scholarly journals The Needs of Continuous Professional Development Perceived by Novice and Experienced Teachers

2021 ◽  
Vol 5 (11) ◽  
pp. 1664
Author(s):  
Andista A.F. Anggraeni ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Continuous Professional Development ◽  
Experienced Teachers ◽  
Survey Study ◽  
Learning Approaches ◽  
Subject Field ◽  
The Subject ◽  
Descriptive Survey

<p class="contenttable"><strong>Abstract</strong><strong>:</strong> This study was intended to investigate the current needs of continuous professional development viewed from the eyes of novice and experienced teachers in Malang senior high schools. The study was conducted through a descriptive survey study. The results identified some similarities and differences of needs between the novice and experienced teachers. Based on the order of importance, novice teachers agree that they need professional development in (1) knowledge and understanding of learner’s characteristics and (2) pedagogical competencies in teaching the subject field, (3) knowledge about curriculum or syllabus, (4) teacher’s communication skill in the classroom, and (5) teaching and learning approaches. Meanwhile, the experienced teachers need CPD about (1) knowledge and understanding of learner’s characteristics, (2) pedagogical competencies in the subject, (3) Information and Communication Technology, (4) students’ evaluation and assessment, and (5) teaching and learning approaches. Knowing the findings above, policy makers are suggested to arrange CPD programs based on the teachers’ needs and learning styles. The suitability and effectiveness of the program must be put into consideration.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Penelitian ini mengungkap kebutuhan Pengembangan Keprofesian Berkelanjutan guru dilihat dari sudut pandang guru pemula dan berpengalaman di sekolah menengah atas di wilayah Malang. Penelitian menggunakan metode survei deskriptif. dan hasilnya menemukan bahwa terdapat persamaan dan perbedaan kebutuhan diantara guru pemula dan berpengalaman. Berdasarkan tingkat prioritas, PKB yang diperlukan guru pemula saat ini (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) pengetahuan tentang kurikulum atau silabus, (4) keterampilan berkomunikasi di kelas, (5) pendekatan belajar pembelajaran. Di lain pihak, guru berpengalaman memerlukan PKB tentang (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) penggunaan TI di dalam pengajaran, (4) penilaian peserta didik, (5) pendekatan belajar pembelajaran. Dengan mengetahui hal-hal diatas hendaknya pembuat kebijakan merancang program PKB berdasarkan kebutuhan dan gaya belajar masing-masing guru. Aspek kecocokan dan keefektivitasan program Pengembangan Keprofesian Berkelanjutan perlu diperhatikan.

Belief, Inquiry, Argument and Reflection as Significant Issues in Learning about Information Systems Development Methodologies

2003 ◽  
pp. 1-10 ◽  
Author(s):  
David A. Banks
Keyword(s):  
Information Systems ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Subject Area ◽  
Systems Development ◽  
Information Systems Development ◽  
Social Construct ◽  
The World ◽  
The Subject

This chapter examines some of the issues that are driving the development of a master’s course designated as “Information Systems Development Methodologies.” The course takes a “reality as a social construct” view of the world, the purpose of the approach being to encourage students to challenge assumptions and enhance their abilities to research, reflect, critique, and develop strong arguments to support their understanding of the subject area. An interpretive approach such as this can challenge those students whose experiences of previous educational settings have been more strongly oriented toward rote or positivistic teaching and learning styles. The chapter outlines a number of approaches that have been adopted to help students deal with interpretive approaches to learning and to introduce them to issues of belief, inquiry, argument, and reflection.

scholarly journals Teachers are from Heaven, Students are from Hell — True or False?

