scholarly journals Pengembangan Profesi Berkelanjutan Guru SMA Negeri Kota Kendari

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Rahmawati Rahmawati ◽  
Nurzaima Nurzaima ◽  
Nasir Nasir
Keyword(s):  
Professional Development ◽  
Analysis Data ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teacher Needs ◽  
Students First ◽  
Technological Developments ◽  
Source Of Information ◽  
Ways Of Life

Technological developments convey a change to all lines of people; human behavior, ways of life, transportation, habits to the way of learning is also influenced by these developments. In previous phases, education was a one-way process, where the teacher became the only source of information or knowledge for students. More than that, students first know information that occurs in other hemispheres compared to the teacher. This can happen if the teachers are unable to adapt to technological developments. The concept of sustainable professional development is a system that will create a new culture so that teachers can be aware of the changes that occur. This research explores the implementation of sustainable professional development in high schools throughout Kendari City. To obtain the data in question, the researcher used the snowball approach through interviewing, observation, and analysis data. Furthermore, the collected data is analyzed using an interactive model which includes: data reduction, data presentation, and drawing conclusions and verification. The results of this study are: 1) the teachers have an awareness to adapt to the situation, especially knowing and applying up-to-date teaching methods, of course through the development of continuous professionalism; 2) In order to achieve the quality of education, it must be supported by the development of teacher competencies such as PKB, because it will improve teacher competencies to achieve the competency standards set out in applicable laws and regulations, update teacher competencies to meet teacher needs in the development of science, technology and art to facilitate the learning process of students, increase the commitment of teachers in carrying out their main tasks and functions as professionals, foster a sense of love and pride as persons with teacher professions, enhance the image, dignity and dignity of the teaching profession in the community.

scholarly journals TEACHERS COMPETENCIES PROFILE IN DIGITAL LEARNING ERA: PROFESSIONAL ENGAGEMENT AND SELECTING DIGITAL RESOURCES

2021 ◽  
Vol 9 (1) ◽  
pp. 103-116
Author(s):  
Budi Wibawanta ◽  
Imanuel Adhitya Wulanata Chrismastianto ◽  
Billy Mumu
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Teaching And Learning ◽  
Teacher Competence ◽  
Digital Learning ◽  
Teacher Competencies ◽  
Online Questionnaire ◽  
Digital Resources ◽  
Professional Teacher ◽  
Technological Developments

Abstract: Observing technological developments in the digital learning era with increasingly massive 21st-century skills approach in the education sector must be responded to with professional teacher competence. This study aims to analyze the extent to which the teacher's competencies in professional engagement and selecting digital sources in the teaching and learning process. The research methodology used was survey research to subject's teachers as many as 61 respondents located at Dian Harapan Karawaci School, Tangerang. Respondent data collection was carried out by filling in an online questionnaire using google form media which was analyzed qualitatively descriptively. The results showed that the three aspects of a teacher's competencies profile in the digital learning era have been achieved in a good category so that they can meet the criteria for teacher's competencies profile as expected. Even though it has reached the good category, there are two sub-aspects with supporting items that need further efforts to improve teacher competence through professional development or similar teacher training, namely DCPD-3 and DCPD-4.Keywords: Teacher, competencies, professional engagement, digital resources 

scholarly journals The key determinants of the quality of mentoring in teaching profession

2016 ◽  
Vol 48 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Nada Polovina
Keyword(s):  
Professional Development ◽  
School Environment ◽  
Relevant Literature ◽  
Teaching Profession ◽  
Initial Development ◽  
Research Questions ◽  
Suitable Framework ◽  
Quality Professional Development ◽  
Preparatory Work

The review paper discusses the phenomenon of the quality of mentoring in the context of professional development of teacher interns. Although mentoring is considered as a suitable framework for high quality professional development, not enough attention has been paid to the phenomenon/topic of ?the quality of mentoring?. This has been confirmed by our initial analysis of the situation in this field based on collecting relevant literature published in the past twenty years. The analysis of the selected papers was organised around two research questions: (1) Why is the topic of the quality of mentoring underrepresented in relevant literature? and (2) What are the determinants of the quality of mentoring? Through the analysis of leading review and meta-analytic papers in the problem field of mentoring we singled out the following as possible reasons for a scarcity of studies on the quality of mentoring: the complexity of the concept of mentoring, the focus of the papers dealing with mentoring on the instrumental while neglecting the explanatory, the overemphasis of positive contributions of mentoring, the lack of agreement on the issue of the outcomes of mentoring. In the second part of the paper, by applying the structural analysis procedure to the selected texts, we formulated and elaborated the thesis about the three key determinants of the quality of mentoring: (1) the quality of informality of the mentoring process, (2) specific nature of the learning process, (3) harmonising the peculiarities of the paradigmatic framework of mentoring with the real capacities of the specific school environment. The concluding part of the paper points out to implications for practice regarding the preparatory work with mentors and initial development of mentoring programmes.

