Analysis of Perception and Need of Pre-Service Elementary Special Education Teachers and Pre-Service Elementary School Teachers for the STEAM Application on Special Education

2015 ◽  
Vol 54 (4) ◽  
pp. 425
Author(s):  
Wae Kone Park ◽  
Kug Il Cha ◽  
Kang Bo Shim ◽  
Kyung Ah Moon
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Special Education Teachers ◽  
School Teachers

scholarly journals Pre-service Preparation of Elementary School Teachers for Inclusive Education in Northern Mindanao, Philippines

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Therese June V. Aranas ◽  
Ruth G. Cabahug
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Elementary Education ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Professional Education ◽  
Inclusive Classrooms ◽  
School Teachers ◽  
High Coverage

The continuous push for ‘Education for All’ suggests that there will be more learners with disability or exceptionality attending inclusive classrooms.  The study attempted to look at how higher education institutions in Northern Mindanao or Region 10 were preparing non-special education elementary school teachers for inclusive education.  Employing qualitative curriculum content analysis, 252 syllabi of the foundational courses in 21 Bachelor of Elementary Education degree programs for non-special education majors were examined to determine how they addressed literature-based inclusion competencies.  The findings are reflective of those in similar studies. One or two introductory theoretical courses in special education were required in preparing elementary school teachers for inclusive education.  Analysis revealed few cases of moderate to high coverage of the inclusion competencies in understanding exceptionality, collaboration, inclusive instructional strategies, and inclusive assessment under the professional education courses.  There was a predominantly zero-to-low coverage of the inclusion competencies related to the concept of inclusive education and classroom management.  The limited coverage of literature-based inclusion competencies prompted recommendations for the enhancement of elementary teacher education programs to effectively prepare teachers for inclusive classrooms.

TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

2019 ◽  
Vol 9 (2) ◽  
pp. 155-164
Author(s):  
Nadia Yuli Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Coping Strategy ◽  
School Teachers ◽  
Cross Sectional ◽  
Central District ◽  
And Coping ◽  
Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat.   Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping   THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013   ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is  educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies.   Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

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