Training Of High School Teachers Research Articles

Training for high school teachers to develop learning modules based on mathematical modeling in Magetan, East Java

Preparing teaching modules that lead to AKM requires skills in framing abstract mathematical material into a situation or problem context known to students. This is a new challenge for teachers. The process of arranging mathematical material into a context familiar to students is called mathematical modeling. However, in practice, teachers often overlook the importance of modeling skills in teaching. This activity aims to equip mathematics teachers with mathematical modeling skills to enhance their teaching, particularly in preparing students for AKM. The activity, attended by 25 MGMP Mathematics High School teachers in Magetan Regency, was conducted in a hybrid manner (offline and online). Based on the analysis of questionnaire data, it can be concluded that there is an improvement in teachers' understanding of the Independent Curriculum, mathematical modeling, and the application of mathematical modeling in preparing teaching modules for mathematics topics. Similarly, there is an increase in awareness of self-development as professional teachers.

Scientific Writing Preparation Training for High School Teachers in Muara Gembong Regency

The low level of publication among high school teachers is an indication that the research conducted by teachers has not been fully disseminated. The purpose of this study is to provide technical guidance to teachers of SMA Negeri 1 Muara Gembong in improving the ability and quality of publication of their papers that can be used in the context of graduation or promotion/position as well as the component of assessing the portfolio of teacher certification in Indonesia. The methods used in this training include conducting discussions. The method is developed according to the situation and conditions that develop simultaneously and continuously. The population in this study is participants/teachers at SMA Negeri 1 Muara Gembong. The number of samples in this study was 25 participants or 25 teachers from various subjects at SMA Negeri 1 Muara Gembong. This training was conducted directly/offline in one of the SMA Negeri 1 Muara Gembong classes for approximately one day. The instrument used here is a questionnaire in the form of a survey of participant satisfaction with the presenters and the material that has been given. In addition, the results of this study received feedback. Namely, most participants stated that the speaker was very good at delivering material and asked for frequent training like this because the material was beneficial for the teachers there. This measure is intended so that the culture of teacher literacy and research will increase along with the rapid progress of educational science. That is, this community service activity is basically a form of concrete contribution of educational people in fulfilling the quality standards of higher education, especially in the standards of high school teacher graduates in Indonesia

The Necessity for Google Slide-Based Module Development Training for High School Teachers

Pedagogic competence and professional competence are essential for teachers as assets to be able to present quality learning, especially in developing lesson plans. Without the two competencies, learning becomes less qualified. This research was conducted to analyze the training process and its materials, including the drawbacks and benefits. This is descriptive qualitative research. The subject of this study consists of LPMP administrators, school principals, and high school teachers. The data collection method uses the techniques of documentation studies and in-depth interviews. The data was analyzed through the triangulation technique. The results of this study indicate that the training carried out for high school teachers to improve abilities and competencies to present quality learning and education through the preparation of lesson plans follows applicable curriculum standards. The drawbacks include a limited opportunity for the participants to attend training or workshops, unavailability of teaching materials or reading references, inappropriate materials presentation in the form of PowerPoint slides, printouts or soft copies, and ineffective methods or strategy implementation. Therefore, such problems can be overcome by developing and procuring adequate training and teaching materials.

교육청-지역대학 간 고교학점제 공동교육과정 운영 현황 및 시사점

The purpose of this study was to analyze the current state of operation of the high school credit system joint curriculum between the Office of Education and local universities, and based on the results, draw implications for revitalizing the organization and operation of the cooperative curriculum at local universities. To this end, literature analysis and interviews were conducted, and the following implications were drawn. First, it is necessary for the president of a university to show interest in the operation of the cooperative high school credit system curriculum with local universities and to show leadership that can induce the participation of university members. Second, it is necessary to set up a department in charge of the high school credit system joint curriculum within the university and to allocate professional manpower. Third, the department in charge of the high school credit system joint curriculum within the university and professional manpower should also be in charge of quality management within the university, such as building a manpower pool within the university, training instructors participating in the high school credit system, and managing the satisfaction of students participating in the high school credit system. Fourth, university professors participating in high school teacher training organized by the Office of Education should use field-oriented, practical training methods.

