scholarly journals MODERN PEDAGOGICAL TECHNOLOGIES IMPLEMENTATION IN THE TEACHER PROFESSIONAL COMPETENCE DEVELOPMENT IN THE PROFESSIONAL DEVELOPMENT SYSTEM

2019 ◽  
Vol 221 ◽  
pp. 15-20
Author(s):  
E.A. Bеrоeva ◽  
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Competence Development ◽  
Development System ◽  
Teacher Professional

Modern Tendencies Indevelopment of Pedagogical Staff's Professional Development System

2015 ◽  
Vol 1 ◽  
pp. 265
Author(s):  
Mukhabbat Mirsolieva ◽  
Umida Giyasova ◽  
Anvar Sultanov
Keyword(s):  
Professional Development ◽  
Comparative Analysis ◽  
Professional Competence ◽  
Educational Institution ◽  
Competence Development ◽  
Development System ◽  
Foreign Countries ◽  
Higher Educational

<p><em>The article considers the essence of the training as the basis for teachers’ professional competence development. The comparative analysis of organization of teachers’ professional developmentin foreign countries</em><em>.The efficient ways, methods and main types of organizing higher educational institution teachers’ professional developmentin different countries of the worldare described there.</em><em></em></p>

scholarly journals Students’ Emotions as a Factor of their Professional Competence Development

2021 ◽  
pp. 64-71
Author(s):  
С.А. Гапонова ◽  
С.Г. Ловков
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Professional Competence ◽  
Coping Skills ◽  
Negative Emotions ◽  
Competence Development ◽  
Learning Activities ◽  
Professional Competencies ◽  
Development Of Students

В статье рассматривается вопрос о факторах, влияющих на развитие настоящего профессионализма, неразрывно связанного с профессиональной направленностью личности, субъектным отношением к деятельности. Одной из психических структур, связывающих профессиональное и личностное, являются профессиональные представления. Анализ современных эмпирических исследований показывает, что значительное развитие профессиональные представления получают во время обучения в системе высшего образования. Однако это развитие имеет значительные резервы. Гипотеза исследования состоит в том, что существуют факторы, значительно замедляющие развитие у студентов профессиональных представлений в процессе обучения. На основе анализа особенностей развития профессиональных представлений было выдвинуто предположение, что одним из таких факторов является частое возникновение у них негативных эмоциональных состояний. Для подтверждения этой гипотезы со студентами были проведены занятия по формированию навыка совладания с негативными переживаниями. В результате развитие профессиональных представлений у них значительно ускорилось. Таким образом, возникновение негативных переживаний, связанных с процессом обучения, является фактором, существенно замедляющим развитие профессиональных представлений. The article focuses on factors that influence the development of professional competencies, promotes people’s professional improvement, their involvement in their work. Professional insights serve as a bridge between the personal and the professional. The analysis of modern empirical research shows that higher education efficiently promotes the development of people’s professional insights. It also shows that people’s professional development has significant reserves. The hypothesis of the research consists in the assumption that there are certain factors that hinder the development of students’ professional insights in the process of education. The analysis of the peculiarities of professional insights development enables the authors of the article to assume that one of the factors is students’ predisposition towards negative emotions. To prove the hypothesis, students were engaged into learning activities aimed at the development of coping skills. The experiment showed that students’ professional insights were developed more efficiently and rapidly. Therefore, negative emotions associated with the process of education are a factor that significantly hinders the development of students’ professional insights.

scholarly journals PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN KOMPETENSI GURU DI SEKOLAH MENENGAH PERTAMA NEGERI

2016 ◽  
Vol 4 (2) ◽  
pp. 151 ◽  
Author(s):  
Agus Tri Susanto ◽  
Muhyadi Muhyadi
Keyword(s):  
Junior High School ◽  
Professional Competence ◽  
Social Role ◽  
Development Program ◽  
Competence Development ◽  
Principal's Role ◽  
Collection Data ◽  
Teacher Professional ◽  
Study Type