scholarly journals Teacher Professional Development Needs in Using Digital Technology for Quality of Education

2021 ◽  
Vol 13 (2) ◽  
pp. 907-912
Author(s):  
Maimun Maimun ◽  
Mohammad Viktor Farid Hakim
Keyword(s):  
Professional Development ◽  
Digital Technology ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Technology Development ◽  
Analysis Data ◽  
Quality Of Education ◽  
Technology Application ◽  
Professional Development Model

The research aims to obtain the professional development model needs of teachers in mastering digital technology to improve the quality of education. Technology development in education has forced all parties to integrate various educational activities according to current conditions. The research method used mixed research involving qualitative and quantitative data analysis. Data were collected through a survey which was completed with observation and interviews. Analysis of qualitative data is in the form of narrative through data reduction, data presentation, and concluding stages. In contrast, quantitative data is the result of digital technology needs presented in percentages. The analysis results show that digital technology is still not fully used in teaching and learning activities. This also impacts teachers' understanding of the technology application model in schools and students' achievement.

WORKSHOP PENINGKATAN PENGEMBANGAN KOMPETENSI PROFESIONAL GURU BAHASA INGGRIS MELALUI IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI DI SMKN 4 PADANG

2020 ◽  
Vol 1 (1) ◽  
pp. 244-249
Author(s):  
Yosa Novia Dewi ◽  
M. Zaim ◽  
Yenni Rozimela
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Community Engagement ◽  
Teacher Quality ◽  
Teaching Profession ◽  
Learning Methods ◽  
Professional Development Of Teachers ◽  
University Community

Teacher quality is one of the determinants that affect student achievement. This fact raises questionssuch as what the quality of teachers is and how is the professional development of teachers inteaching. To answer this question, University Community Engagement (PkM) was held. PkM is one ofhigher education activities (Tridharma) that must be carried out by lecturers. This workshop is part ofUniversity Community Engagement activities was held at SMKN 4 Padang in 2019. Then, this PkM isused as research to see to what extent PkM activities have an impact on program beneficiaries. Thisstudy tries to explore the parameters of teacher quality and emphasizes the need to renew itselfregularly to meet the challenges of the teaching profession. It further explores the methods and meansof obtaining professional development. It is hoped that with this workshop, teachers will be able todevelop themselves professionally to create and implement various learning methods in the classroom

THE ACMEOLOGICAL APPROACH TO THE PROFESSIONAL TRAINING OF A FUTURE TEACHER

2020 ◽  
Vol 6 (99) ◽  
pp. 206-216
Author(s):  
NATALYA N. SHEVCHENKO ◽  
VLADIMIR I. KOLESOV ◽  
ANNA N. SMOLONSKAIA
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Teaching Profession ◽  
Educational Process ◽  
Quality Of Education ◽  
Moral Formation ◽  
Teaching Activities

Thearticleexaminesthe conceptualfoundationsoftheacmeologicalapproachasamethodologicalbasisfor modelingand implementing professional training of teachers in the educational process of higher education. In the context of the problem concerning improvement in the quality of education, the acmeological model of teacher training is considered; the factors and pedagogical conditions for the effectiveness of this process are highlighted. The article reveals the essence of the teacher's acmeological position in the systemic integration of his professional, personal, spiritual and moral formation; highlights the main indicators of the specialist’s acmeological position as an integral component of his professional competence; presents the results of the study to identify students' values within the teaching profession, priority motives in their professional development, motivation to carry out teaching activities in the structure of the professional acmeological position.

Building Relationships Within a Therapeutic Team

2018 ◽  
pp. 220-243
Author(s):  
Agata Pasternak
Keyword(s):  
Professional Development ◽  
Healthcare Workers ◽  
Treatment Process ◽  
Effective Strategy ◽  
Satisfaction Level ◽  
Building Relationships ◽  
Patient’S Satisfaction ◽  
Human Lifespan ◽  
Source Of Information

This chapter describes how a therapeutic team is a term defining all qualified healthcare workers, who are actively participating in the treatment, care and rehabilitation processes of a patient. Depending on the type of department or institution where a patient is staying, he can come across numerous therapeutic teams. A therapeutic team consists of a group of people, who fulfil a treatment process together. Their cooperation may result on the most effective strategy to provide care, due to every member of a team being a source of information about the patient and his afflictions. Professional development of every member of a therapeutic team is an important component in improving quality of provided services, which effects the increase of a patient's satisfaction level. Therefore, its role is incredibly important. Moreover, professional development is a process that takes place during a human lifespan and is associated with activities, achievements, but also with existence, expression and self-realization.

