scholarly journals Preparing Globally Competent Teachers: A Paradigm Shift for Teacher Education in Ghana

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
John Kwasi Annan
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Professional Growth ◽  
Thinking Skills ◽  
Poor Quality ◽  
Critical Thinking Skills ◽  
School Level ◽  
Teacher Competence ◽  
Secondary Sources

It is well known that quality and positive school outcomes are determined by teacher competence, sensitivity, and motivation which are summed as teacher quality. The role teachers play in shaping society requires that training of same must be of utmost priority of governments. With reference to the relevance of archival materials, the study relied mostly on observation and secondary sources of data with content analysis on training of teachers in Ghana. This study identified various elements that contribute to the quality of teachers which ultimately increases the quality of education. These included quality assurance of teacher education, initial training of teachers, deployment processes, professional growth, compensation, and regulatory bodies that ensure standards and compliance. The article also found out that low investments in teacher education, allowing nonprofessional graduates to teach, poor living, and working condition are deterrent to teachers from accepting postings to rural and deprived areas; lack of regular and consistent training for professional development and poor motivation packages for teachers are some of the reasons for poor quality in the education delivery at the basic school level. The study then advocates that teachers must be trained strictly by educational institutions only, aptitude test must be used to recruit teachers, intensify curricula reform to address critical thinking skills in teachers, institute regular development training for teachers, and motivate teachers who accept postings to rural areas.

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

Poor quality of antenatal care services—Is lack of competence and support the reason? An observational and interview study in rural areas of Lao PDR

Midwifery ◽  
2013 ◽  
Vol 29 (3) ◽  
pp. 195-202 ◽  
Author(s):  
Chanthanom Manithip ◽  
Kerstin Edin ◽  
Amphoy Sihavong ◽  
Rolf Wahlström ◽  
Hans Wessel
Keyword(s):  
Antenatal Care ◽  
Rural Areas ◽  
Lao Pdr ◽  
Poor Quality ◽  
Interview Study ◽  
Care Services

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS INKUIRI TERBIMBING (PPBIT) DALAM MENINGKATKAN KEMAMPUAN BERARGUMEN SISWA

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Dewi Seprianingsih ◽  
A. Wahab Jufri ◽  
Jamaluddin
Keyword(s):  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Control Group ◽  
Learning Tools ◽  
Control Group Design ◽  
The Subject ◽  
Mathematics And Science

Arguing ability was a part of critical thinking skills which important to be mastered by the students. In fact, students’ ability to argue was still relatively low. This referred to the TIMSS report (The Trends in International Mathematics and Science Study) in 2011, and showed that Indonesian children’s level in science was positioned in 42 from 45 countries. One kind of efforts to improve the quality of the ability to argue was applying the model of guided inquiry. This study was aimed to develop inquiry-based learning tools (PPBIT) and analyzed its effectiveness in developing the ability to argue of students at SMAN 2 Taliwang-West Sumbawa. PPBIT was carried out by applying 4D procedure. Then, pretest posttest control group design also completely concerned in determining the effectiveness of PPBIT. There were 66 students as the sample which was scattered from two classes and was selected by using purposive sampling technique. The results showed that PPBIT was appropriately to be used for students argumentation  skills’ activities by an average of feasibility syllabus 78.71%, RPP 83.5, LKITS 75%, and Instruments KB 80.25%, and effective in improving the ability to argue the class X SMAN 2 Taliwang, particularly on the subject of environmental pollution and recycling of waste by the average score of the students' ability from 48.22 up to 85.08Keyword: PPBIT, Argument

Reflecting on Portfolio Development

2013 ◽  
pp. 197-211
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

scholarly journals Teachers’ Professional Skills as a Factor in the Development of Students’ Critical Thinking

2020 ◽  
Vol 25 (6) ◽  
pp. 88-103
Author(s):  
J.N. Koreshnikova ◽  
I.D. Froumin
Keyword(s):  
Critical Thinking ◽  
Multivariate Regression ◽  
Thinking Skills ◽  
Regression Method ◽  
Critical Thinking Skills ◽  
Access To Information ◽  
Modern Education ◽  
Classroom Lesson ◽  
Development Of Students

The modern generation of students actively use technology and have access to information at any time. However, having access to information and being able to competently work with information are two different tasks. The use of information in any form is impossible without the use of critical thinking skills, therefore the level and quality of critical thinking is of paramount importance. Considering that in the modern education system, the traditional type of teaching is quite common — the classroom-lesson form of teaching, where the teacher is the leading figure, providing students with ready-made knowledge at lectures. At the same time, students take a passive position in relation to the assimilation of knowledge. Is it becoming important to understand how to develop students’ higher-order skills, including critical thinking, in this type of learning? In a study conducted on a sample of students from one of the leading national research universities in Russia (4,897 students), using the multivariate regression method, it was proved that teaching within the framework of the traditional type of education can be positively associated with the level of development of critical thinking if teachers have developed subject-logical and organizational competence.

scholarly journals Kemampuan Berpikir Kritis pada Model Project Based Learning disertai STEM Siswa SMA pada Suhu dan Kalor

