scholarly journals Pelatihan Penulisan Artikel Ilmiah pada Jurnal Nasional bagi Guru SMA Sederajat di Kabupaten Rokan Hilir Provinsi Riau

2021 ◽  
Vol 2 (2) ◽  
pp. 252
Author(s):  
Isjoni Isjoni ◽  
Bunari Bunari ◽  
Yuliantoro Yuliantoro
Keyword(s):  
High School ◽  
High School Teachers ◽  
Writing Skills ◽  
School Teachers ◽  
The Core ◽  
Online Journals ◽  
Service Activity ◽  
Definition Of ◽  
And Training

This service activity aims to improve understanding and practice writing skills and submit scientific articles to national journals for high school teachers and equivalent in Tanah Putih sub-district, Rokan Hilir Regency. This activity was carried out using workshop method and continued with online guidance. In the field workshop, material was presented on the definition of scientific articles and journals, why teachers are required to have the ability to research and write articles, write scientific articles and training in submitting scientific articles to online journals. The results of the training showed an increase in the ability of participants to understand the procedures for writing scientific articles and the procedure for submitting articles to national journals. The core achievement can be seen from the enthusiasm of the participants who were very good during the training and there were articles from participants who had succeeded in being submitted to reputable National Journals.

scholarly journals Les retombées de deux projets de recherche-action impliquant une collaboration interprofessionnelle sur le développement des pratiques inclusives au secondaire

2016 ◽  
Author(s):  
Geneviève Bergeron ◽  
Nancy Granger
Keyword(s):  
High School ◽  
Action Research ◽  
Continuing Education ◽  
Inclusive Education ◽  
High School Teachers ◽  
Interprofessional Collaboration ◽  
School Teachers ◽  
The Core ◽  
Definition Of ◽  
Regular Classes

This article focuses on the challenges of inclusive education in high school. More specifically, it is based on the linking of two action researches who accompany school teams in their efforts to foster learning in regular classes. The issue features challenges encountered by high school teachers and the importance of suggesting trainings for continuing education to involve interprofessional collaboration. After a brief definition of the central concepts, the methodological specificities of the two projects are explained. The core of this article demonstrates the findings on three aspects: reflexive, operatory and identity. Finally, it highlights evidence of interprofessional collaboration to sustain change in inclusive education.Keywordsinclusion; continuing education; interprofessionnal collaboration; action research

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

Pedagogical Professionalism of the Modern Higher School Teacher

2016 ◽  
Vol 4 (6) ◽  
pp. 31-36
Author(s):  
������� ◽  
Elena Kolyman ◽  
��������� ◽  
Evgeniya Muzychenko
Keyword(s):  
High School ◽  
Vocational Education ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professionalism ◽  
School Teachers ◽  
The Subject ◽  
Definition Of

The article presents the different approaches to the definition of teacher professionalism. The article analyzes the publication activity on the subject of pedagogical professionalism of teachers in higher education. There is a discussion of the problem of understanding and definition of pedagogical professionalism of a high school teacher. The article also describes the typical problems of a modern high school teacher. Analyzes the requirements of the professional standard "Teacher of vocational training, vocational education and secondary vocational education" to the modern high school teachers. The article presents the classification of professional competences, which should have a higher school teacher, and considered ways to solve the problems identified.

A Geometric Illustration of Limits

1918 ◽  
Vol 11 (1) ◽  
pp. 34-35
Author(s):  
Carl Eben Stromquist
Keyword(s):  
High School ◽  
High School Teachers ◽  
Random Selection ◽  
Plane Geometry ◽  
School Teachers ◽  
Freshman Mathematics ◽  
Definition Of ◽  
Selection Of

Teachers of freshman mathematics, the calculus, or review courses for high school teachers often experience some difficulty when the topic of limits comes up for discussion. The difficulty arises from the fact that the teacher must first “unteach” an erroneous definition of limits which is still to be found in many of our high school texts. The following definition, taken from a rather widely used plane geometry text, is typical of the error. “The limit of a variable is a constant from which the variable can be made to differ by less than any assigned quantity, but to which it can never be made equal.” In a random selection of ten texts five gave essentially this definition. One of these was published as recently as 1915. The mischief is caused by the last part of the statement, viz., “but to which it can never be made equal.”

Connecting Research to Teaching: Do Teachers Need to Incorporate the History of Mathematics in Their Teaching?

2003 ◽  
Vol 96 (6) ◽  
pp. 416-421 ◽  
Author(s):  
Po-Hung Liu
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Empirical Evidence ◽  
High School Teachers ◽  
Mathematics Curriculum ◽  
History Of Mathematics ◽  
School Mathematics ◽  
School Teachers ◽  
History Of ◽  
Definition Of

The merits of incorporating history into mathematics education have received considerable attention and have been discussed for decades. Still, before taking as dogma that history must be incorporated in mathematics, an obvious question is, Why should the history of mathematics have a place in school mathematics? Answering this question is difficult, since the answer is subject to one's personal definition of teaching and is also bound up with one's view of mathematics. Fauvel's (1991) list of fifteen reasons for including the history of mathematics in the mathematics curriculum includes cognitive, affective, and sociocultural aspects. My purpose in this article is not to provide complete and satisfactory answers but rather, on the basis of theoretical arguments and empirical evidence, to attempt to pinpoint worthwhile considerations to help high school teachers think about what history really can do for the curriculum and for their teaching.

scholarly journals Pelatihan Dasar Pengoperasian Building Information Modeling (BIM) Tekla Structures bagi Guru SMK Teknik Bangunan di Kabupaten Banyumas

2021 ◽  
Vol 2 (2) ◽  
pp. 134
Author(s):  
Dani Nugroho Saputro ◽  
Gandjar Pamudji ◽  
Nor Intang Setyo Hermanto ◽  
Arnie Widyaningrum
Keyword(s):  
High School ◽  
High School Teachers ◽  
Information Modeling ◽  
Vocational High School ◽  
School Teachers ◽  
Central Java ◽  
Building Information ◽  
Service Activity ◽  
Technological Developments ◽  
Building Engineering

This community service activity is intended to provide knowledge updates to Building Engineering Vocational High School teachers regarding the operation of the Tekla Structures BIM, where Tekla Structures is one of the tools of BIM, especially 3D drawings, detailing and material quantity. The method used is to analyze the needs of partners, lectures, discussions, and demonstrations. The participants of the activity, apart from the Building Vocational High School teachers in Banyumas, were also attended by representatives of several Subject Course Teacher Conferences (MGMP) throughout Central Java. Based on the evaluation of the activities, as many as 88.7% of participants had understood the concept of BIM after participating in this activity, participants welcomed and enthusiastically related to the development of learning by always following technological developments, especially in the construction sector.

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