scholarly journals Test item construction and its appropriateness towards indicators

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Jumainah Jumainah ◽  
Muliyadi Muliyadi ◽  
Norliani Norliani
Keyword(s):  
Teacher Training ◽  
Test Item ◽  
Teaching And Learning ◽  
Field Experience ◽  
Teaching Practice ◽  
Sampling Technique ◽  
Test Items ◽  
Knowing That ◽  
Data Source ◽  
Pre Service Teacher

Students of Faculty of Teacher Training usually will undergo field experience practice when they are at higher semester, usually at 6th and 7th semester.  In their sixth semester they will undergo field experience practice I (PPL I), and at seventh semester, they will undergo field experience practice II (PPL II). In PPL II, they will undergo pre-service teacher training in the form of classroom teaching involvement.  They will be given an opportunity to conduct a teaching practice at school where they are assigned. It is worth knowing that although all the students who undergo PPL have been provided with some theoretical knowledges related to teaching and learning process, such as how to teach in class, how to conduct an evaluation, how to construct testitem, etc,  yet, they still have experience some problems in the field.  One of the most outstanding problems the writers found and has drawn the writer’s attention was the test item construction and its appropriateness towards the indicators. The design of this research was descriptive qualitative. The location of the research was the library of STKIP PGRI Banjarmasin, Jl.Sultan Adam Komp. H. Iyus No.18 Rt.23 Banjarmasin. The data source was the document of PPL II report.  The document was taken from the students’ PPL II report year 2015. The population of the research was the PPL II report of the seventh semester students of English Department of STKIP PGRI Banjarmasin who had taken PPL II and who conducted the PPL II at Senior High school. Since the number of PPL II report consisted of more than 120 RPP reports, then the writers took a sample. The sampling technique used was proportional random sampling. The sample taken was 12 RPP reports which consisted of six reports for middle test and six reports for final test. The result of this research is the test item constructed in PPL II reports mostly inappropriate toward indicators. The inappropriateness (75%)are mostly caused by no test items provided in RPP.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction

2017 ◽  
pp. 198-225
Author(s):  
Hsiu-Jen Cheng
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Performance ◽  
Learning Program ◽  
Teacher Training Program ◽  
Chinese Learners ◽  
Chinese Learning ◽  
Pre Service Teacher

This chapter aims to introduce the integration of TPACK into a Chinese pre-service teacher training program and discuss its outcomes and challenges. First, the concept of TPACK was introduced and relevant TPACK research and its constraints in the previous studies were discussed. Through the partnership between a Chinese pre-service teacher training program in Taiwan and a Chinese learning program in the States, the author developed a Teaching and Learning Model, entitled TL-TPACK model, integrating practicum, course design, advisors, peer cooperation, and reflections—five training strategies to ensure the training and learning outcome. At the end of the chapter, an empirical Chinese pre-service teacher training study applying the TL-TPACK model was conducted to investigate pre- service teachers' seven TPACK competences and Chinese learners' learning performance. Finally, research implications and suggestions for future studies were discussed.

scholarly journals PENGARUH PRESTASI BELAJAR PERENCANAAN PENGAJARAN DAN MICRO TEACHING TERHADAP PRAKTIK PENGALAMAN LAPANGAN MAHASISWA PENDIDIKAN AKUNTANSI IKIP PGRI MADIUN

2012 ◽  
Vol 1 (1) ◽  
pp. 56
Author(s):  
Supri Wahyudi Utomo
Keyword(s):  
Multiple Regression ◽  
Teaching And Learning ◽  
Field Experience ◽  
Teaching Practice ◽  
Accounting Education ◽  
Analysis Method ◽  
Planning Practice ◽  
Learning Achievement ◽  
Course Planning ◽  
Positive Effect