2003 ◽  
Vol 17 (6) ◽  
pp. 417-422
Author(s):  
Luiz Fernando Capretz
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Psychological Theory ◽  
Learning Approaches ◽  
Myers Briggs Type Indicator ◽  
Approach To Learning ◽  
University Teachers ◽  
Class Differences ◽  
Type Indicator ◽  
Approach To Teaching

Researchers have long tried to relate personality types to teaching and learning styles. It is believed that the psychological theory behind the Myers–Briggs Type Indicator (MBTI) can help university teachers to accept variety in teaching and learning approaches. This paper makes some assertions about the personality traits of academics and students. These traits can create harmony or discord for individual students, depending on whether their approach to learning matches the teacher's approach to teaching. Although some teaching strategies can be useful for a whole class, differences among students make it necessary to diversify those strategies.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

Professors' and trainees' perceptions of educational quality as related to preconditions of deep learning in musikdidaktik

2008 ◽  
Vol 25 (2) ◽  
pp. 177-191 ◽  
Author(s):  
Cecilia Ferm ◽  
Geir Johansen
Keyword(s):  
Deep Learning ◽  
Learning Styles ◽  
Music Education ◽  
Teaching And Learning ◽  
Institutional Culture ◽  
Music Teacher ◽  
Teacher Trainees ◽  
External Relations ◽  
The Subject

Interview-based case studies, involving two institutions, four professors and 11 music teacher trainees were conducted in order to investigate the preconditions for deep learning in the subject of higher music education called musikdidaktik. Analysis was based on the ‘didaktiktriangle’ which is a theoretical model that suggests the relations of the professor, trainee and the selected content as being at the core of any educational endeavour. The model helps to frame the debate about the quality of teaching and learning by highlighting the trainees’ learning as relational. Professors as well as trainees located preconditions for deep learning to relations within the didaktik triangle. Furthermore, it became apparent how those preconditions were connected to the institutional culture within which the triangle relations were played out. It is suggested that deep learning in musikdidaktik was regulated by how the teaching forms and the selected educational content gave space for trainees’ learning styles, strategies and approaches. Furthermore, the learning was affected by the musikdidaktik subject's low status within the institutional culture and its external relations to the trainees’ practical teaching training.

scholarly journals Upgrading Quality of Learning with E-Learning System

2021 ◽  
Author(s):  
G.K. Kassymova ◽  
◽  
F.R. Vafazov ◽  
F.D. Pertiwi ◽  
A.I. Akhmetova ◽  
...  
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Learning System ◽  
The Internet ◽  
Learning Approaches ◽  
Face To Face ◽  
Community Activities ◽  
Emerging Issues ◽  
E Learning ◽  
Brain Based Learning

This article studies different ways of learning. Behavioral, cognitive, constructivist learning, multiple learning styles, e-learning, and brain-based learning are interrelated with each other and teachers should ensure that all students should be involved in all types of learning styles to get learning outcomes. The Covid-19 pandemic has forced governments around the world to implement policies to limit face-to-face meetings with community activities. This makes community activities carried out virtually. It also happens in the education system, teaching and learning activities which are usually carried out in classes face to face, this time has to use the internet as a learning medium. E-learning environments create lessons interactive. Knowledge is integrated from many different sources when students are learning something. The result of this study by analyzed ways of learning is five learning approaches. The stages of learning approaches are student to be active, engaged in the learning process, increase previous knowledge, explore the situation, and be motivated. Nevertheless, the use of the internet for learning or e-learning also cannot be separated from various deficiency and emerging issues within the higher education context.

scholarly journals Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

2021 ◽  
Vol 18 (5) ◽  
pp. 52-72
Author(s):  
Ishaq Al-Naabi ◽  
◽  
Jo-Anne Kelder ◽  
Andrea Carr ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Approaches ◽  
Delivery Modes ◽  
Development Framework ◽  
Emerging Themes ◽  
Inductive Thematic Analysis ◽  
Selection Of

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

scholarly journals Hubungan Antara Sikap Pelajar dengan Tahap Tekanan Guru Program Pendidikan Inklusif dalam Pendidikan Teknikal dan Vokasional

