scholarly journals The Effect of Professional Development, Innovative Work and Work Commitment on Quality of Teacher Learning in Elementary Schools of Indonesia

2021 ◽  
Vol 2021 (95) ◽  
Author(s):  
Siti ASIYAH ◽  
Bambang Budi WIYONO ◽  
Nur HIDAYAH ◽  
Achmad SUPRIYANTO
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Teacher Learning ◽  
Work Commitment ◽  
Innovative Work

scholarly journals Improving Teacher Quality in the Perspective of Islamic Teaching Professionalism

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Rudi Ahmad Suryadi
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Religious Education ◽  
Teacher Professionalism ◽  
Literature Study ◽  
Scientific Publications ◽  
Self Development ◽  
Quality Of Learning ◽  
Innovative Work

Various components influence quality religious education. One of the dominant ones is the teacher. Learning will be of high quality if the teacher is competent and professional. The professional development of teachers is a stage in strengthening skills, competencies, and career advancement, which leads to an increase in the quality of learning being taught. This research uses a literature study method. Sources of data obtained through references and other reading sources related to teacher professionalism, the results showed that the problem of teacher professionalism originated from three components, namely self-development, scientific publications, and innovative work. Quality improvement is more dominantly influenced by teacher professionalism, where teachers are required to achieve predetermined qualifications. by meeting adequate qualifications, the teacher's position will automatically increase. Professional development is related to advancing knowledge and skills by considering attitudes and approaches to improving the quality of learning. It is a process of growing teacher professionalism in strengthening the skills, duties and careers of teachers in facing the changes that occur.Pendidikan agama yang bermutu dipengaruhi oleh berbagai komponen. Salah satunya yang dominan adalah guru. Pembelajaran akan bermutu, apabila gurunya kompeten dan profesional. Pengembangan profesionalitas guru merupakan tahapan dalam penguatan keahlian, kompetensi, dan peningkatan karir yang berujung pada peningkatan mutu pembelajaran yang diampu. Riset ini menggunakan metode studi kepustakaan, sumber data diperoleh melalui referensi dan sumber bacaan lain yang berkaitan dengan profesionalisme guru.  Hasil penelitian menunjukkan bahwa masalah profesioalisme guru berawal dari tiga komponen, yaitu pengembangan diri, publikasi ilmiah, dan karya inovatif. Peningkatan kualitas lebih dominan dipengaruhi oleh profesionalisme guru, dimana guru dituntut untuk mencapai kualifikasi yang telah ditetapkan. dengan memenuhi kualifikasi yang memadai maka posisi guru akan secara otomatis meningkat. Pengembangan profesionalisme terkait dengan peningkatan pengetahuan dan keterampilan dengan mempertimbangkan sikap dan pendekatan untuk meningkatkan kualitas pembelajaran. Merupakan proses peningkatan profesionalisme guru dalam memperkuat keterampilan, tugas dan karir guru dalam menghadapi perubahan yang terjadi.

scholarly journals The impact of Lesson Study professional development on the quality of teacher learning

2019 ◽  
Vol 81 ◽  
pp. 61-73 ◽  
Author(s):  
Jan D. Vermunt ◽  
Maria Vrikki ◽  
Nicolette van Halem ◽  
Paul Warwick ◽  
Neil Mercer
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
The Impact

scholarly journals Peningkatan Kemampuan Guru-Guru SD Negeri 130 Palembang Dalam Menyajikan Presentasi Atraktif Melalui Pelatihan Microsoft Power Point

2019 ◽  
Vol 4 (1) ◽  
pp. 52
Author(s):  
Irma - Salamah ◽  
Lindawati Lindawati ◽  
Asriyadi Asriyadi ◽  
RD Kusumanto
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Teacher Professional Development ◽  
Classroom Teaching ◽  
Teacher Professional ◽  
Power Point ◽  
Microsoft Office ◽  
Short Education