Penelitian ini bertujuan untuk mendeskripsikan peran kepala sekolah dalam pengembangan kompetensi profesional guru di SMP Negeri 4 Pakem Kabupaten Sleman terkait dengan peran kepala sekolah dan perencanaan, pelaksanaan, evaluasi program pengembangan kompetensi profesional guru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data melalui observasi, wawancara dan studi dokumentasi. Analisis data yang digunakan model Miles & Huberman, yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan: (1) perencanaan pengembangan kompetensi profesional guru dilakukan dengan pembentukan team; (2) jenis pengembangan kompetensi profesional guru yaitu penguasaan Teknologi Informasi dan Komunikasi dalam pembelajaran; (3) melakukan evaluasi dengan membuat form/angket penilaian guru terhadap proses pembelajaran di kelas yang diisi oleh siswa; (4) peran kepala sekolah sebagai: (a) pendidik; (b) manajer; (c) administrator; (d) supervisor; (e) peran sosial (f) penggiat kewirausahaan; (g) pemimpin; dan (h) pencipta iklim. Kata kunci: peran kepala sekolah, pengembangan, kompetensi profesional guru THE PRINCIPAL’S ROLE IN DEVELOPING TEACHER COMPETENCY IN PUBLIC JUNIOR HIGH SCHOOL Abstract This study aims to describe the principal's role in developing professional competence of teachers in SMP Negeri 4 Pakem Sleman, related to the role of principal’s and the planning, implementation, evaluation of teacher professional competence development program. This study used a qualitative approach, with a case study type. The research data were collected through observation, interviews and study documentation. The data analysis is model of Miles & Huberman, which includes data collection, data reduction, data presentation, and conclusion. Results of the study: (1) the planning of teachers professional competence development is done by forming a team; (2) the type of teachers professional competence development is mastery the Information and Communication Technology (ICT) in learning; (3) evaluates by making a form/questionnaire assessment of the teachers in the classroom learning process which is filled by the students; (4) the principal's role as (a) educators; (b) manager; (c) administrator; (d) supervisor; (e) social role; (f) leader; (g) entrepreneur; dan (h) creator of the climate. Keywords: the role of principal’s, development, professional competence of teachers

scholarly journals Continuing Professional Development a Vocational Education Teacher in West Java

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Yadi Mulyadi ◽  
Sumarto Sumarto ◽  
Johar Maknun
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Professional Competence ◽  
Classroom Teacher ◽  
Descriptive Analysis ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Vocational Teachers ◽  
West Java ◽  
Teacher Professional

Continuous professional development of vocational teachers is a strategic effort to increase the competence of professional vocational teachers in a planned and structured. Professional vocational teachers have mastery of competencies demands a comprehensive multi-dimensional. Competency professional standards based on juridical regulation, which includes professional competence, personal competence, social competence and ped-agogical competence. Multi-professional competence of vocational teachers increasingly complex, because the substance of technological and vocational extremely varied and has very wide dimensions. The dynamics of technological and vocational education has a high acceleration, in line with the development of business and industry. The substance of the subject matter and learning model developed adaptive and portable, so as to synchronize the changes that occur. This paper will identify a comprehensive identity-based teacher professional culture-based model 'Raymond Gagnon'. Teacher professional identity associated with the technical efforts undertaken vocational teachers in West Java in an effort to improve the mastery of basic prerequisite's professional teacher competency standards. Descriptive analysis was conducted to describe the specific technical efforts in improving professional skills had been done, either individually, or in groups of formal institutions. The final result can be seen mapping profile in a structured continuous professional development and conceptual provide strategic impact to the renewal of knowledge and the improvement of teaching practices in the classroom teacher. Implications of the study of the issue of continuing professional development provide a conceptual input to various relevant parties on the professional development of vocational teachers in a more comprehensive, systemic and structured

scholarly journals The Principal Strategy In Developing Teacher Professional Competence In Islamic Junior High School Al-Jam'iyatul Washliyah Tembung, Deli Serdang District

2021 ◽  
pp. 58-72
Author(s):  
Handoko Handoko
Keyword(s):  
High School ◽  
Junior High School ◽  
Professional Competence ◽  
Junior High ◽  
Competence Development ◽  
Teacher Professionalism ◽  
Educational Goals ◽  
Development Programs ◽  
Teacher Professional

