the related concepts of chemistry micro-lattice teaching and reinforcement skills, and analyzes the individual cases of cultivating strengthening skills through chemistry micro-lattice teaching.

Evaluation of Tahfizhul Qur'an Learning in Madrasah Ibtidaiyah’s as a Premier Program

This study aims to analyze the implementation of the Al-Qur'an memorization learning program at MITQ Al Manar Klaten. The research method used is qualitative with an evaluation approach. The evaluation model applied is the CIPP model. The results of this study are that the implementation of the Al-Qur'an memorization learning program at MITQ Al Manar has not been fully in accordance with the initial plan. The memorization target set was not achieved, on average students were only able to memorize 1-2 Juz from the target of 3 Juz. Supporting factors for the implementation of the program include the enthusiasm of teachers in improving the skills of tahsin and tahfizh Al-Qur'an, parental support, integration of the tahfizh program into the school's vision and mission, teacher commitment to improving the ability to read and memorize the Al-Qur'an, and good communication between teachers and parents. Inhibiting factors include budget constraints, teacher quality, new students, teacher absenteeism, teacher teaching skills, parents' ability to read the Al-Qur'an, limited school facilities, many students whose parents work, and lack of student awareness to carry out muraja'ah independently. The Qur'an memorization program at MITQ Al Manar has not achieved the set memorization target, although supported by teachers, parents, and the school's vision, but is constrained by budget factors, teaching quality, limited facilities, and low student awareness to muraja'ah independently. The findings of this study can be used as a reference and pilot model in developing the Qur'an memorization program at other institutions, by prioritizing the quality and success of students in memorizing the Qur'an.

Analysis of the relationship between high school teachers 21st century teaching and learning skills

In this study, it was aimed to examine the relationship between 21st century teaching and learning skills of high secondary school teachers. In line with this main purpose, firstly, the levels of high education teachers' use of 21st century teacher and learner skills were determined; then it was examined whether the levels of use of these skills differed according to the gender, years of professional seniority and the type of school they worked in. The research was designed according to correlational research design. The participants of the study consisted of a total of 282 high education teachers working in high schools affiliated to the MoNE within the borders of Altınordu district of Ordu province in the 2023-2024 academic year. In the data analysis process, total scores, mean, and standard deviation values were calculated to determine the levels at which high school teachers use 21st-century teaching and learning skills. To identify whether the levels of 21st-century teaching and learning skills vary by gender, years of experience, and type of school where teachers work, independent sample t-tests and one-way ANOVA tests were conducted. According to the results of the study, it was determined that high school teachers used affirmative skills with the highest score, then technopedagogical skills, administrative skills, generative skills and flexible teaching skills with the lowest score among 21st century teaching skills. Among the 21st century learning skills of high school teachers, it was determined that they used cognitive skills with the highest score, then innovativeness skills, collaboration and flexibility skills and autonomous skills with the lowest score. Within the scope of the other sub-problem of the research, there was no significant difference between the gender and professional seniority variables of the teachers and the level of use of 21st century teaching and learning skills of high school teachers. According to the school type, there was a significant difference between the levels of high education teachers' use of 21st century teaching and learning skills. According to the results obtained within the scope of the problem based on the research, it was concluded that there is a significant positive relationship between the levels of use of 21st century teaching skills and 21st century learning skills of high education teachers.

Shaping future preschool teachers in Ethiopia: A qualitative evaluation of pedagogical competence development mechanisms

Preschool teacher training programs in Ethiopia are designed to enhance the teaching skills of future teachers. Grounded in this context, this study aimed at evaluating how a pre-service teacher education program develops these essential pedagogical competences through coursework and hands-on training. Using phenomenological design, the research focuses on preschool teacher candidates, instructors, department heads, and education officials from six selected teacher education colleges across Ethiopia, involving a total of 18 participants chosen for convenience. To gather qualitative data, the study employed semi-structured interviews and direct observations of lesson facilitation. The findings indicate a strong and effective preschool teacher education program that develops the pedagogical competencies of preschool teachers. However, it was highlighted that there are significant challenges such as limited practical exposure, resource constraints, and language barriers. Key findings emphasize the need for improved support mechanisms, highlighting the importance of practical training components in the improved curriculum, optimum practical exposures, enriching extracurricular activities, rigorous assessment methods, and the provision of constructive feedback.