Gender nonbinary athletes and sport participation: Perspectives of high school coaches and athletic directors

ABSTRACT Students who identify as gender nonbinary may be victimized by peers as well as school teachers, staff, and administration [Perez, E. R., Schanding Jr, G. T., & Dao, T. K. (2013). Educators’ perceptions in addressing bullying of LGBTQ/gender nonconforming youth. Journal of School Violence, 12(1), 64–79.]. We gained an understanding of how coaches and athletic directors perceive gender nonbinary athletes and their sports team participation by recruiting a sample of NJ high school coaches and athletic directors to complete an online survey. Participants read a hypothetical vignette about an athlete who identifies as gender nonbinary. Half read a vignette about that athlete who wants to join their team and half read about an athlete joining the opposing team. Participants then rated their agreement to statements about the athlete’s sport participation. Findings are relevant, as many coaches’ and athletic directors’ perspectives do not align with current policies, which may have implications for the education and training of high school teachers and staff, and the opportunities for gender nonbinary high school athletes.

Pelatihan Bahasa Prancis Berbasis Media Audiovisual untuk Guru SMA dari 21 Kota di Indonesia

Audiovisual media-based French language training for high school teachers in Sumatra, Java and Eastern Indonesia aims to improve teachers’ abilities and provide access to audiovisual learning media especially for those serving in remote areas. French Literature Program FIB-UGM conducted it in collaboration with the French Embassy in Indonesia, Institut Français d’Indonésie, and TV5Monde. The success of socialization makes this program not only atrract high school teachers, but also by French lecturers from various universities and French teachers from five Institut Français d’Indonésie and Alliance Française. The program was conducted online and took place from 5 to 16 July 2021, followed by a total of 105 people. Participants were divided into 8 groups with a learning length of 27 hours / group. The training materials are divided into Modules A and B. Module A contains training on ‘exploring tv5monde.com sites for teachers’, ‘Accessing learning resources’, ‘using apprendre.tv5monde.com in the classroom’, and ‘understanding and using pedagogical tools on enseigner. tv5monde.com’. Module B contains everything in module A, ‘creating activities out of videos’, and ‘designing teaching sheets from audiovisual media’. This program provides access to teaching materials in the form of audio-visual documents that can be downloaded and used in classrooms that do not yet have adequate network infrastructure. This is an important contribution for teachers in the regions who often have difficulty accessing audio document teaching materials that suit the needs of their class. This training has been successfully improve the ability and confidence of high school and vocational teachers and produce output in the form of sitography (resources pages) databases easily accessible to teachers.

Statistics Topics Training For High School Teachers in Padang

One of a part mathematics subjects for high school students is statistics. Some statistics topics were usually studied by university students, but now they are studied by high school students. Teachers have difficulty teaching the topic to students for several reasons. The training is needed in order to improve the ability and knowledge of teachers about the statistics topics . The training was given to high school mathematics teachers in Padang under group named MGMP. There are 25 participans of the training. The results of activity evaluation showed an increase in the knowledge of statistics topics. In conclusion, this activity has been effectively carried out and can help the mathematics teachers to deeply understanding statistical topics

Training in Formative Assessment and Use of Mobile Applications for High School Teachers as a Community Service Activity of the Department of Medical Education, Faculty of Medicine, Universitas Hasanuddin

The digital revolution had transformed human life in many ways, including the way people learn. It affected students who are very dependent on mobile devices, social media, and mobile applications. These transformations demanded teachers to also transform. Teachers needed to embrace the technology and integrate it into their learning strategies. The Department of Medical Education of the Faculty of Medicine of Universitas Hasanuddin (FMUH) received a grant for a community service project from the faculty. This study describes training aimed at equipping high school teachers with the capability of using several mobile applications, including Google Forms, Quizizz, and Anki flashcards. The FMUH yearly intake was almost 300 students per year which were mostly high school fresh graduates in Indonesia. As the teachers of our future students, we considered the need for technology use in promoting teachers’ competence. Therefore, as our community service project, we held a one-day training for high school teachers which focused on the use of various mobile applications in formative assessment. At the end of our training, we elicited our participants’ evaluation using a Likert-scale questionnaire and open-ended questions. The responses were analyzed using statistical and descriptive analysis. This training involved 79 teachers and the evaluation form was filled out by 55 participants. The analysis showed that all respondents agreed that the training was able to increase their competence in using mobile applications for formative assessment. They pointed out the importance of this training in increasing the quality of education. This training was considered very useful in increasing high school teachers’ competence in formative assessment as well as in digital learning. This type of training was proposed to be frequently conducted.

An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial.

Teachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training for high school teachers led to improved mental health and well-being for teachers and students, compared to usual practice. We also conducted a cost evaluation of the intervention. The intervention comprised (i) Mental Health First Aid training for teachers to support students; (ii) a mental health awareness session; and (iii) a confidential staff peer support service. In total 25 mainstream, non-fee-paying secondary schools stratified by geographical area and free school meal entitlement were randomly allocated to intervention (n = 12) or control group (n = 13) after collection of baseline measures. We analysed data using mixed-effects repeated measures models in the intention-to-treat population, adjusted for stratification variables, sex, and years of experience. The primary outcome was teacher well-being (Warwick-Edinburgh Mental Well-being Scale). Secondary outcomes were teacher depression, absence, and presenteeism, and student well-being, mental health difficulties, attendance, and attainment. Follow-up was at months 12 (T1) and 24 (T2). We collected process data to test the logic model underpinning the intervention, to aid interpretation of the findings. A total of 1,722 teachers were included in the primary analysis. Teacher well-being did not differ between groups at T2 (intervention mean well-being score 47.5, control group mean well-being score 48.4, adjusted mean difference -0.90, 95% CI -2.07 to 0.27, p = 0.130). The only effect on secondary outcomes was higher teacher-reported absence among the intervention group at T2 (intervention group median number of days absent 0, control group median number of days absent 0, ratio of geometric means 1.04, 95% CI 1.00 to 1.09, p = 0.042). Process measures indicated little change in perceived mental health support, quality of relationships, and work-related stress. The average cost of the intervention was £9,103 per school. The study's main limitations were a lack of blinding of research participants and the self-report nature of the outcome measures. In this study, we observed no improvements to teacher or student mental health following the intervention, possibly due to a lack of impact on key drivers of poor mental health within the school environment. Future research should focus on structural and cultural changes to the school environment, which may be more effective at improving teacher and student mental health and well-being. www.isrctn.com ISRCTN95909211.

TỪ SẮC LỆNH 45\SL NĂM 1945 CỦA CHỦ TỊCH HỒ CHÍ MINH ĐẾN NGHỊ ĐỊNH 276-NĐ NĂM 1951 CỦA BỘ QUỐC GIA GIÁO DỤC: NHỮNG VẤN ĐỀ LỊCH SỬ VỀ QUÁ TRÌNH HÌNH THÀNH TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI

After the 1945 August Revolution, the higher education system in Vietnam was gradually reorganized, including institutions regarded asas precursors to Hanoi National University of Education, the first teacher training institution of the Democratic Republic of Vietnam. From Faculty of Literature in 1945 to Higher School of Education (1951 - 1954), it was a step-by-step formation of Hanoi National University of Education, with the establishment and operation of high school teacher training institutions of different sizes and forms. Based on primary historical sources including archives and recollections of witnesses, this paper attempts to systematically reconstruct the process from the first precursor to the establishment of Hanoi National University of Education, and is also part of the history of university system in Vietnam from the August Revolution in 1945 to the final years of the resistance war against the French colonialists. The content of the paper provides some new unexploited documents, and at the same time presents some new perspectives and points of view.

The Efficacy of SECI Model for the Training of High School Teachers in Relation to Gender Equality in Vietnam

Vietnamese government policy has been one of complete equality of opportunity in schools and in wider society, both as a commitment to social justice and as a way of enhancing the economy of the nation by facilitating and encouraging much greater inclusion of women in economic activity. One of the main aims of the work was to trial programmes of training for teachers and teacher education students about gender equality in education using the model of Socialisation, Externalisation, Combination and Internalisation (SECI), first developed in Japan, which integrates knowledge acquisition with social learning activities (Nonaka and Takeuchi, 1995). The response to the programme of training using the SECI model was positive, suggesting that this approach may be an effective model for both Initial Teacher Education and Continuing Professional Development for High School Teachers in Vietnam.

Competencia argumentativa: un factor clave en la formación de docentes

El artículo aporta elementos que evidencien la necesidad de intervenir y proponer la argumentación como un contenido explícito en la formación de profesores de educación media. Para ello, se desarrolló una investigación de tipo descriptivo-correlacional, de carácter transversal, cuya población estuvo constituida por 314 estudiantes del programa de Licenciatura en Biología y Química, de la Universidad de Caldas, Colombia. Un muestreo estratificado aleatorio simple permitió determinar el tamaño de la muestra, que fue de 121 sujetos. El estudio concluye que la poca claridad para asumir la argumentación como posibilidad de aprendizaje y coconstrucción de conocimiento escolar, sumada al poco trabajo en el aula centrado en procesos argumentativos conscientes e intencionados que aporten al desarrollo de aprendizajes en profundidad, hacen indispensable en las estructuras curriculares la presencia explícita de la argumentación como objeto de enseñanza y aprendizaje.

