The perspectives of kindergarten teachers on the demands of teacher professionalism in rural areas

2019 ◽  
pp. 213-217
Author(s):  
M. Nur ◽  
Y. Rachmawati
Keyword(s):  
Rural Areas ◽  
Kindergarten Teachers ◽  
Teacher Professionalism

scholarly journals Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia

2018 ◽  
Vol 10 (1) ◽  
pp. 3-8
Author(s):  
Retno Tri Wulandari ◽  
Usep Kustiawan
Keyword(s):  
Early Childhood ◽  
Formal Education ◽  
Sampling Technique ◽  
Evaluation Study ◽  
Kindergarten Teachers ◽  
Teacher Professionalism ◽  
Teacher Competence ◽  
Education Teacher ◽  
Qualitative Approaches ◽  
Data Collection Technique

Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.

Enabling School Structure

2020 ◽  
Author(s):  
Roxanne M. Mitchell
Keyword(s):  
United States ◽  
Professional Learning ◽  
Rural Areas ◽  
Collective Responsibility ◽  
The United States ◽  
Teacher Professionalism ◽  
School Structure ◽  
Negative Effects ◽  
School Structures ◽  
Teaching Learning

Schools are organizations with a formal bureaucratic structure. Hoy and Sweetland applied the work of Gouldner, who viewed organizational structure as ranging from representative to punishment centered, and Adler and Borys, who viewed bureaucracy as ranging from enabling to coercive, to schools. They coined the term “enabling school structures” (ESS), which they defined as “a hierarchy of authority and a system of rules and regulations that help rather than hinder the teaching learning mission of the school.” Hoy and Sweetland then developed and validated a reliable instrument to measure this construct. This spawned a considerable body of research on the antecedents and consequents of ESS. A comprehensive literature review from 2000 to 2018 produced 22 articles that utilized ESS as conceptualized and operationalized by Hoy and Sweetland. This review did not include book chapters or unpublished dissertations. Findings from the research suggest that ESS fosters trust relationships and collaboration among teachers. It helps to establish a culture of academic optimism and promotes the development of professional learning communities. ESS has been shown to have both a direct and indirect effect on student achievement. ESS is correlated with a host of factors deemed important in schools, such as teacher and principal authenticity, collective teacher efficacy, teacher professionalism, and collective responsibility. It is negatively associated with dependence on superiors, dependence on rules, truth spinning, role conflict, and illegitimate politics. It appears to be higher in smaller schools, particularly schools situated in rural areas. Studies have been conducted in China, Turkey, and South and Central America, which have given credence to the notion that ESS has applicability beyond the United States where the work was originally conceptualized. ESS was not affected by socioeconomic status in schools in the United States, and therefore, it may serve as one way to ameliorate the negative effects of poverty on student success.

scholarly journals Kindergarten Teacher Professionalism In Designing Learning (Study From Home) During Covid-19

2021 ◽  
Vol 6 (1) ◽  
pp. 60-65
Author(s):  
Fefi Andrayani
Keyword(s):  
Descriptive Analysis ◽  
Sampling Technique ◽  
Kindergarten Teachers ◽  
Kindergarten Teacher ◽  
Teacher Professionalism ◽  
Scale Model ◽  
Learning Assessment ◽  
Learning Design ◽  
Assessment Design ◽  
Ex Post

Abstract This research was motivated by the teacher's doubts in designing BDR learning in Inderapura, Pesisir Selatan Regency. This study aims to determine the "Professionalism of Kindergarten Teachers in Designing BDR Learning (Learning From Home) during Covid-19). This type of research is descriptive quantitative ex post facto approach, the study population amounted to 81 people, a sample of 45 people using purposive sampling technique. The research instrument used a Likert scale model questionnaire. Analysis of research data obtained through the results of a questionnaire with descriptive analysis using percentages. The results showed that the professionalism of kindergarten teachers in designing BDR learning during Covid-19 was seen from the BDR learning design subvariable as many as 54% of respondents chose always answers (SL), the design of the learning implementation mechanism 44% always answered (SL), and the BDR learning assessment design 49% the answer is always (SL). Based on these data, it is concluded that the professionalism of kindergarten teachers in designing BDR learning is seen from the learning design, the learning mechanism design, and the BDR learning assessment design in Inderapura, Pesisir Selatan Regency looks good. Keywords: Kindergarten teacher professionalism, BDR Learning Design, Covid-19

scholarly journals Children's intelligence development training for Aisyiyah kindergarten teachers

