scholarly journals Good Teacher, Qualified Teacher, and Professional Teacher: Facing the 21st Century Global Changes

2020 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Pratiwi Tri Utami ◽  
Nurul Hasanah
Keyword(s):  
21St Century ◽  
Global Changes ◽  
Good Teacher ◽  
Professional Teacher ◽  
Qualified Teacher

scholarly journals The development of being a professional teacher in the 21st -century model based on the ethics of profession with Buddhism integration

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Chananporn Areekul
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Creative Thinking ◽  
Goodness Of Fit ◽  
Thinking Skills ◽  
Learning Activity ◽  
Century Model ◽  
Thinking Skill ◽  
Model Based ◽  
Professional Teacher

The purpose is to develop being a professional teacher in the 21st century model based on the ethics of profession with Buddhism integration. The data were collected from 265 teachers and 20 experts. The instruments were questionnaires and data were analysed by confirmatory factor analysis. The model consisted of (1) the instruction: the 21st century educational philosophy, the curriculum design skill, the educational innovation skill in the classroom, the learning activity management skill, the learning evaluation skill and the classroom action research skill; (2) the ethics of profession for: a person, profession, clients, co-professionals and society; (3) the thinking skills: analytical thinking skill, synthesis thinking skill, critical thinking skill, comparative thinking skill, problem-solving thinking skill and creative thinking skill; and (4) the Buddhist principles: Desana 2, Patisambhida 4, Pamana 4, Desanavidhi 4, Dhammadesaka-dhamma 5, Bahussutanga 5, Anupubbikatha 5 and Kalyanamitta-dhamma 7. The model’s goodness-of-fit indexes were satisfactory, right and coherent. Keywords: Buddhism, ethics, profession, teacher, the 21st century.

A Cultural History of Objects in the Modern Age

2021 ◽  
Keyword(s):  
Cultural History ◽  
21St Century ◽  
Global Changes ◽  
New Materials ◽  
The West ◽  
Post Colonial ◽  
Everyday Objects ◽  
Modern Age ◽  
The World ◽  
History Of

A Cultural History of Objects in the Modern Age covers the period 1900 to today, a time marked by massive global changes in production, transportation, and information-sharing in a post-colonial world. New materials and inventions – from plastics to the digital to biotechnology – have created unprecedented scales of disruption, shifting and blurring the categories and meanings of the object. If the 20th Century demonstrated that humans can be treated like things whilst things can become ever more human, where will the 21st Century take us? The 6 volume set of the Cultural History of Objects examines how objects have been created, used, interpreted and set loose in the world over the last 2500 years. Over this time, the West has developed particular attitudes to the material world, at the centre of which is the idea of the object. The themes covered in each volume are objecthood; technology; economic objects; everyday objects; art; architecture; bodily objects; object worlds.

scholarly journals L’enseignement de la géographie

2005 ◽  
Vol 2 (3) ◽  
pp. 111-133
Author(s):  
L. Köll
Keyword(s):  
Secondary Schools ◽  
Point Of View ◽  
Good Teacher ◽  
Geography Teaching ◽  
The World ◽  
Qualified Teacher ◽  
Sense Of Reality ◽  
Separate Discipline

The author, formerly a teacher of geography, is now the Superior of a Seminary near Nancy, France. This address was delivered before a group of Superiors and Principals of secondary schools during a congress held at Nantes, in July 1956. He demonstrates vigorously that good geography teaching is impossible without a qualified teacher who bas mastered his subject. The first difficulty comes from the fact that the field of geography is so vast : it includes all countries the world over. Good qualifications are also desirable because geography, even if it is a separate discipline, is situated at a cross-road where many other sciences converge : geology, hydrology, history, economics, sociology, etc. The education of the geography teacher must enable him to use the conclusions of all other sciences as far as they help to understand the environmental and regional point of view which distinguishes geography. It is important that the geography teacher be aware of the psychological foundations of his teaching, for geography can develop specific intellectual habits, for instance, a sense of reality, a training in the art of observation, strictness in the art of description, and a discriminating sense of comparison between the various aspects of problems. Finally, the author maintains that a good teacher must know the documentary basis of his work and must have the essential references in hand. Of course, he should have at his disposal the necessary audio-visual equipment (maps, models, films slides, radio, television, etc.) kept in a special room.

scholarly journals EVALUATION OF POSSIBLE CHANGES IN THE RIVER LINE OF THE OKA BASIN FOR THE COMING PERIOD OF THE FIRST HALF OF THE XXI CENTURY

2020 ◽  
Vol 1 (5) ◽  
pp. 71-75
Author(s):  
G. Kh. Ismaiylov ◽  
◽  
N.V. Muraschenkova ◽  
Keyword(s):  
River Basin ◽  
21St Century ◽  
River Runoff ◽  
River Flow ◽  
Climatic Conditions ◽  
Global Changes ◽  
The Future ◽  
Seasonal Runoff ◽  
The City