2019 ◽  
Vol 4 (7) ◽  
pp. 874
Author(s):  
Sumardiana Sumardiana ◽  
Arif Hidayat ◽  
Parno Parno
Keyword(s):  
Critical Thinking ◽  
Mixed Method ◽  
Thinking Skills ◽  
Experimental Models ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
School Level ◽  
Learning Models ◽  
High School Level ◽  
Model Project

<p class="Abstrak"><strong>Abstract:</strong> Critical thinking skills can be grown with learning project based learning models. The purpose of this study was to analyze Critical Thinking abilities with project-based learning (PjBL) students at temperature and heat at the high school level. This research was conducted at SMAN 2 Batu class XI. The subjects of this study were 35 students. This type of research is a mixed method embedded in experimental models. With a test of critical thinking skills the essay forms as many as 8 items. The results showed that there were differences in critical thinking of students before and later getting PjBL training on the material heat and temperature. The result of the research showed that students’ critical thinking has increas.</p><strong>Abstrak:</strong> Keterampilan berpikir kritis dapat ditumbuhkan dengan model pembelajaran <em>project based learning</em>.<em> </em>Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir kritis dengan <em>project based learning</em> (PjBL) siswa pada suhu dan kalor pada tingkat SMA. Penelitian ini dilakukan di SMAN 2 Batu kelas XI. Subjek penelitian ini berjumlah 35 siswa. Jenis penelitian ini <em>Mixed method embedded experimental model</em>. Dengan test kemampuan berpikir kritis berbentuk <em>essay</em><em> </em>sebanyak delapan butir. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan berpikir kritis siswa sebelum dan sesudah mendapatkan perlakuan PjBL pada materi suhu dan kalor. Kemampuan berpikir kritis siswa mengalami peningkatan pada setiap indikator.

scholarly journals The Development Higher Order Thinking Skill (Hots) As Questions In Chemistry Study (Solubility And Solubility Product Constant)

2021 ◽  
Vol 9 (1) ◽  
pp. 51
Author(s):  
Faucut Sarah ◽  
Ibnu Khaldun ◽  
Abdul Gani
Keyword(s):  
Critical Thinking ◽  
Solubility Product ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Teachers And Students ◽  
Computer Based ◽  
Solubility Product Constant

The significance of critical thinking as one of the 21st  century skills makes the Indonesian Ministry of  Education  and  Culture  integrate  Higher  Order Thinking  Skill  (HOTS)  in the  latest national curriculum. Students critical thinking skills to working on HOTS assessment are fundamental, especially in learning chemistry lessons. The research purpose is to analyze the quality of HOTS chemistry questions/ assessment and to observe the teachers and students responses to computer-based test instruments developed using Wondershare Quiz Maker Software (WQM). The research method used Research And Development (R & D) Borg & Gall model. The sample was determined by Random Sampling Technique in total 104 students from several high school in Banda Aceh, it is SMAN 4, SMAN 5, SMAN 8 and SMAN 11. The data analysis technique was through calculating the percentage score of the assessment quality and analyzing the question items quantitatively such as validity, reliability, difficulty level of the questions, differential question power tests and distracting question power using proanaltes. The results showed that the quality of HOTS in chemical questions tested (for the solubility subject and the solubility product constant in terms of qualitative analysis of the items) in the validation test gained average score, it is 98.1%, means the items are qualified categories. In terms of quantitative analysis question items, it reached 95% valid and 5% invalid and the reliability test score was 0.740, are in high category. The questions difficulty covers 95% medium and 5% are in difficult level. The questions differential power for each category is 65% good, 30% medium and 5% less. The teachers and students response to the development of the computer-based HOTS test instrument using WQM software was positive and show good result. The teacher response positively on score strongly agreed was 83.3% and agreed 16.7%, while the students response on score strongly agreed was 27.2% and 63.3% agreed. The research conclusion there is significant  students critical thinking skills improved  (in learning the solubility and the solubility product constant chapter) by using HOTS assessment using Wondershare Quiz Maker software.

scholarly journals Upaya Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Melalui Pembelajaran Discovery Learning Berbasis Assessment Learning

2020 ◽  
Vol 1 (1) ◽  
pp. 57-64
Author(s):  
Eric Dwi Putra ◽  
Ria Amalia
Keyword(s):  
Critical Thinking ◽  
Peer Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Independent Learning ◽  
Discrete Mathematics ◽  
Collection Data ◽  
Improved Learning

Improved learning will continue to be done to continuously improve the quality of learning. One of the efforts made through discovery learning is based on assessment learning. Collaborating between discovery learning and assessment learning is expected to improve students' critical thinking skills in discrete mathematics courses. Classroom action research conducted in 2 cycles where each cycle carried out as many as 4 (four) meetings. The results showed that a) Implementation of discovery learning based on assessment learning that can improve students' critical thinking skills is carried out in 7 stages, namely stimulation, problem statement, data collection, data processing, verification, generalitation and peer assessment. The seven stages work together to create independent learning and train students' thinking skills. b) Students' critical thinking skills have increased by 33.33%. This percentage indicates that discovery learning based on assessment learning can improve students' critical thinking skills

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