2019 ◽  
Vol 12 (2) ◽  
pp. 129-138
Author(s):  
Ebni Sholikhah ◽  
Arif Rohman ◽  
Farida Hanum ◽  
Ariefa Efianingrum ◽  
Joko Sri Sukardi
Keyword(s):  
Early Childhood ◽  
Training Needs ◽  
Kindergarten Teachers ◽  
Multiple Intelligence ◽  
Teacher Professionalism ◽  
Transfer Of Knowledge ◽  
Educational Activities ◽  
Teachers Training ◽  
Intelligence Development ◽  
Teacher's Knowledge

Abstract: Early childhood is the golden age to develop their potential multiple intelligences. However, educational activities have often been reduced as teaching and schooling which centered on static transfer of knowledge and sometimes forget to develop non-academic intelligence. This paper aims to describe Aisyiyah teachers training in Banyuwangi Regency to develop the potential multiple intelligence in early childhood. We used dialogical lectures, exercises (simulations), and assistance as the methods. The results showed that 49.74% of 38 participants were satisfied, 48.70% were very satisfied, and only 1.56% were dissatisfied with the contents, methods, and facilities provided. This shows that contents of the material improve teacher's knowledge and could be applied in the teaching environment. The teacher also feels that they gained new experience because never attended a similar training before. Therefore, this kind of training needs to be continued and improved to improve teacher professionalism. Pelatihan pengembangan kecerdasan majemuk anak bagi guru tk AisyiyahAbstrak: Usia anak adalah usia emas untuk mengembangkan potensi kecerdasan majemuk yang dimiliki. Akan tetapi, selama ini kegiatan pendidikan sering direduksi sebagai kegiatan pengajaran dan persekolahan yang terpusat pada transfer pengetahuan secara statis dan terkadang lupa untuk mengembangkan kecerdasan non akademik. Artikel ini bertujuan untuk mendeskripsikan pelatihan guru Aisyiyah kabupaten Banyuwangi dalam mengembangkan potensi kecerdasan majemuk anak usia dini. Metode yang digunakan berupa ceramah dialogis, latihan (simulasi), dan pendampingan. Dari 38 sasaran, hasilnya menunjukkan bahwa 49.74% puas, 48.70% sangat puas, dan hanya 1.56% tidak puas terhadap isi, metode, maupun fasilitas yang disediakan. Hal ini menunjukkan bahwa isi materi sesuai dan dapat menambah pengetahuan guru untuk diaplikasikan di lingkungan kerjanya. Guru juga merasa mendapat pengalaman baru karena belum pernah mengikuti pelatihan serupa sebelumnya. Oleh karena itu, untuk meningkatkan profesionalitas guru, pelatihan semacam ini perlu dilanjutkan dan ditingkatkan. 

Training Aides to Screen Children for Speech and Language Problems

1976 ◽  
Vol 7 (4) ◽  
pp. 236-241 ◽  
Author(s):  
Marisue Pickering ◽  
William R. Dopheide
Keyword(s):  
Rural Areas ◽  
Large Scale ◽  
School Personnel ◽  
School Age Children ◽  
Speech And Language ◽  
Elementary School Age ◽  
Evaluation Procedures ◽  
Language Problems ◽  
Competency Based ◽  
Large Scale Screening

This report deals with an effort to begin the process of effectively identifying children in rural areas with speech and language problems using existing school personnel. A two-day competency-based workshop for the purpose of training aides to conduct a large-scale screening of speech and language problems in elementary-school-age children is described. Training strategies, implementation, and evaluation procedures are discussed.

International Telesupervision: The Clinical Fellowship Experience

2017 ◽  
Vol 2 (11) ◽  
pp. 73-78
Author(s):  
David W. Rule ◽  
Lisa N. Kelchner
Keyword(s):  
Graduate Students ◽  
Clinical Supervision ◽  
Rural Areas ◽  
The United States ◽  
Speech Language Pathology ◽  
Access To Services ◽  
East African ◽  
The World ◽  
Language Pathology ◽  
National Certification

Telepractice technology allows greater access to speech-language pathology services around the world. These technologies extend beyond evaluation and treatment and are shown to be used effectively in clinical supervision including graduate students and clinical fellows. In fact, a clinical fellow from the United States completed the entire supervised clinical fellowship (CF) year internationally at a rural East African hospital, meeting all requirements for state and national certification by employing telesupervision technology. Thus, telesupervision has the potential to be successfully implemented to address a range of needs including supervisory shortages, health disparities worldwide, and access to services in rural areas where speech-language pathology services are not readily available. The telesupervision experience, potential advantages, implications, and possible limitations are discussed. A brief guide for clinical fellows pursuing telesupervision is also provided.

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