The Vietnamese educators and students’ perception towards high school teacher training activities according to competency-based education

The Vietnamese educators and students’ perception towards high school teacher training activities according to competency-based education

Requirements for training university teachers concept and its alternative disposition

It is defined withing the work that the educational reform is gradually changing its long lasting concept of requirements for research and teaching staff, the emphasis of which is focused on improving and enhancement of scientific work, the structure and the depth of disciplines content, methods of teaching etc. The major problem, as it has been identified, is the gap between a high school teacher training system itself, sticked to adjustments and improvements and the up to date requirements to the system. Consequently, there is an urgent need to analyze the study of how the educator is seen by educational applicants and the scientific community throughout the world. There is also a huge demand in identifying the potential of emulating the best experience of training teachers, taking into account the ongoing changes. The study examined the different views of applicants for education and scientists of developed countries on how they want to see scientific and pedagogical workers of the present. It was determined that there are some basic requirements for a high school educator. They are: teacher-expert knowledge and practical skills in the field, possession of research methods, development of programs for an academic discipline or course, teaching subject or a course, analysis of teaching, course management, possession of methods and techniques of academic research for educational purposes, psychometry and statistics, epistemology, theory of teaching and learning, information technology, programs developing, graphic design, rhetoric and presentation to the public, manner of communication and interralations, dealing with conflicts, resources and personnel managment, consulting, financing and budgeting, analysis and development of the institution’s policy. Apart from that a scientific and pedagogical employee of high school is expected to have knowledge of the subject that is taught, a desire to help students master the subject and give immediate advice when a student asks for help or explanation. The teacher is expected to have a sense of humor with an active social position. The educator is also considered to be a bearer of universal values, to be comprehensive and knowledgeable in the field of education; to have patience to educational applicants who make mistakes in learning. They are seen as expediently demanding; tolerant in communication; decent in relation to students; fair, honest, kind, sympathetic, modern, easy to communicate, tactful, sociable, objective, caring and empathetic as well. It is proved that educational characteristics and qualifications of a teacher and an administrator of high school require a radical change in unified academic disciplines and individual training modules and their reorientation in order to obtain appropriate competencies and create interesting interdisciplinary courses.

Developing the Junior High School Teacher Training Program for Acquiring Competencies to Teach Mathematics Utilizing ICT

Developing the Junior High School Teacher Training Program for Acquiring Competencies to Teach Mathematics Utilizing ICT

La armonización de las carreras de educación en Nicaragua: política y perspectivas

Socialmente se ha reflexionado sobre las competencias que demanda la universidad que deben de los profesionales. Son estas reflexiones y demandas las que han llevado las universidades a repensar sobre el currículo con el que forman a los profesionales. Debido a esta realidad y el compromiso social de las universidades, en concreto las públicas, es que en Nicaragua se está viviendo un proceso de revisión profunda y asertiva en cuanto a los planes de estudio con los que se forman a los futuros docentes.
 En este artículo se expresarán los acuerdos a los que han llegado las cuatro universidades públicas adscritas al Consejo Nacional de Universidades (CNU) con el fin de armonizar el currículo que da lugar a la formación académica de los docentes de educación media. Asimismo, se explicará, como perspectivas a futuro, los aciertos y avances que favorecerán la educación nacional. Se destaca en particular la articulación entre dos sistemas de educación (Ministerio de Educación-Universidad) en pro de desarrollar las competencias requeridas de un buen docente.

Análise de conteúdo do percurso formativo continuado docente mediante as propostas da sequência Fedathi e do professor reflexivo

