scholarly journals Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia

2021 ◽  
Vol 5 (1) ◽  
pp. p1
Author(s):  
Dinn Wahyudin ◽  
Ahman ◽  
Yulia Rahmawati ◽  
Arnidah
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Group Discussion ◽  
Teaching Philosophy ◽  
Campus Environment ◽  
Teaching Philosophies ◽  
Descriptive Research ◽  
Generic Competencies ◽  
Teacher Education Institutions ◽  
Teaching Learning

The aim of this paper is to discuss and clarify the general framework of teachers’ competencies, especially on generic and specific competencies that shall be mastered by prospective TEIs in Indonesia. This study presents some empirical base data from selected Teacher Education Institutions (TEIs) in Indonesia concerning with generic competencies and specific competencies that shall be achieved by prospective teachers. In addition, the purpose of study also to have relationship between competencies and teaching philosophies implemented by individual lectures. Descriptive research is one in which information is collected without changing the environment/setting of study. Instruments used were questioners, interview, focus group discussion, and documentation study. Result shows that generic and specific competencies will be influenced by individual teaching philosophies of lecturers. They are strongly influenced and inspired by institutional teaching philosophy. Teaching philosophy is obviously translated in daily teaching learning activities in campus environment. Results also show that teacher competencies affect their values, behaviors, communication, aims and practices in school and also they support professional development and curricular studies. Thus, teachers’ competencies that will improve the teaching-learning process in school is of great importance.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions

2021 ◽  
Vol 6 (2) ◽  
pp. 42-56
Author(s):  
Fouzia Younas
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Continuous System ◽  
Monitoring And Evaluation ◽  
Education Institution ◽  
Evaluation Methods ◽  
Chi Square ◽  
Evaluation Of Teaching ◽  
Teacher Education Institutions

This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.

scholarly journals Achieving Pedagogical Abilities through Teaching Practice: A Smooth Track to be a Professional before Professional

2021 ◽  
Vol VI (I) ◽  
pp. 125-132
Author(s):  
Maria Shiraz ◽  
Mubashar Nadeem ◽  
Shahzada Qaisar
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
School Community ◽  
School Students ◽  
Descriptive Research ◽  
Final Round

Saphier, Haley-Speca., & Gower (2008) stated that teaching practice is to create a dynamic schoolroom environment that fosters fantastic, powerful communication amongst school students, teachers, parents and other members of the school community. This descriptive research is focused on the significance of teaching practice for the prospective teachers and was conducted by administering a questionnaire having fifteen question items on one hundred B.Ed (Hons) students of a public sector university after their final round of practicum. The results of the study through light on the importance of teaching practice component and its modalities and further reflects that teaching practice is highly significant, fruitful, and a must for any students interested in taking up teaching as a future profession both in teacher education and other programs with the remark that the concerned universities may extend to at least four months instead of restricting it to 12-16 credits or so.

scholarly journals Perceptions of Prospective Teachers about Peer Assessment as a Tool for Reflective Practices

2019 ◽  
Vol 5 (2) ◽  
pp. 373-380
Author(s):  
Uzma Shahzadi ◽  
Bashir Hussain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Reflective Process ◽  
Descriptive Research ◽  
Teaching And Learning Environment

