Development and validation of lifelong learning facilitation competency diagnostic tool for elementary school teachers

2020 ◽  
Vol 20 (13) ◽  
pp. 181-210
Author(s):  
Seon Sook Oh ◽  
Jin-Young Park
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lifelong Learning ◽  
Diagnostic Tool ◽  
School Teachers ◽  
Learning Facilitation ◽  
Development And Validation

scholarly journals Development and Validation of Poksd-Porsd Protocol Assessment of Engineering in Elementary Classroom

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
C Anwar ◽  
W Sopandi ◽  
U S Sa’ud ◽  
W T Pratiwi ◽  
H Inderawan
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Basic Education ◽  
Classroom Observation ◽  
Project Based Learning ◽  
Assessment Instruments ◽  
School Teachers ◽  
Observation Instruments ◽  
Observation Protocol ◽  
Development And Validation

The aim of this study was to develop and validate classroom observation instruments designed to reveal the emergence of engineering activities in primary school teachers in project-based learning. The instruments developed included the elementary school classroom observation protocol sheet (POKSD) and the elementary school engineering observation protocol assessment (PORSD). Task items were arranged based on indicators adapted from COPUS (Classroom Observation Protocol for Undergraduate STEM) items. The initial design of the instrument was consulted with three experts based on learning objectives. The instrument was then validated by three experts in the field of basic education. The instrument test was conducted on teachers and 5th-grade students of UPI Bandung Laboratory (N = 1). POKSD and PORSD were assessed by three raters. Scores from the three raters were then analyzed using two-way ANOVA. The results showed that the intra-class correlation of performance assessment instruments was adequate (ICC = 0.773). The findings of this study demonstrated that the instrument was reliable and could be used for the emergence of engineering activities in elementary school teachers.

scholarly journals Development and Validation Technological Pedagogical Content Knowledge (TPACK) Instrument for Teacher Mathematics in Elementary School

2021 ◽  
Vol 8 (8) ◽  
pp. 445
Author(s):  
Titik Suryani ◽  
Wardani Rahayu ◽  
Ari Saptono
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Quantitative Research ◽  
Teacher Competence ◽  
School Teachers ◽  
Policy Makers ◽  
Pedagogical Content ◽  
Lesson Content ◽  
And Mathematics ◽  
Development And Validation

Measurement of teacher competence through TPACK is very important to do. However, the majority of the instruments used to measure TPACK for elementary school teachers are not yet in line with the needs of the 21st Century. This study aims to develop a TPACK instrument for elementary school teachers in a valid and reliable Mathematic lesson. This study uses the quantitative research. The study sample involved 1490 teacher in elementary school,  grade IV, V, and VI teachers from state and private elementary schools with A level of accreditation, spread across fourteen sub-districts in the Kabupaten Bogor. Data analysis techniques use Winsteps 4.0.1. So that, overall, this instrument can be used to measure TPACK of elementary school teachers in the content of mathematics lessons. This instrument can be used to map teacher competencies based on TPACK values. Furthermore, if there are some weaknesses in the 7 aspects of the TPACK, policy makers can determine the follow-up that needs to be determined to further improve the competence of elementary school teachers. The dimensions that stand out in this research are lesson content, teaching approach, technology, pedagogy, content, and mathematics.

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