A formação continuada é imprescindível na ação docente, como, por exemplo, na atualização de conhecimentos, no aperfeiçoamento de metodologias e na reflexão sobre a prática, destacando-se a reflexão sobre a própria prática e desenvolvendo mudanças por meio do pensamento crítico de si mesmo e da ação cotidiana, para a solução de problemas com que se depara e o redirecionamento da sua prática. A Sequência Fedathi (SF), desenvolvida para fortalecer a ação docente, sustenta a ideia de um profissional que seja investigador de seu ambiente de trabalho, de sua sala de aula, de sua ação pedagógica e do conhecimento de seus alunos. Este texto é resultado do Projeto Fedathi - proposta de ensino para formação de professores do Ensino Médio, realizado em novembro-dezembro de 2018, por pesquisadores do Laboratório de Pesquisas – denominado Multimeios – da Faculdade de Educação da Universidade Federal do Ceará (UFC). O objetivo deste artigo foi analisar o conteúdo das falas de 46 professores de Matemática da rede pública de ensino em formação continuada mediante as ópticas do professor reflexivo e da postura fedathiana. Foi utilizada como metodologia a pesquisa centrada na Análise de Conteúdo por meio da definição de categorias a posteriori que permitiram a identificação de elementos significativos no entendimento dos professores sobre o estabelecimento da proximidade ou do distanciamento da prática e de teorias que poderiam subsidiar o trabalho destes professores. Teve-se como resultado o fato de que as principais categorias recorrentes no conteúdo do discurso dos professores foram: Maturação, Pedagogia “mão no bolso”, Mediação, Planejamento, Tempo didático e Reflexão sobre a prática. Os docentes tomaram algumas categorias como possibilidades de inovações em sua prática, pontuando os desafios da implementação em decorrência da inflexibilidade de tempo, o cumprimento de currículos e de rotinas tradicionais ainda bem atuantes no ambiente escolar. Conclui-se que o exercício da Reflexão docente, numa atitude reflexiva e fedathiana, se constitui em elaboração significativa e, também, relevante na prática docente.

The Good Teacher of High School in the Representation of the Students Body

The present study aims to analyze the representations about the good teacher in the eyes of the students of the third grade of High School. The empirical material was obtained through a semi-structured interview and questionnaire, with forty-nine students of the 3rd year of high school, from two public schools located in the interior of the State of Minas Gerais, Brazil. The research carried out is of a qualitative approach, using the concept of social representation. The evaluations of the representations referring to what the students consider as “good teacher” allowed to identify attributes related to the personal attitude of the teacher, as well as their pedagogical action, that is, what was called attributes of the scope of the BE and the DOING of the teacher. It was verified that in the opinion of the students, the good teacher is the one who has mastery of contents of the taught discipline and good didactics, as well as accomplishes his teaching task through a good relationship with the students. The research contributed to highlight the importance of establishing adequate interpersonal relationships in the constitution of the representation that the students have regarding a “Good Teacher”. This finding has implications for the training of high school teachers.

Đánh giá của cựu sinh viên về chương trình đào tạo ngành Sư phạm Sinh học, Trường Đại học Cần Thơ

This study is aimed to investigate the 103 alumni’s evaluation of the Biological educational teacher curriculum from K27 to K40 in the aspects of (1) goals and outcomes; (2) curriculum’s structure and content; (3) methods and approarches of teaching and learning; (4) assessement of student achievements; (5) quality of lecturers and staffs; (6) facilities and survices for learners; and (7) training outcomes. The results showed the levels of suitability/satisfaction/responsiveness of these areas of curriculum that were evaluated in range from 2,61 to 4,21. Some of the skills were suggested to have greater concern for students such as research skills; dealing skills of pedagogical situation and school violent; administration and leadder skills. As a result, it is the necessity of improving curriculum on the tendency of competency-based approarch; response of modernization and integration trends, response of social demand and increasing the quality of high school teacher training for Mekong Delta, Vietnam.

ПІДГОТОВКА ФАХІВЦЯ ДОШКІЛЬНОЇ ОСВІТИ У КОНТЕКСТІ ЄВРОПЕЙСЬКОГО ДОСВІДУ

The article considers and analyzes the peculiarities of the professional training of educators in the developed countries of the world, and educators’ progressive achievements, and a high level of high school teacher training, which develop professional qualities in line with world standards, as the State standards of preschool education and all development programs. Children have stated an integrated approach to the educational process in the pedagogy. The works of leading scientists, which reveal various aspects of the future teachers training for pedagogical activities, are analyzed in the works of domestic scientists, in which the specificity of education, the state of pre-university vocational training, problems of higher education, various aspects of adult education, in particular integration of pedagogical training, foreign systems of pedagogical technologies of development, reform of European higher education in general. It is concluded that the systems of training teachers of preschool education in the leading European countries are different. They have their own peculiarities and their own promising experience, as well as the basic qualities of the training of future preschool specialists of European countries, not only is the system of organization of educational process in higher educational institutions established, but also the complex implementation of further training and professional development, the design of a new educational policy in the framework of the European integration processes that ensure the quality of preschool education in countries.