Peer assessment is a collaborative learning method that assists students to have a control of their learning and involve them in reflective process. This study focuses on exploring the perceptions of prospective teachers about use of peer assessment as a reflective tool in classrooms of teacher education programs. This study was quantitative in nature and used descriptive research design. All prospective teachers enrolled in the bachelor programs of teacher education programs (i.e., BS and B.Ed. Hon. Elementary) of public sector universities of Pakistan served as population of the study. Using multistage purposive sampling technique, a sample of 1374 prospective teachers was selected. For seeking prospective teachers’ opinion, a questionnaire comprising 17 items on a five-point Likert scale, was developed. Questionnaire was validated by experts. Reliability of questionnaire was ensured with Cronbach alpha value of 0.79. For data analysis, both descriptive and inferential statistics were used. From analysis of data, it was found that prospective teachers perceive that they are sometimes equipped with necessary skills for involving in peer assessment and occasionally their teachers provide them necessary tools to carry out peer assessment for the reflective learning. It was also found that majority of students agree that peer assessment helps them in identifying their weaknesses and strengths more effectively. While prospective teachers reported that peer assessment is an activity that takes a lot of time and it carries biasness with its procedure. It is, however, recommended that peer assessment might be an important component of classroom teaching and learning practices. It is further recommended that promotion of peer assessment in classrooms may be used as a tool for creation of reflective teaching and learning environment.

scholarly journals Developing Emergent Bibliteracy: Guiding Principles For Instruction

2011 ◽  
pp. 7 ◽  
Author(s):  
Alexis López ◽  
Yolanda Sosa Ortíz
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Guiding Principles ◽  
Bilingual Schools ◽  
Teacher Education Institutions

We are advocating for the adoption of simultaneous emerging biliteracy programs in binational/bilingual schools in Colombia. The adoption of such programs as an influence on the teacher education institutions across the country. We must prepare teachers to respond the technological era of the twenty firts century in wich information is accessible in different languages at the touch of a button. In this article we present five principles for emergent bibliteracy instruction. After providing these principles we offer implications for teachers, educators and prospective teachers.

scholarly journals Teaching internship from the metaphorical lens of Filipino prospective teachers

2021 ◽  
Vol 10 (3) ◽  
pp. 798
Author(s):  
Danilo V. Rogayan Jr. ◽  
Denn Harry R. Reusia
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
The Philippines ◽  
Qualitative Inquiry ◽  
Written Narratives ◽  
Pedagogical Competence ◽  
Teacher Education Institutions

<span>Understanding prospective teachers’ (PTs) conceptions and perspectives about teaching internship may serve as an anchor for understanding their new experiences. The study explores Filipino PTs’ concepts of teaching internship through a metaphorical lens. Seventy-five PTs from a state-owned university in the Philippines served as the subjects of this qualitative inquiry. Data came from written narratives and explanations provided by the participants to describe their ideas on what a teaching internship is all about. The metaphoric images were enumerated, counted, interpreted, and classified to show meaningful patterns and themes. Findings showed that conceptions converged into six categories teaching internship as: 1) An endless learning venture; 2) A rewarding obstacle to surpass; 3) A chance to be a surrogate parent; 4) An enhancement of pedagogical competence; 5) An immersion in the actual workplace; and 6) An ultimate path towards becoming a teacher. Metaphors used by the participants were a mix of positive and negative symbolisms. The study offered possible descriptions for these conceptions and their implications on teacher education institutions (TEIs). The supervision of the off-campus teaching internship program could be enhanced at the onset of Education 4.0.</span>

scholarly journals The language learning assessment using technology for the second language learners

2019 ◽  
Vol 5 (4) ◽  
pp. 1-6
Author(s):  
G. Menaka ◽  
G. Sankar
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
English Language ◽  
Second Language Learners ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Games ◽  
Teaching Learning

Teacher education refers to the policies and procedures designed to equip prospective teachers with knowledge, attitudes, behaviors’ and skills they require to perform their tasks effectively in the classroom, school, and wider community. The term ‘teacher training’ seems to be losing ground to ‘teacher education’. In the era of globalization, when the world is changing so fast, the teaching field is also not unaffected. The approach of second language teaching that is ELT (English language teaching) has undergone a sea change. The “drill and practice” method is now considered to be rudimentary. Now, there are electronically sophisticated machines which have entered teaching-learning setting. Machine–assisted learning or e-learning is indeed an innovation in ELT. Even students find this new way of learning a second language to be amazing. Using language games is an efficient way of learning a second language.

