scholarly journals A Collaborative Self-study of Action Research Supervision: How can Mentorship be Used to Improve In-service Teacher Training in Uganda?

2021 ◽  
Vol 9 (9) ◽  
pp. 571-579
Author(s):  
John Mary Vianney Mitana ◽  
Jean Mary Wendo ◽  
Monica Abad Fontana
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Research Supervision ◽  
Self Study

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

scholarly journals Improving teacher quality through classroom action research

2021 ◽  
Vol 2 (3) ◽  
pp. 133-139
Author(s):  
Nur Amalia ◽  
Fitni Wilis
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Case Studies ◽  
Teacher Quality ◽  
Research Training ◽  
Writing Classroom ◽  
Training Activity ◽  
Central Java ◽  
Classroom Action Research

Classroom Action Research Training for Aisyiyah PAUD Central Java Teachers to Improve the Quality of Learning delivered by the Principal and Teacher Training of PAUD 'Aisyiyah PWA Central Java, this activity aims to: 1) instill awareness in PAUD 'Aisyiyah teachers on the importance of Classroom Action Research 2) improve skills prepare proposals for Classroom Action Research 3) provide assistance related to Classroom Action Research, 4) train teachers to be able to provide treatment to the subjects studied, so that they experience positive changes. The methods used in this training are presentations, discussions, case studies. This training activity was attended by 142 teachers from PAUD 'Aisyiyah in Central Java. The results of the service are theoretically successful, this can be seen from the enthusiasm of the training participants who actively ask questions about the problems they encounter related to the steps of preparing the CAR proposal, but judging from the practice of preparing the proposal the results have not been satisfactory, because only 15% of participants can prepare a CAR proposal properly. and 33% is considered sufficient, while 52% of participants have not succeeded in compiling a CAR proposal. It is not easy to write CAR, it requires independent effort training from the teacher concerned to solve the problems faced in PBM. In general, PAUD 'Aisyiyah Central Java teachers need further assistance in writing Classroom Action Research.

scholarly journals Religious Based Responsive Counseling to Improve Students Life Skill

2019 ◽  
Vol 8 (2S9) ◽  
pp. 1028-1034
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Teacher Training ◽  
Life Skill ◽  
Training And Education ◽  
Data Validity ◽  
The Subject

This research was directed to solve problem on low life skill students, namely : ignorance attitude, dishonest to posent, dishonest in doing assigment from lectuter, and dishonest toward their own attitude. Life skill constitutes personal competent which must be mastered by student to life harmonic in their environtment. Students with low life skill can not be a creative and innovative toward their knowledge, attitude and skills. If this problems were not overcame, so it can hider their assignment goal and surely hider nett development. Guidance and conseling in university has a duty to prepare students to life indepently in society, so one at the conseling is which was appired to increase students life skill. Responsife conseling constitutes did conseling for students who hate need or problem urgent help. The objectives at this study is increasing low life skill student to high life skill student. The method used to reach the objective is qualitative research ( Guidance and Conseling Action Research ). The subject at research is students teacher training and education faculity, meanwhile interview observation and test were applied to collect data. To get data validity, the reseacher used triangulation, college discussion and memberchecking. More over, interative analysis was used to analysis the data. The results showed that in cycle one and cycle two, religious based responsive conseling improve students life skill.

Learning about Co-Flexivity in a Transdisciplinary Self-Study Research Supervision Community

2015 ◽  
pp. 145-171 ◽  
Author(s):  
Kathleen Pithouse-Morgan ◽  
Nithi Muthukrishna ◽  
Daisy Pillay ◽  
Linda Van Laren ◽  
Theresa Chisanga ◽  
...  
Keyword(s):  
Study Research ◽  
Research Supervision ◽  
Self Study

Towards an Anti-Racist, Culturally Responsive, and LGBTQ+ Inclusive Education

2022 ◽  
pp. 150-175
Author(s):  
Artineh Samkian ◽  
John Pascarella ◽  
Julie Slayton
Keyword(s):  
Deep Learning ◽  
Action Research ◽  
Inclusive Education ◽  
Culturally Responsive ◽  
Change Agents ◽  
Educational Leaders ◽  
Program Of Study ◽  
Self Study ◽  
Instruction And Curriculum ◽  
Support Students

This chapter summarizes the ongoing efforts of faculty to develop a program of study embedded in an educational doctorate (EdD) program intended to develop critically conscious educational leaders and change agents. It discusses how courses were collaboratively developed as well as how faculty decided on and began to employ an experimental self-study action research Dissertation in Practice. This chapter then outlines what was learned as a team of collaborators about the best ways to establish coherence and cultivate deep learning to support students' ability to work with adults in the context of instruction and curriculum to address historically entrenched inequities that differentially disadvantage some students while granting privileges to others.

Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education

2020 ◽  
Vol 65 (9) ◽  
pp. 164-179
Author(s):  
Khanh Nguyen Cong ◽  
Oanh Dao Thi ◽  
Hue Nguyen Thi ◽  
Hien Nguyen Vu Bich ◽  
Son Vu Thi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Student Outcome ◽  
Assessment Instruments ◽  
Self Study ◽  
Pedagogical Competence ◽  
Teacher Training Programs ◽  
Standard Framework ◽  
Multiple Step

The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.

Teacher Training for Teachers of Aborigines

1976 ◽  
Vol 4 (5) ◽  
pp. 28-32
Author(s):  
J. Binnion
Keyword(s):  
Secondary Education ◽  
Action Research ◽  
Teacher Training ◽  
Secondary Students ◽  
Aboriginal Education ◽  
Action Research Project ◽  
Research Project ◽  
Parent Communication ◽  
Number Of Factors

In Vol. 4 No. 1, Ms Binnion discussed teacher-parent communication with particular reference to the Action Research Project into Secondary Education for Aborigines which was initiated in S.A. in 1972. During the course of the Action Research Project teachers in many other schools with Aboriginal secondary students were asked, via a questionnaire, for their opinions about a large number of factors relating to Aboriginal education. Consequently, this article reports the opinions of teachers in both the project schools and other schools with numbers of Aboriginal secondary students.

Sign in / Sign up

Export Citation Format

Share Document