This study is to describe how the principal's strategy for developing teacher professional competence at Islamic Junior High School Al- Jam'iyatul Washliyah Tembung, Deli Serdang Regency, is one way to develop the quality of teacher professionalism and achieve educational goals. The type of research used is a type of qualitative research with a naturalistic approach. Collecting research data obtained by observation, interviews, and documentation studies. The data analysis step is to collect data, reduce the data and then conclude the data. To test the validity of the data, credibility, transferability, dependability, and confirmability were carried out. The findings of this study reveal three related findings: 1) Principal's strategy towards teacher professional competence development in Islamic Junior High School Al- Jam'iyatul Washliyah Tembung 2) The principal's actions on teacher professional competence development programs in Islamic Junior High School Al- Jam'iyatul Washliyah Tembung 3) Supporting factors and inhibiting factors for the development of teacher professional competence in Islamic Junior High School Al- Jam'iyatul Washliyah Tembung. The results of this study concluded that the principal's strategy for developing teacher professional competence at Islamic Junior High School Al- Jam'iyatul Washliyah Tembung was carried out well and continued to improve to achieve better goals in the future

scholarly journals Institutionalizing University-School Relations in Order to Strengthen the Role of Teaching Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Ardian Tana ◽  
Florinda Tarusha
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Work Experience ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Professional Competence ◽  
Real Life ◽  
Initial Teacher Training ◽  
Identity Studies ◽  
Teacher Professional

The formation of future teachers' professional competence necessarily goes through the development of teaching practices, which are defined and valued as activities that create opportunities to gain experience related to the profession. Every initial professional forming views work experience in real-life situations as an integral element of competence development and professional identity. Studies carried out in recent years in Albania by various institutions: MAS, IZHA etc., have highlighted the great role that teaching practices play, by valuing them as one of the most important elements in the initial teacher training, but on the other hand, teaching practice, as an integral part of the initial teacher training program, representing an important period in a teacher's professional development, has faced issues such as: • Lack of a framework for the competences of the new teacher to enable the alignment of the initial teacher training curricula in different IALs;• The lack of a regulatory and supervisory document for the practice and its evaluation;• The mentoring system is present very little throughout this important process;• Lack of links between different stages of teacher professional development: initial training, professional practice / internship, and continuous professional development (IZHA, 2016; Haxhiymeri E., Mita N., 2015).This study aims to highlight the importance of institutionalizing university-school relations to enable the qualitative improvement of teaching practices, as well as to provide recommendations on how to achieve this relationship based on the opinions and suggestions of the specialists of this field. The study was conducted through the Delphi method by contacting scholars, practice supervisors, mentors, directors and specialists of the education department, middle school principals as well as university students. The findings of the study emphasize the necessity of institutionalizing university-school relations by crossing their present-day stage and provide concrete suggestions on how to regulate these relationships.

scholarly journals Teacher Professional Competencies in Education for Sustainable Development

2020 ◽  
Author(s):  
Xiaoyao Yue ◽  
Ruixuan Ji
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Student Performance ◽  
Teacher Professional Development ◽  
Professional Competence ◽  
Leadership Strategies ◽  
Development Education ◽  
Teacher Professional ◽  
K 12 ◽  
Sustainable Development Education

At present, combining sustainable development with education has become one of the school’s missions. Students must master sustainable development skills. In order to explore the ideal method of K-12 teachers’ professional competence in Education for Sustainable Development and determine the talent leadership strategy can enhance the professional competence of teachers in the 21st century sustainable development education, this study uses content analysis. The author systematically reviewed and analyzed related research work on sustainable development education, teachers’ professional abilities and talent leadership strategies. According to the comprehensive results of content analysis, the ideal way for K-12 teachers to achieve professional sustainability is as follows: content focuses on sustainability with 21st century skills, collaboration with peers, active learning, and application of learning sustainability in practice Model, peer guidance, feedback and evaluation, duration, and teacher professional development. In order to achieve the second research goal, the authors found that talent leadership strategies can enhance the sustainable development of K-12 teachers’ professional capabilities, including K-12 teacher professional development methods, K-12 teacher professional capabilities, student performance and focus on student performance.

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