The Lifelong Education of the Teachers in the Republic of Macedonia

2016 ◽  
Vol 11 (4) ◽  
pp. 262-270
Author(s):  
Rozalina Popova ◽  
Ljupco Koskarov
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Work Experience ◽  
Current Situation ◽  
Lifelong Education ◽  
School Teachers ◽  
Republic Of Macedonia ◽  
Pedagogical Training ◽  
The Republic ◽  
Different Characteristics

AbstractThis paper analyzes important issues related to the lifelong education of the teachers in the Republic of Macedonia. The goal of the research, which is a part of the project Permanent Education of the Teachers (the current situation and challenges), is to get an idea about the current situation and the need for permanent education of the elementary school teachers in the Republic of Macedonia. We analyzed the forms and content of the permanent education, and the need for this type of education while taking into consideration: the location of the school (urban or suburban area), work experience, type of initial education, gender and ethnicity. The sample of 288 teachers from 11 schools from Skopje (the city and the rural environment) was formed by stratified random sampling and an assessment sample, based on the goals of the research and the different characteristics of the respondents. The calculations in the research were made with the statistical package SPSS 17.0. The research was carried out in five planned stages from 2010 to 2012. The gathered data confirms the fact that the existing forms and content of the permanent education do not meet the needs of the elementary school teachers in full. This implies that we need a new concept of permanent professional and pedagogical training of the teachers based on their needs and modern scientific accomplishments.

scholarly journals Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community

2021 ◽  
Vol 14 (33) ◽  
pp. e15776
Author(s):  
Zinovii Onyshkiv ◽  
Yaroslava Kodliuk ◽  
Tetiana Lesina ◽  
Olena Malyna ◽  
Nadya Kichuk
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
European Community ◽  
Professional Training ◽  
National Standard ◽  
Practical Training ◽  
University Graduates ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Pedagogical Training

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

scholarly journals THE EFFECT OF KELOMPOK KERJA GURU IN ELEMENTARY TEACHERS’ PROFESSIONAL DEVELOPMENT IN HELVETIA DISTRICT MEDAN INDONESIA

2020 ◽  
Vol 3 (1) ◽  
pp. 11-14
Author(s):  
Ordekoria Saragih ◽  
Arman Bemby Sinaga
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Community ◽  
Lesson Plan ◽  
Current Situation ◽  
Teacher Professionalism ◽  
Structured Interviews ◽  
School Teachers ◽  
Phase Cycle ◽  
The Government

Kelompok Kerja Guru (KKG)/ Teacher Working Group or generally known as Professional Learning Community (PLC) program should be a vehicle for developing teacher professionalism as expected by the government and schools. However, the current situation regarding its implementation, the effect on elementary school teachers and its activities are unknown. The purpose of this research is to find out an in-depth picture and the current situation regarding the implementation of the KKG and its influence in developing the professionalism of elementary school teachers in Helvetia District, Medan, North Sumatra Province. Researcher had interviewed teachers from representatives of each school individually and in groups to get their thoughts and perspectives by using semi-structured interviews so that the contents of the conversation are more organized. The researcher has also observed the activities within the KKG through a qualitative method approach in order to report the activities carried out by the KKG. The data obtained were analyzed using a five-phase cycle: compiling, disassembling, reassembling, interpreting and concluding. The results showed that the KKG carried out by the participants in this study was a KKG program that had been set by the government and was carried out with different schedules and durations. There are programs that are carried out 2 times in a semester with duration of 2-3 days, and there are programs that are carried out 1 time in 1 semester which takes 1.5-2 hours. The mechanism for selecting teachers who will take part in the KKG is always determined by the principal in accordance with the field of study taught. It is revealed that the KKG activities are not only carried out per district with several schools but also in each school under the supervision from the principal or foundation. The teachers gained knowledge and skills from KKG especially those related to the 2013 curriculum such as designing annual program, semester program, and lesson plan, compiling questions to be tested and assessed, and increasing 4 teacher competencies which are competency social, professional, pedagogic, and personality. It was also found that the activities they carried out at the KKG are group discussions, sharing information and teaching experiences, sharing students’ work book, and conducting presentations. It is suggested that the government should have a good preparation in conducting KKG activities in order to provide useful and meaningful KKG.

scholarly journals Educational Practices for Immigrant Children in Elementary Schools in Russia