Research and Analysis in the Cognitive Principles of Vocational Education and Training in Greece at the Beginning of the 21st Century

Today, the Vocational Education and Training (VET) curriculum in Greece is state-regulated, combining school-based and work-based learning, and it is offered at upper-secondary and post-secondary levels. There is a need to prepare a new agenda for VET in Greece that follows the rapid technological developments of today. Our paper aims to enrich, redefine, and expand the current curricula and educational practices while proposing a complete plan for the overall reformation of VET’s learning conditions from the point of view of teaching and learning analytics. Through the evaluation of the existing changing institutional framework, the updated bibliographic references, and the experiential data of the educational reality, we can understand the expected needs of technological educators and decide how to address the priorities that must be determined. We focus on the preparation of the trainers and the overall redefinition of the role of education in preparing graduates. This paper’s main conclusions offer interpretations for the cognitive orientation of the existing curricula, as well as direction for the thinking and teaching skills of teachers, to build confidence in the prospects of technical education in Greece.

Analysis of the development model for the microteaching laboratory to effectively train qualified teachers

This study aims to develop an effective microteaching laboratory model in preparing superior prospective teachers. This study was conducted through a series of stages, including needs analysis, model design, implementation, evaluation, and refinement. Needs analysis was conducted to understand the needs and expectations of microteaching course lecturers and prospective teachers regarding the microteaching practice experience. The design of the microteaching laboratory model involved the development of infrastructure, curriculum, guidelines, and supporting implementation procedures. The implementation of the model was carried out by involving course lecturers and prospective teachers in a structured microteaching practice implementation session. Evaluation was conducted to evaluate the effectiveness of the model based on predetermined criteria. Refinement was carried out to improve and enhance the model based on evaluation findings and to prepare prospective teachers well through structured simulation, reflection, and feedback experiences. The implication of this study is the importance of developing a learning model that is in accordance with the needs of prospective teachers to produce superior graduates in the education profession. The results of the study indicate that the development of a microteaching laboratory can improve the teaching skills of prospective teachers through simulation, reflection, and feedback provided in an environment that supports learning. The implication of this study is the importance of developing learning facilities and infrastructure that are in accordance with the needs of prospective teachers in developing their teaching skills.

Analisis Keterampilan Dasar Mengajar Guru untuk Meningkatkan Hasil Belajar Siswa di UPTD SD Negeri Pailelang

This research aims to examine the influence of teachers' teaching skills on student learning outcomes in elementary schools. This research will specifically examine teaching skills and learning readiness as factors that can influence student learning outcomes. Teachers' teaching skills are very important in the learning process because it is one way teachers can do it so that the learning process in the classroom fosters effective student learning activities and learning outcomes can be as appropriate as possible. what to expect. Learning activities are not enough to just listen and take notes, but must be more complex than that. This shows that the teacher's teaching skills must be able to enable students to stimulate various learning activities. In writing this article, we used a qualitative approach with a literature study based on several scientific journals, electronic books and other sources whose accuracy has been confirmed. The results of this study describe that there is an influence of teacher teaching skills on student learning outcomes in elementary schools. By mastering basic teaching skills, teachers can distribute all learning materials so as to achieve the learning objectives themselves

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Ethnicity on the Teaching Skills of Culturally Literate Prospective Science Teachers

Culturally literate science is taught through community culture as a learning resource. The culture in the community around the school or native Indonesian culture is expected to be learning resources. The research aims to reveal the ethnicity of prospective science teachers in microteaching courses concerning culture-based teaching skills. The research used a quantitative approach with a quasi-experimental method. The dependent variable research was the teaching skills of prospective science teachers of different ethnicities. A quasi-experimental method was chosen to investigate the relationship between ethnicities and the teaching skills of prospective science teachers. This research finds that Papuan and Minang prospective science teachers have better abilities to integrate culture in implementing teaching practices through microteaching. Papuan prospective science teachers live in the interior, far from urban areas, and are still accustomed to using local culture in their daily activities. These factors make it easier for them to provide examples of culturally literate science. There is a linear relationship between ethnicity and culturally literate teaching skills from the test results, with a significant value of 0.710 > α (0.05).