A retrospective analysis and assessment of long-term changes in the annual and seasonal runoff of the Oka River basin over a long 131-year observation period (1881 / 1882–2011/2012) was performed. The changes in the annual distribution of the Oka river runoff over the seasons of the year (spring flood, summer-autumn and winter low water) from its annual value for the selected time periods (before and after 1976/1977) are considered. It has been noted that over the past decades, river runoff has been formed in new climatic conditions associated with global changes and, as a result, regional climate. The assessment of possible changes in the annual and seasonal runoff of the Oka River basin (to the final alignment – the city of Kaluga, with a basin area of 54,900 km2 ) in the first half of the 21st century is carried out. In assessing changes in the river flow of the Oka basin for the future period, the method of trends (trends) is used, based on the identification of cycles in fluctuations in hydrological characteristics and unidirectional trends (trends) inherent in individual phases (ups and downs) of these cycles, as well as to the establishment of functional (correlation) relationships between environmental factors (climatic, anthropogenic) and the nature of the response (river flow). In this case, the trend model serves as an alternative to the homogeneity hypothesis of long-term fluctuations in river flow. The change in the future values of the river flow of the Oka basin was estimated using averaged data of 30-year periods of time characterized by relative stationarity of climatic and hydrological conditions. The dynamics of the average 30-year values of the annual runoff in the upper reaches of the Oka River (the closure target is the city of Kaluga for the period 1881/1882–2011/2012) is considered. Possible forecasted mean annual values of the annual flow of the Oka River for the first half of the 21st century are obtained

scholarly journals Effective Tools for Supporting Struggling Teachers

2019 ◽  
Vol 7 (1) ◽  
pp. 159-169
Author(s):  
Daniel Lee Stiffler ◽  
Tim Marshall ◽  
John Morton ◽  
Amanda Lickteig
Keyword(s):  
Peer Support ◽  
Professional Learning ◽  
21St Century ◽  
Learning Opportunities ◽  
Corrective Action ◽  
Experienced Teachers ◽  
Good Teacher ◽  
Successful Teachers ◽  
21St Century Classroom ◽  
Unacceptable Behavior

When a district hires a teacher, the district has a responsibility to provide resources, dialogue, professional learning opportunities, and peer support to ensure that the teacher will be fully prepared to engage and inspire students in the classroom (Liesveld, 2005). When a teacher’s struggles are not related to instruction in the classroom, but are more about unacceptable behavior, the principal or supervisor might need to consider a level of corrective action that will help the teacher be successful both in and out of the classroom. Both new and experienced teachers need the tools to create engaging lessons, a grasp of the best teaching strategies common to all successful teachers, and the ability to understand what separates good teacher conduct from bad (Robinson, 2009). In this paper, we explore some practical tools designed to aid administrators as they manage and support teachers navigating the 21st century classroom.

scholarly journals Pengembangan Kompetensi Profesionalisme Guru di Era Digital (Abad 21)

2019 ◽  
Vol 3 (2) ◽  
pp. 54
Author(s):  
Zainuddin Notanubun
Keyword(s):  
21St Century ◽  
Learning Experience ◽  
Educational Innovation ◽  
Digital Environment ◽  
Professional Teacher ◽  
Information And Communication ◽  
Ict Development ◽  
21St Century Learners ◽  
Creativity And Innovation

The development of information and communication technology (ICT) brings change in all lines of life. 21st century Learners live in a digital environment full of information flows. Many negaries reform the objectives and practice of education due to the influence of ICT development and various forms of educational innovation. The greatest hope of educational innovation is the support and integration of ICT in the learning process, thus enhancing the quality of student learning experience. The characteristics of 21st century students are very different from previous era students. In the 21st century one must have four skills (communication, colaboration, critical Thinking and problem Sorving and Creativity and Innovation). This skill has always been reflected in the learning that will be implemented by a professional teacher, by having the competence of pedagogic, professional, personality, and social competence.

scholarly journals Hydrological Regime of the River When Changing the Landscape Structure of the Catchment Area (by the Example of the River Goloustnaya)

2021 ◽  
Vol 37 ◽  
pp. 17-27
Author(s):  
O. V. Gagarinova ◽  
◽  
D. E. Razdobarin ◽  
Keyword(s):  
21St Century ◽  
Landscape Structure ◽  
Catchment Area ◽  
Forest Cover ◽  
Water Discharge ◽  
Atmospheric Precipitation ◽  
Hydrological Regime ◽  
Global Changes ◽  
Groundwater Runoff ◽  
Surface And Groundwater

The main features of the hydrological regime of the river are strategic regional characteristics. At the same time, a significant effect on surface and groundwater runoff, evaporation and transpiration determines the landscape of the transformation of atmospheric precipitation entering the drainage area, surface and groundwater runoff. The existing basin landscape structure has hydrological properties that change when structural components are disturbed. The article examines the relationship between the intra-annual regime of the river and changes in the landscape structure of the catchment area over ten years. An estimate of the size of landscape transformations is proposed based on data on global changes in forest cover in the world in the 21st century – high-resolution global maps of changes in forest cover in the 21st century. The analysis of the dynamics of characteristics of runoff, precipitation and area landscapes is carried out. The dependence of the hydrological regime of the river on the structural transformations of the drainage landscape was revealed for the phase of the upper rainfall runoff. An increase in water discharge in the river against the background of total precipitation was noted, which indicates a change in the landscape-hydrological properties of the catchment. As a result of the reduction in the areas of dark coniferous landscapes, which have significant runoff- regulating functions of the territory of the hydrological regime, the values and amplitudes of the rises of rain floods increase. Investigations of landscape-hydrological transformations of watersheds is an important direction in optimizing the use of natural resources in watersheds and minimizing the negative impact of natural waters.

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