GENDER-BASED MODEL IN PROSE APPRECIATION LEARNING FOR TEACHER EDUCATION INSTITUTIONS IN INDONESIA

2018 ◽  
Vol 74 (4) ◽  
Author(s):  
Nas Haryati Setyaningsih ◽  
Fathur Rokhman ◽  
Suminto A. Sayuti ◽  
Ida Zulaeha
Keyword(s):  
Teacher Education ◽  
Teacher Education Institutions ◽  
Gender Based

Revitalisasi MI Nahdlotusy Syubban dengan Pendekatan PSM (Peran Serta Masyarakat) untuk Meningkatkan Kemandirian Sekolah

2016 ◽  
Vol 16 (1) ◽  
pp. 103
Author(s):  
Edi Daenuri Anwar ◽  
Wahyudi Wahyudi ◽  
Joko Budi Purnomo
Keyword(s):  
Action Research ◽  
Focus Group ◽  
Participatory Action Research ◽  
Control Function ◽  
Group Discussion ◽  
School Facilities ◽  
Community Services ◽  
Participatory Action ◽  
Islamic School ◽  
Teaching Learning

<p>It has been succesfully done the community services activity by using Participatory Action Research (PAR) entitled “Revitalisasi MI Nahdlotusy Syubban dengan pendekatan peran serta masyarakat (PSM) untuk meningkatkan kemandirian sekolah”. The object of this community services is MI Nahdlotusy Syubban Sarimulyo Winong Pati. To explore the problems in this Islamic Boarding School, 3 correlated actions have been formulated. They are Training on School Based Management, PAIKEM Training, and Focus Group Discussions (FGD) addressed to all school management people. The discussions are mainly about the interconnection of the Islamic School (madrasah) with the society in the field of management, feed-back, and school facilities.</p><p>The results are that the teachers already applied PAIKEM in the teaching learning process and the society can directly involved not only in providing the school facilities but also in implementing the control function to the <em>madrasah.</em>As for knowingthe targetandthe quality of graduates, avision, missionand quality standardsarebeing developedin theschool curriculum.</p><p> </p><p>Telah dilakukan pengabdian dengan metode PAR / Participatory  Action Research dengan judul  “Revitalisasi MI Nahdlotusy Syubban dengan pendekatan peran serta masyarakat (PSM) yang bertujuan untuk meningkatkan kemandirian sekolah”. Objek  pengabdian ini adalah MI Nahdlotusy Syubban Sarimulyo Winong Pati.  Untuk mengurai masalah-masalah di madrasah ini di rumuskan 3 tindakan  kegiatan yang saling berkaitan. Pelatihan Manajemen berbasis sekolah (MBS), dan untuk memperjelas komponen MBS dalam proses pembelajaran  diadakan pelatihan  pembelajaran aktif, inovatif, kreatif, efektif dan  menyenangkan (PAIKEM ) sedangkan komponen keuangan, sarpras dan hubungan dengan masyarakat yang merupakan penjabaran dari MBS dirangkum dalam<em> Focus Group Discussion  </em>( FGD) yang di ikuti oleh pemangku kepentingan madrasah meliputi Guru, kepala Sekolah, Yayasan, Komite dan masyarakat secara umum. Dalam FGD ini membahas keterkaitan antara madrasah dengan masyarakat baik dalam bidang manajemen, umpan timbal balik, dan pengadaan sarana dan Prasarana</p><p>Hasilnya guru-guru mulai menerapkan PAIKEM dalam pembelajarannya, dan ternyata masyarakat langsung membuktikan peran sertanya dalam pengadaan dan pembuatan sarana dan prasarana madrasah serta melaksankan fungsi kontrol terhadap madrasah. Sedangkan untuk mengetahui target dan mutu lulusan di susunlah visi misi dan standar mutu lulusan yang mulai  dikembangkan dalam kurikulum pembelajaran sekolah.</p>

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