Cardiac arrest in school: the role of teachers as BLS-D providers

The implementation of BLS-D training courses in the school setting aims to increase the number of future citizens competent in the recognition and treatment of out-of-hospital cardiac arrest to increase overall survival. It is important to make teachers and students aware of their social responsibilities, consolidating collaboration with healthcare professionals. The present study investigates, through a cross-sectional cognitive survey, the perception of the importance of knowledge and diffusion of basic BLS manoeuvres and early defibrillation in the treatment of cardiac arrest. An anonymous questionnaire was sent to secondary school teachers, divided into 14 questions: 12 items in closed form according to the Delphi method and the 5-point Likert rating scale, and the last two with different response methods. The total number of teachers who participated in the survey was 120. The majority of respondents believe that it is essential to know and transmit notions related to BLS-D to students, without the need to have an official certification as an instructor. Most of the teachers consider useful to have specific information on the placement and use of the defibrillator, to set reminder systems on life-saving manoeuvres and to share protocols on the management of cardiac arrest. The introduction of BLS-D training at school determines a constant increase in competent students and therefore the birth of a network of people educated in the management of out-of-hospital cardiac arrest. The teaching skills of teachers also allow them to identify the best strategies to make the learning method clear and valid for students. The autonomy of teachers in fulfilling the role of instructors is still poorly consolidated and shared, thus requiring the support of healthcare professionals.

Supervisi Klinis dalam Pembinaan Profesionalisme Guru MA Amanatulloh Banyuwangi

Clinical supervision is an effort by madrasah heads to develop teachers to become more professional in teaching. Implementation of clinical supervision focuses on improving teacher weaknesses in learning This research aims to describe clinical supervision through planning, classroom observation, and evaluation and analysis in the professional development of teachers at MA Amanatulloh at the Amanatulloh Banyuwangi Islamic Boarding School. This research approach is qualitative with a case study type of research. Data collection techniques include interviews, observation and documentation. The research subjects were the school principal as supervisor, teachers and students. Data analysis through data condensation, data presentation, and drawing conclusions. Test the validity of the data through credibility tests and confirmability tests. To ensure whether the data is valid or not through data source triangulation, method triangulation, and member check. The results of the research are (1) madrasa head planning; stimulus through meetings to share perceptions of clinical supervision goals, problem identification, supervision implementation schedule contracts, instruments, implementation concepts, and teacher problem focus. (2) Class observation; The supervisor and teacher enter the classroom together to make observations regarding the teacher's teaching skills, the teacher's interaction with students, and the feedback from the students themselves. (3) Evaluation and analysis; the process of evaluating and analyzing the results which are used as benchmarks for follow-up activities to improve teachers through discussion and analysis. Supervisors direct teachers to take part in training and be actively involved in MGMP forums to strengthen knowledge and benchmark learning to make it more varied.

E-training environment for developing Capstone teaching skills for STEM teachers in Egypt

The research investigated the efficacy of utilizing an e-training environment to enhance capstone teaching skills among STEM educators. Conducted at Obour STEM School, Cairo, Egypt, the study employed a quasi-experimental design with 27 randomly selected participants. Three instruments were utilized: a list of Capstone teaching skills, a pre-post achievement test, and an observation card assessing skill acquisition in two main fields: EDP Field and Process Management Field. These fields encompassed eight main skills, subdivided into 64 subskills. The researchers conducted pre- and post-testing, initially administering a 70-question pre-test followed by a month-long online training via Microsoft Teams. The training content aimed to address identified needs based on pre-test results. After the training, participants completed a post-test, which was repeated after another month. Results indicated a statistically significant difference (p<=0.05) between pre-test and post-achievement test scores, favoring the latter, suggesting improvement in Capstone teaching skills. Similarly, there was a significant difference (p<=0.05) between pre-test and post-observation card scores, indicating enhanced skill development. Conclusively, the study demonstrated the effectiveness of e-training, particularly employing the SOLE technique, in enhancing capstone teaching skills among STEM educators. Consequently, the researchers recommended the integration of e-training environments in STEM teacher development programs in Egypt.