<span>This study aimed to determine the effect of teaching and learning achievement planning to practice micro teaching field experience accounting education collage students IKIP PGRI Madiun. The analysis method used is multiple regression. The results showed that the learning achievements and course planning Teaching Micro Teaching simultaneously influence the success in participating in the Practice Field Experience. There is a positive effect between achievement Instructor course on learning achievement Planning Practice Field Experience. However, this study did not find any significant effect between achievement on learning achievement Micro Teaching Practice Practice Field Experience.</span>

scholarly journals International experience in organization of teaching practice in teacher training and some recommendations

2020 ◽  
Vol 4 (2) ◽  
pp. 80-84
Author(s):  
Her Chongmouayang ◽  
Nghi Van Bui
Keyword(s):  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Pedagogical Practice ◽  
Analysis Method ◽  
Training Process ◽  
Teacher Trainees ◽  
Strict Guideline ◽  
Pre Service Teacher

Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

A TL-TPACK Model on CSL Pre-Service Teachers' Competencies of Online Instruction

2018 ◽  
pp. 280-308
Author(s):  
Hsiu-Jen Cheng
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Performance ◽  
Learning Program ◽  
Teacher Training Program ◽  
Chinese Learners ◽  
Chinese Learning ◽  
Pre Service Teacher

This chapter aims to introduce the integration of TPACK into a Chinese pre-service teacher training program and discuss its outcomes and challenges. First, the concept of TPACK was introduced and relevant TPACK research and its constraints in the previous studies were discussed. Through the partnership between a Chinese pre-service teacher training program in Taiwan and a Chinese learning program in the States, the author developed a Teaching and Learning Model, entitled TL-TPACK model, integrating practicum, course design, advisors, peer cooperation, and reflections—five training strategies to ensure the training and learning outcome. At the end of the chapter, an empirical Chinese pre-service teacher training study applying the TL-TPACK model was conducted to investigate pre- service teachers' seven TPACK competences and Chinese learners' learning performance. Finally, research implications and suggestions for future studies were discussed.

scholarly journals STRATEGI GURU DALAM MENGATASI KESULITAN BELAJAR DI SEKOLAH DASAR

2019 ◽  
Vol 6 (2) ◽  
pp. 173
Author(s):  
Faizal Chan ◽  
Issaura Sherly Pamela ◽  
Irma Sari Sinaga ◽  
Mesariani Mesariani ◽  
Rica Oktarina ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Learning Difficulties ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
Analysis Technique ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Teacher Data ◽  
Research Type ◽  
Descriptive Method

AbstrakTujuan dari penelitian ini adalah untuk mengetahui jenis-jenis kesulitan belajar yang dialami peserta didik dan strategi guru dalam menghadapi peserta didik yang mengalami kesulitan belajar di SD Negeri 80/I Muara Bulian. Penelitian ini menggunakan pendekatan penelitian deskriptif kualitatif dan jenis penelitian yang digunakan adalah penelitian fenomenologi. Teknik sampling yang digunakan purposive sampling. Sumber data utama pada penelitian ini adalah guru. Teknik pengumpulan data yang digunakan dalam penelitian ini merupakan observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan terdiri dari reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa ada beberapa peserta didik yang mengalami kesulitan belajar, yaitu kesulitan belajar membaca, kesulitan belajar menulis, dan kesulitan belajar berhitung. Untuk mengatasi masalah tersebut, guru harus memilih strategi, pendekatan, metode, dan teknik belajar mengajar yang dianggap tepat dan efektif sehingga dapat dijadikan pedoman oleh guru dalam melaksanakan kegiatan pembelajaran.Abstract The purpose of this study was to determine the types of learning difficulties faced by the students and the teachers’ strategies to overcome the students’ learning difficulties in SD Negeri 80/I Muara Bulian. The research method used was qualitative descriptive method along with the phenomenological research type. The sampling technique used was purposive sampling. The main data source in this study was the teacher. Data collection techniques were through observation, interviews, and documentation. Data analysis technique used was the theory of Miles and Huberman which consisted of data reduction, data presentation, and data verification. The results of this study indicated that there were several students faced learning difficulties including reading, writing, and counting difficulties. To solve those problems, the teachers should determine approppriate strategies, approaches, methods, and techniques as the teachers’ guide of teaching and learning process. 

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