2021 ◽  
Vol 11 (7) ◽  
pp. 325
Author(s):  
Chulpan Gromova ◽  
Rezeda Khairutdinova ◽  
Dina Birman ◽  
Aydar Kalimullin
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Psychological Adjustment ◽  
Academic Support ◽  
Immigrant Children ◽  
Educational Process ◽  
Educational Practices ◽  
School Teachers ◽  
Cross Cultural Communication ◽  
The Republic

Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.

scholarly journals Problems and solutions in achieving learning outcomes of the 4th grade social studies curriculum

2018 ◽  
Vol 8 (2) ◽  
pp. 209-232
Author(s):  
Ömür Gürdoğan Bayır
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Elementary School Teachers ◽  
Learning Outcomes ◽  
Structured Interviews ◽  
School Teachers ◽  
Problems And Solutions ◽  
Course Outcomes ◽  
Different Characteristics ◽  
Social Studies Instruction

The aim of this study was to determine the outcomes in which problems were encountered in terms of achievement and reveal these problems experienced in social studies instruction based on elementary school teachers’ views. The study was designed in accordance with the mixed research method. A questionnaire was firstly administered to the elementary school teachers, and then semi-structured interviews were conducted. In the light of the findings, it was revealed that elementary school teachers experienced problems regarding certain course outcomes. These outcomes included: “Students put themselves into the shoes of other individuals who have different characteristics.”, “Students make inferences about the location of a place in their environment.”, “Students do research about the inventors of the technological products they use and the development of these products in the course of time.”, “Students generate ideas for designing unique products based on the needs in their environment.” and “Students use the resources around them without wasting.”

scholarly journals Areas of modernization of preparation of future elementary school teachers in the countries of the European community

2021 ◽  
Vol 14 (33) ◽  
pp. e15615
Author(s):  
Zinovii Onyshkiv ◽  
Yaroslava Kodliuk ◽  
Tetiana Lesina ◽  
Olena Malyna ◽  
Nadya Kichuk
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
European Community ◽  
Professional Training ◽  
National Standard ◽  
Practical Training ◽  
University Graduates ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Pedagogical Training

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

scholarly journals Sosialisasi Undang-Undang Republik Indonesia No.19 Tahun 2016 dan Kode Etik dalam Penggunaan Media Sosial Bagi Guru

2019 ◽  
Vol 1 (1) ◽  
pp. 40
Author(s):  
Stefani Made Ayu ◽  
Rahmaddian Rahmaddian
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Code Of Ethics ◽  
The Internet ◽  
School Teachers ◽  
Electronic Transactions ◽  
Time Share ◽  
The Law ◽  
The Republic ◽  
Teacher Ethics

Pemerintah berupaya mengontrol, melindungi serta menertibkan masyarakat dalam penggunaan teknologi informasi dan transaksi elektronik melalui Undang-UndangRepublik Indonesia No. 19 Tahun2016. Namun dalam implementasinya, karena kurangnya sosialisasi kepada masyarakat terutama kepada guru SD membuat para gurumerasa kebingungan dan takut; terutama karena banyak kasus ASN yang dijerat hukum akibat pelanggaran Undang-Undang tersebut. Tujuan dari pengabdian kepada masyarakat ini adalah memberikan sosialisasi, pengertian dan juga berbagi pengalaman terkait Undang-Undang Republik Indonesia No.19 Tahun 2016 dan Kode Etik Guru. Metode yang digunakan dalam pengabdian ini adalah presentasi dan diskusi, dilanjutkan dengan pendampingan selama sosialisasi berlangsung. Berdasarkan hasil evaluasi kegiatan, seluruh peserta sosialisasi mendapatkan pemahaman yang lebih tentang pentingnya penggunaan internet khususnya media sosial secara sehat agar tidak melanggar kode etik guru dan sumpah ASN.   Law of the Republic of Indonesia No. 19 of 2016 is one of the ways the Indonesian Government controls, protects, and disciplines the citizen in terms of using information and electronic transactions. But in its implementation, the lack of socialization to the community, especially to elementary school teachers, made elementary school teachers feel confused and scared; especially with the emergence of civil apparatus cases of teachers who were arrested for tripping cases of violations of the law. The purpose of this service is to provide socialization, understanding and at the same time share experiences related to the Law of the Republic of Indonesia No.19 of 2016 and teacher ethics. The methods that used in this service are presentation and discussion method. Assistance also carried out during the socialization. Based on the evaluation, all socialization participants felt they understood better and understood the importance of using the internet in a healthy manner so as not to violate the teacher's code of ethics and the oath of civil apparatus.

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