Multimedia for Teaching Skills Development in Pre-service Teachers

A teacher must have teaching skills in order to become a professional teacher. The purpose of this article is to present the results of research on the development of teaching skills multimedia for microteaching courses in the Biology Education Study Program, FMIPA, State University of Jakarta. Multimedia is designed by combining text, images, audio and video to present basic teaching skills material in an interactive and interesting way. This research consisted of two years, in the first year four basic multimedia teaching skills were developed, namely: opening and closing lesson skills, class management skills and basic questioning skills and advanced questioning skills. This research is research and development (RnD) which was adapted into 7 stages from 10 steps of development research by Gall, Gall and Borg, including 1) research and data collection, 2) planning, 3) making prototypes, 4) testing first prototype, 5) prototype improvements, 6) field trials, 7) product improvements. The multimedia products developed are evaluated and assessed by experts, then revised based on the suggestions given and the results of field trials. The results of the research show that the multimedia developed is valid, practical and effective for improving teaching skills of pre-service teachers. Through this article the author wants to suggest that PKM or microteaching lecturers can use multimedia to practice basic teaching skills.

Students' Perception of Peer-teaching Method in Training Teaching Skills of Prospective Elementary School Teachers

This study explores students' responses to how the peer teaching method in microteaching lectures can provide teaching skills to become elementary school teachers. The research applied a quantitative descriptive method by analyzing questionnaire instruments distributed to 35 elementary school teacher education students who took microteaching courses in the fourth semester. Data collection used a closed-ended questionnaire instrument and focus group discussions to identify teaching skills that are still needed by students to be trained through peer teaching. The results of the data analysis showed that the average student perception of peer-teaching reached an average of > 4 (figure 1) out of 12 questionnaire questions. This figure indicates a good category. The results of the focus group discussion obtained data that what still needs to be trained through peer teaching is adjusting learning strategies to the learning material and the background of students and eliminating the fear of making mistakes that make them insecure in front of their peers. Based on the results of data analysis, it is concluded that students' perceptions are good about peer teaching and can help them equip teaching skills as prospective elementary school teachers. However, it is still necessary to add skill training through peer teaching about adjusting learning strategies to the material being taught and eliminating self-confidence. From the findings of this study, it is suggested that to prepare the competence of elementary school teachers through micro-teaching courses, the peer teaching method needs to be maintained but it needs to be added to the content of skills that are still needed by students, namely preparing lesson plans.

IMPLEMENTASI NILAI BUDAYA GREBEG BESAR MODEL DISCOVERY LEARNING BERBANTUAN PPt INTERAKTIF UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA SDN JLEPER 2

This research was conducted in class IV of SD N Jleper 2 Mijen Demak and involved 19 students. This study aims to improve social studies learning outcomes and teachers' ability to teach social studies content by applying the cultural values of Grebeg Besar of Demak Regency through interactive PowerPoint media used by the Discovery learning model. In this study, students' social studies learning outcomes and teachers' teaching skills are the dependent variables. Grebeg Besar cultural values, interactive PowerPoint media, and discovery learning model are independent variables. Observation, interview, test, and documentation are the data collection methods. Quantitative and qualitative data analysis were used. The results of the teacher teaching skills research also increased, at 64% (sufficient) and 82% (good) in cycle I, and 57% (less) in cycle II. Thus, learning outcomes and teacher teaching skills in social studies content can be improved by applying the cultural values of Grebeg Besar of Demak Regency with the help of interactive PowerPoint media and Discovery Learning learning model.

Keterampilan Mengajar Guru Sekolah Menengah di Kecamatan Pangenan, Cirebon

This service was motivated by the results of the Teacher Performance Assessment carried out at one of the schools assisted by the Madrasah Aliyah 3 Cirebon working group which stated that 60% of teachers did not have the competency skills that indicated they were professional teachers. The assessment team provided recommendations to improve teachers' teaching abilities so that the quality of learning could be better. One effort to improve teachers' teaching abilities can be done by providing training on eight basic teacher teaching abilities, training on student centered learning models and their application in preparing Learning Implementation Plans. In order to overcome this problem, it was implemented. on June 24 2024 training on basic teaching skills for teachers was carried out, on June 25 2024 training on student centered learning models was carried out, and on June 26 2024 feedback and evaluation of training results was carried out through the preparation of learning tool plans. The methods used in this training are lecture, question and answer and simulation methods, while the evaluation is carried out in two parts, namely evaluation during the training process and post-training evaluation.