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Arihasnida Ariffin ◽  
◽  
Nur Fatin Nadiah Nordian ◽  
Norhasyimah Hamzah ◽  
Normah Zakaria ◽  
...  
Keyword(s):  
Teacher Perceptions ◽  
Inclusive Education ◽  
Stress Level ◽  
Significant Relationship ◽  
Teaching And Learning ◽  
Education Programme ◽  
Student Attitude ◽  
Survey Study ◽  
The Subject ◽  
The Relationship

Problems arise among Inclusive Education Programme teachers in the subject of Vocational Subjects (MPVs) when the result of a teacher who fails to control themselves due to stress that affects the relationship between teachers, students as well as quality in the teaching and learning. This study was conducted to identify the relationship between student attitude and stress level among teachers in the Vocational Subject at Sekolah Menengah Kebangsaan (SMK) around Johor. The design of this study is a survey study involving 113 randomly selected respondents around Johor by using questionnaire as the instrument of study. Respondents consist of PPI teachers who teach the subject of MPV. The result of this study shown significant relationship between student attitude and stress level among PPI teachers. Monitoring of teacher perceptions is especially important not only for MPV but also other subjects in order to restore imperfections and to provide benefits and success to every program in Special Education in Malaysia.

scholarly journals Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Khadija Al Balushi
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Quality ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Family Responsibilities ◽  
The Impact

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession

scholarly journals Teaching as Inquiry: Teachers Understanding and its Implication for Teaching and Learning

2019 ◽  
Vol 9 (6) ◽  
pp. 45
Author(s):  
Isaac Buabeng ◽  
Clara Akuamoah-Boateng
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Study Data ◽  
Academic Needs ◽  
Cape Coast ◽  
Effective Pedagogy ◽  
Interview Guide ◽  
The Subject ◽  
Descriptive Survey ◽  
And Training

Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic school teachers was selected from three circuits within the Cape Coast Metropolis. A questionnaire and an interview guide were used in collecting the data for the study. Data obtained from the questionnaire were analyzed using descriptive statistics (frequency count, percentages and means and standard deviations) whereas the interview data was transcribed and presented by doing thematic analysis. The study revealed that majority of the respondents had knowledge about TAI. In addition, the study showed that the teachers engaged in TAI practices such as reflecting and questioning their methods of teaching, identifying the academic needs of students before planning instruction and engaging in projects and research concerning the subject and content to be delivered. Findings from the study showed that teachers who participated in the study have embraced the concept of TAI very well and considering how they can mentor and lead others. It was recommended that the Cape Coast Metropolitan education office should organize intermittent workshops and training for teachers on TAI to help teachers build specific skills and refinements for reflection and action and planning strategies to support learners to learn specific things (content or skills) that teachers can specifically monitor in terms of student outcomes.

scholarly journals Quality of Continuous Professional Development for Automotive Engineering Productive Teachers

2018 ◽  
Vol 24 (2) ◽  
pp. 192-197
Author(s):  
Dwiki Muda Yulanto ◽  
Putu Sudira ◽  
Pramudya Dwi Aristya
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Continuous Professional Development ◽  
Survey Study ◽  
Self Awareness ◽  
Research Subjects ◽  
Automotive Engineering ◽  
Analysis Techniques ◽  
Data Collection Technique

The 21st century becomes a new challenge for productive teachers in developing their competency. One of the methods for developing their competency is conducting a continuous professional development program. This study was aimed at describing the quality of the continuous professional development of Automotive Engineering productive teachers. The type of this study was a survey study which used a descriptive quantitative method. The research subjects were all of the productive teachers of Automotive Engineering in Surakarta city with the total of 76 teachers. In conducting the study, a questionnaire was used as the data collection technique. Data analysis techniques consisted of editing, tabulating, analyzing and interpreting, and concluding. The results showed the quality of the continuous professional development of Automotive Engineering productive teachers in Surakarta city was categorized as low with the percentage of 59.2%. In conclusion, productive teachers of Automotive Engineering in Surakarta city did not actively participate in continuous professional development. The implications of this study showed that the teachers must increase self-awareness to do continuous professional development.     

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