scholarly journals Social and legal responsibility of educational subjects: approaches to understanding

2020 ◽  
Author(s):  
Д.А. Рылов
Keyword(s):  
Professional Development ◽  
Teaching Profession ◽  
Point Of View ◽  
Legal Responsibility ◽  
Professional Activity ◽  
Structural Components ◽  
Judicial Practice ◽  
Professional Development Of Teachers ◽  
Additional Education

Актуальность статьи обусловлена все возрастающим влиянием социальных проблем на образование. Ответственность как качество личности априори находится в центре деятельности профессионала. В системе ценностей образования, ответственность должна находиться на самом высоком уровне сформированности. Однако, как показывает судебная практика последнего десятилетия, претензий к образованию в виде гражданских и уголовных исков не уменьшается, а только увеличивается. Мы считаем, что одним из факторов этой негативной тенденции является отсутствие внимания к формированию социально-правовой ответственности у работников образования. Она не формируется ни в процессе обучения педагогической профессии ни позже в системе дополнительного образования. Цель статьи заключается в раскрытии понимания феномена ответственности, с точки зрения философского, социологического и экономического подходов. На основании компетентностного подхода выделены структурные компоненты социально-правовой ответственности, в рамках которых можно разработать систему для формирования данного феномена у работников образования. Статья предназначена для преподавателей педагогических вузов и организаций, осуществляющих повышение квалификации педагогических работников. The relevance of the article is due to the increasing influence of social problems on education. Responsibility as a quality of personality is, without no doubt, at the center of professional activity. In the system of values of education, responsibility should be at the highest level of formation. However, as the judicial practice of the last decade shows, claims to education in the form of civil and criminal lawsuits do not decrease, but only increase. We believe that one of the factors of this negative trend is the lack of attention to the formation of social and legal responsibility among educational workers. It is not formed either in the process of teaching the teaching profession or later in the system of additional education. The purpose of the article is to reveal the understanding of the phenomenon of responsibility from the point of view of philosophical, sociological and economic approaches. On the basis of the competence approach, the structural components of social and legal responsibility are identified, within which it is possible to develop a system for the formation of this phenomenon in educational workers. The article is intended for teachers of pedagogical universities and organizations that carry out professional development of teachers.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Selection by Publication in Economics

2005 ◽  
Vol 55 (3) ◽  
pp. 255-269 ◽  
Author(s):  
András Simonovits
Keyword(s):  
Selection Process ◽  
Professional Standards ◽  
Publication Process ◽  
Entry Costs ◽  
Scientific Papers ◽  
Financial Interests ◽  
Source Of Information

According to the dominant view, the quality of individual scientific papers can be evaluated by the standard of the journal in which they are published. This paper attempts to demonstrate the limits of this view in the field of economics. According to our main findings, a publication frequently serves as a signal of high professional standards rather than as a source of information; referees and editors frequently reject good papers and accept bad ones; citation indices only partially balance the distortions deriving from the selection process; there are essential “entry costs” to the publication process. Moreover, financial interests of publishers may contradict scientific interests. As long as leading economists do not give voice to their dissatisfaction, there is no hope for any reform of the selection process.

PENGARUH KONSEP DIRI DAN KOMPETENSI PEDAGOGIK GURU TERHADAP KUALITAS PROSES PEMBELAJARAN

Edum Journal ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 106-117
Author(s):  
Khamim Khamim ◽  
Wresni Pujiyati
Keyword(s):  
Significant Influence ◽  
Learning Process ◽  
The Body ◽  
Self Concept ◽  
Survey Method ◽  
Empirical Level ◽  
Pedagogical Competence ◽  
Teacher Needs ◽  
Evaluation Of Learning

The main focus of this research is on the self-concept and pedagogical competence of the teacher and its influence on the quality of the learning process both partially and double. The research method used is a survey method in which the authors go directly to the empirical level by distributing questionnaires to 47 teachers. The processing and analysis techniques used are linear and multiple regression. The results of the study show that: (1) There is a positive and significant influence of the teacher's self-concept on the quality of the learning process (2) There is a positive and significant influence on the teacher's pedagogical competence on the quality of the learning process. (3) There is a positive and significant effect of self-concept and pedagogical competence of teachers together on the quality of the learning process. Therefore, the authors suggest: (1) So that the teacher improves health and appearance because the results of the study show that the weakness of the teacher's self-concept is in the appearance and significance of the body. So that the teacher needs to be given enlightenment related to how to maintain health and fitness through the implementation of joint gymnastics or conducting group discussions related to the dirt to maintain a prime body. (2) To face future competition and improve the quality of education it is deemed necessary to further increase the pedagogical competence of teachers, especially those related to planning and evaluation of learning.

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