Adopting Lesson Study on Job Training in Toyama School Japan to Biology Education School Field Introduction Program

Lesson study is applied as a method to improve the teaching skills of prospective teachers when teaching practice in schools. Indonesia uses the term School Field Introduction (PLP) for practical teaching activities in schools, while in Japan, the term On Job Training (OTJ) is used. This study aims to analyze the differences in lesson study methods practiced in universities in Indonesia and Japan, then adapts the lesson study method OTJ to apply in the PLP II course. The research method was carried out by direct and indirect observation. Indirect observation is through the YouTube channel of lesson study practices on PLP II at one of the universities. Direct observation and in-depth interviews were conducted with OTJ at Japan's Affiliated Toyama University Junior High School. The adaptation of the Japanese OTJ was carried out in three stages. The first was conducted in two schools in Jakarta and Depok, involving two teachers and eight students. The second and third were conducted in one school in Depok, involving one teacher and four students. The study results show differences between lessons developed in Indonesia and Japan. OTJ in Japan emphasizes collaboration and cooperation among prospective teacher in improving teaching skills. Meanwhile, in PLP in Indonesia, the emphasis is on collegiality among prospective teachers, tutor teachers, and supervisor lecturers. Applying the Japanese OTJ to PLP II in Biology Education showed that this method can increase prospective teacher-students’ confidence, improve creativity in teaching methods and media.

Teaching Practicum: Learning Journey Platform for Promoting Pre-Service Teachers’ Instructional Skills

Teaching practicum provides an opportunity for pre-service teachers to enhance their teaching skills. This study utilized a qualitative phenomenological design method to investigate the role of teaching practice in enhancing the instructional skills of pre-service English teachers at the elementary school level. Three pre-service English teachers participated in the study. Data were collected from the participants through reflections on their teaching practicum experiences. The findings indicated that the pre-service teachers initially experienced strong emotions and assumptions when they began teaching, yet the quality of their teaching improved during the practice. Teaching practicum was further identified as an effective means to enhance the teaching skills of pre-service English teachers.

Evaluating 21st-Century Skills in English Language Teaching (ELT) in Surigao Del Norte, Philippines: A Needs Assessment for Teachers Development

This study examined the 21st-century teaching skills of English language teachers (ELTs, n=117) and the observations of school heads (n=26) in the Surigao del Norte division (Philippines) for the 2023-2024 school year. Teachers' profiles and their self-perceptions in critical thinking, problem-solving, communication, creativity, digital literacy, and global awareness were assessed through surveys. Descriptive statistics and non-parametric tests were employed to analyze the data and compare perceptions between ELTs and school heads. While the findings revealed a generally strong foundation in 21st-century skills among ELTs, a specific need for targeted support in digital literacy was identified. Additionally, discrepancies were found between teachers' self-reported skills and how school heads observed them being applied in the classroom. These findings highlight the importance of triangulation in evaluating teaching effectiveness. The study proposes recommendations that focus on professional development, resource allocation, collaborative learning communities, and feedback mechanisms to create an environment that empowers ELTs to effectively integrate 21st-century skills into their classrooms, ultimately preparing students for success in today's world.

Enhancing the Creative Arts Skill of Generalist Teachers in the Ga East Municipality, Ghana

The objective-based curriculum previously in use was replaced by a standards-based curriculum for the 2019–2020 school year, bringing a fresh approach to the fundamental study of visual arts. However, the current curriculum places greater emphasis on art history and cultural practices, presenting challenges for generalist teachers in the Ga East Municipality who lack significant training or experience in creative arts. This study aimed to explore the impact of different levels of educational leadership on enhancing the teaching skills of generalist teachers in creative arts education. Employing a convergent parallel mixed methods approach, both qualitative and quantitative data were analysed. The study collected a total of 210 questionnaire responses and conducted interviews with 3 participants. The respondents included 185 generalist teachers, 25 headteachers, and 3 municipal education officers, selected through purposive sampling. The study held importance for the practical ability of generalist teachers to navigate complex artistic concepts through adaptability and flexibility in their teaching methods. The findings demonstrated that implementing innovative intervention strategies, such as collaborative projects, professional development training, integration of online resources, and pre-service education into the curriculum, while equipping generalist teachers with enhanced skills, can effectively inspire and engage students. Additionally, it highlighted the necessity for generalist teachers to exhibit passion, enthusiasm, instructional prowess, and imaginative skills to foster creativity, critical thinking, and self-expression in students through creative arts, ultimately influencing the quality of future art education.