ABSTRAKPengembangan profesi guru adalah untuk menjaga dan meningkatkan kualitas guru agar semakin professional dalam melaksanakan tugasnya menggunakan media aplikasi Microsoft office power point. Ada beberapa faktor mengapa kegiatan ini diselenggarakan. Ada guru yang tidak terbiasa menggunakan teknologi sebagai media dalam pengajaran di kelas. Sekolah tidak menyediakan fasilitas yang memadai yang memungkinkan guru menciptakan media ajar mereka. Tidak adanya pembimbing dan pendampingan yang memberikan pendidikan singkat tentang bagaimana membuat media animasi untuk pengajaran di sekolah dasar. Dengan adanya pelatihan ini guru-guru SDN 130 Palembang diharapkan mampu menguasai dan memahami fitur dan fungsi yang ada pada Microsoft power point serta mampu membuat animasi untuk pembelajaran dengan menggunakan Microsoft power point.Kata kunci: animasi pembelajaran; pelatihan microsoft power point; presentasi atraktif. ABSTRACT Teacher professional development is to maintain and improve the quality of teachers to be more professional in carrying out their duties using Microsoft Office Power Point application media. There are several factors why this activity is held. There are teachers who are not used to using technology as a medium in classroom teaching. Schools do not provide adequate facilities that allow teachers to create their teaching media. The absence of mentors and mentors who provide short education about how to make animation media for teaching in elementary schools. With this training the SDN 130 Palembang teachers are expected to be able to master and understand the features and functions that exist in Microsoft power point and be able to create animations for learning using Microsoft power point.Keywords: attractif presentation; microsoft power point training; learning animation.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Impact of Organizational Culture and Teacher Performance on Quality of Learning Processes

2020 ◽  
Vol 4 (2) ◽  
pp. 95-110
Author(s):  
Buyung Syukron ◽  
Andi Thahir ◽  
Tin Amalia Fitri ◽  
Asep Rohman
Keyword(s):  
Organizational Culture ◽  
Elementary Schools ◽  
Learning Process ◽  
Teacher Performance ◽  
Work Culture ◽  
Timely Manner ◽  
Quality Learning ◽  
The City ◽  
Determining Factor

The learning process in madrasas (Islamic-based elementary schools) is seen as being able to contribute to instilling values and norms in students following Islamic teachings. The issue of organizational culture and teacher performance also becomes a determining factor in creating a quality learning process. In this research, the aim is to determine: 1) the effect of organizational culture on the quality of the learn-ing process; 2) the effect of teacher performance on the quality of the learning process; and 3) the influ-ence of organizational culture on teacher performance. Respondents in this study were all class teachers from three madrasas as a sample representing all public madrasas in the city of Bandar Lampung, Indo-nesia. The results obtained indicate that the variables of organizational culture and the quality of the learning process have an influence, with R squared of 0.67 or 67%, which is classified as moderate. This shows that madrassas have implemented predetermined work culture values, namely: a) integrity, the harmony between correct thoughts, words, and deeds; b) professionalism, working in a disciplined, competent, and timely manner with the best results; c) innovation, perfecting existing and creating new and improved techniques and ideas; d) responsibility, working thoroughly and with thought for the con-sequences; and e) being exemplary, setting a good example for others.

Development of the Legal Framework for Regulating Relations for the Training and Retraining of Judges in the Soviet Period (1946–1991)

2020 ◽  
Vol 8 ◽  
pp. 39-47
Author(s):  
S. I. Pukhnarevich ◽  
Keyword(s):  
Professional Development ◽  
Soviet Union ◽  
Legal Framework ◽  
Judicial System ◽  
Soviet Period ◽  
Legal Basis ◽  
The Soviet Union

The article shows the formation of the legal basis for the formation, development and functioning of the system of training and retraining of judicial personnel in the country in the period from 1946 until the end of the USSR. The article also explores the forms and approaches to the organization of improving the quality of the staff of the judicial system. It was concluded that the Soviet Union has formed an ideologically oriented, strictly centralized Federal-Republican system of professional development of court employees.

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

2021 ◽  
Author(s):  
Nicole B. Wiggs ◽  
Linda A. Reddy ◽  
Briana Bronstein ◽  
Todd A. Glover ◽  
Christopher M. Dudek ◽  
...  
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Mixed Method ◽  
Mixed Method Study
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