scholarly journals Outstanding Teachers’ Competition: Between Strategies and Challenges

Author(s):  
Rusi Rusmiati Aliyyah ◽  
Widyasari Widyasari ◽  
Rasmitadila Rasmitadila ◽  
Sri Wahyuni Ulfah ◽  
Megan Asri Humaira ◽  
...  
Keyword(s):  
2021 ◽  
Vol 2021 (02) ◽  
pp. 85-95
Author(s):  
V. Chechyk ◽  

The article is devoted to the early years of formation of Kharkiv scenography school and to the creative and pedagogical activities of Olexander Khvostenko-Khvostov (1895–1967). It was reported that the bold experiments of this artist, in the field of theatrical design of 1918–1922, made him one of the central figures of Kharkiv avant-garde scene (“Mystery Buff”; “The Army in the City”; “Lilyuli”, etc), strengthening the reputation of an innovator and causing the beginning of pedagogical activity at the Kharkiv Art College in 1921. The theatrical and decorative workshop was opened at the faculty of painting at the Kharkiv Art College in 1922, it was headed by A. Khvostenko-Khvostov. Among the first graduates were such bright alumni as A. Volnenko, P. Suponin, V. Ryftin, A. Bosulaev, B. Chernyshov, and others. Fundamental provisions of the educational program, which A. Khvostenko borrowed from the teaching practice of A. Exter (Kyiv Studio, 1918–1920), reflected the formation idea of future theater artist’s synthetic thinking. It is known that the education program of the Theater and Scenery Workshop of KAC, equally with the Studio of A. Exter, in addition to the subjects common to all students of painting and drawing faculty as special subjects (theatrical scenery, technique and technology of the stage, etc.) included also the history of theater (I. Turkeltaub), material culture, costume, music and literature (A. Beletsky). O. Khvostenko paid special attention to theoretical and practical issues of composition. He introduced the course of fundamentals of directing (V. Vasilko) as a compulsory subject. Much of what the students mastered at the Workshop was tested on the professional stages of Kharkiv theaters. Associated with the Kharkiv Art School for a quarter of a century (1921–1946), O. Khvostenko-Khvostov has not still been included in the pantheon of its outstanding teachers.


2019 ◽  
Vol 2 (2) ◽  
pp. 167-182
Author(s):  
Noor Fatikah ◽  
Fildayanti

As a motivator, headmasters should have a good strategy to motivate teachers in carrying out various tasks and functions. They have to have views and attitudes toward their employers. The headmaster of SMAN Bareng is one of the principals who always motivates his teacher. For examples, giving prizes in the form of awards and cash to outstanding teachers. This study is qualitative, data is collected through observation, documentation and interviews, and to analyze the researchers' data using triangulation of sources. The results of the research are: the teacher of SMAN Bareng have a very good motivation, in terms of self-esteem needs which include the need for achievement and the need for status, such as several teachers are taking master's programs. The work ethic possessed by SMAN Bareng teacher is very good, as that is they have the discipline of time and responsibility in carrying out the tasks given by the principal. The principal's strategy in increasing teacher motivation and work ethic is making a good plan and giving models to them.


2021 ◽  
Vol 8 (1) ◽  
pp. 77-122
Author(s):  
Ayu Meryka Santoso ◽  
Yuzarion Yuzarion

This study aims to analyze learning agility in the performance of outstanding teachers in Yogyakarta from the aspects of people agility, mental agility, change agility, and result agility. The method used is descriptive with a qualitative approach. The sampling technique used was purposive sampling with the following criteria: 1) teacher; 2) aged 27-55 years; 3) have achievements; 4) still active in teaching activities. The sample used is a typical case sample, where the special research subjects are outstanding teachers at SMU Negeri 8 Yogyakarta. Collecting data using structured interviews, then described and identified into several themes. The results showed that outstanding teachers had high learning agility at work. They perform maximum work performance, can take lessons from work experience, and respond to changes with full awareness and enthusiasm for learning to improve skills, knowledge, and self-competence. Social support and goal orientation are needed in building learning agility in teachers to develop. Learning agility plays an important role in improving the quality of teacher performance, so that, the education quality and the learning spirit can continue to be improved and becomes an inspiration for the young generation. 


Author(s):  
Neeta Baporikar

It is often observed that some institutions though better endowed in terms of, the management, leadership style, qualification and experience of the faculty and staff, the availability of material resources, yet do not fare well as compared to those where there exists motivated faculty. This is because motivated faculty can drive excellence in institutions though quality teaching and research. Management Educational institutions are no exception. Management education has undergone radical changes in last few decades. The content, instructional methodologies and facilities are among the key indicators of change as is the background and motivation of people who choose to become management teachers. Moreover, in the light of higher education becoming more complex and institutions becoming social undertakings globally, what is it about teaching management education that makes outstanding teachers love their jobs? The chapter delves into these issues and focuses on faculty motivation in management education.


2011 ◽  
Vol 219-220 ◽  
pp. 814-819 ◽  
Author(s):  
Jun Liu ◽  
Yan Li

Evaluation of teachers is one of the most important sectors for colleges and universities to foster a high-quality teaching staff influencing the training qualities of students directly. Scientific and rational evaluation of teachers has the important guide functions to improve the quality of teachers, inspire teachers' potential and creativity and encourage teachers to make constant progress. It is difficult to evaluate one teacher objectively and fairly using the ordinary evaluation method for the influencing factors are more and complex. The fuzzy comprehensive evaluation method of selecting outstanding teachers in university is proposed in this paper, its main goal is to make the scientific and rational evaluation on one teacher and select outstanding teachers. Finally, an example of fuzzy comprehensive evaluation on one certain teacher for the illustration of the proposed method is represented, the result indicates that the scientific and rational evaluate result is provided by the fuzzy comprehensive evaluation method.


1953 ◽  
Vol 46 (4) ◽  
pp. 230-234
Author(s):  
Howard F. Fehr

The task of identifying giftedness is not an easy one. In December 1940, a two- day conference and workshop on education for the gifted was held at Teachers College in honor of the great work done by Leta Hollingworth. One section of outstanding teachers and educational research workers devoted itself entirely to the task of identifying the gifted child. The conclusion reached was: “At the present time we have practically no adequate instrument for identifying the gifted.”1 In The Gifted Child2 edited by Paul Witty, we read, “Present means of identifying and guiding the gifted leaves much to be desired,” and the rest of the brief chapter gives adequate support to this stand both in its meagerness of discussion and the problems for investigation that are raised. Even the latest book on Educating Gifted Children3 a report on the Hunter College Elementary School Program by Gertrude Hildreth and others, takes the same point of view regarding our ability to detect the gifted at an early age. Formal tests seem to be the one criteria that most people rely upon.


2020 ◽  
Author(s):  
Vladimir Shirshov

The tutorial describes the stages, forms and models of the formation and development of social work in Russia and abroad. Describes the main concepts of international legal norms, principles, trends and problems of development of social work. Reflected the ideas of outstanding teachers, psychologists and political figures that have influenced the formation and development of social work in our country and abroad. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for teachers, students studying the discipline "History of social work" the main educational programs of baccalaureate Social work, graduate students and others working in the field of social pedagogy and social work.


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