PELAKSANAAN PRAKTEK MENGAJAR BAGI GURU PESERTA PENDIDIKAN JARAK JAUH YANG TINGGAL DI WILAYAH TERPENCIL

2010 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Wahyuni Kadarko ◽  
Settings Dian Novita ◽  
Refni Delfi
Keyword(s):  
Student Teachers ◽  
Rural Areas ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Current System ◽  
Lesson Plan ◽  
School Teacher ◽  
Final Exam ◽  
Teachers And Students ◽  
Low Performance

This study aims to identify problems facing by participants in experiencing teaching pratice under The Strengthening Teaching Competency Programme. An evaluation method was employed through problem and issues maping, interpreting problem  dynamics, and improving actions. A qualitative-naturalistic approach with inteview was conducted during April-July 2009 to participants of Lower Secondary School Teacher Training  who live  in remote and rural areas in  Bandung, Bogor and Serang region. Interview was also   conducted to tutors, supervisors, programme manager, remote-school principals, peer teachers and students involved in the  teaching practicum/exercise. Observations and documentary study were employed to support the data of the interview. Problems  identified as  the low performance of  supervisory officials and partnership schools in guiding  student teachers in  developing didactic materials for both practicum and final exam. Most participants become stressed due to the absence of a definite timetable guidance process both in the process of lesson plan development, implementation of practicum and execution of final exams. It was suggested to redesign the current system with a more reliable system for participants coming from remote areas who wish to carry out teaching practice. 

scholarly journals IMPLEMENTASI PRAKTIK PENGALAMAN LAPANGAN BERBASIS LESSON STUDY MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNLAM

Vidya Karya ◽  
2017 ◽  
Vol 31 (2) ◽  
Author(s):  
Elli Kusumawati
Keyword(s):  
Mathematics Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Study Data ◽  
Lesson Plans ◽  
Learning Activities ◽  
Teaching Skills ◽  
Education Department

Abstract. Teaching practice (PPL) is one of the compulsory subjects weighing four credits held for three months at school. In the last two years, mathematics education department of FKIP ULM implement Lesson Study based PPL in six Junior High Schools in Banjarmasin. At this moment, Lesson Study is implemented in schools by teachers in order to foster and develop educator profession. The purpose of implementation of Lesson study based PPL Study is to give student teachers teaching skills and applying them in the classroom. The research method used is descriptive qualitative approach. Data collection used observation, interviews and Forum Group Discusssion. The research sample consisted of 4 mathematics education department students which are taking PPL program . The study was classified as action research-based Lesson Study. Data analysis refers to analysis of notes including lesson plans, observation and reflection. The results showed that the implementation of Lesson Study of four students started from Plan namely planning of lesson plans), Do namely implementation of lesson plan, observations results taking place during learning activities and the results of the reflection which was completed with suggestions for improvement of learning. Keywords: Lesson Study, PPL, plan-do-see Abstrak. Praktik Pengalaman Lapangan (PPL) adalah salah satu mata kuliah wajib berbobot empat sks yang dilaksanakan selama tiga bulan di sekolah. Pada dua tahun terakhir program studi pendidikan matematika melaksanakan PPL berbasis Lesson Study di enam SMP Negeri di Banjarmasin. Selama ini Lesson Study dilaksanakan di sekolah oleh guru dalam rangka membina dan mengembangkan profesi pendidik. Tujuan diterapkannya PPL berbasis lesson Study salah satunya membekali mahasiswa sebagai calon guru untuk berlatih menerapkannya di kelas. Metode penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengambilan data berupa pengamatan, wawancara dan Forum Group Discusssion. Sampel penelitian terdiri atas 4 orang mahasiswa Prodi Pendidikan Matematika yang sedang melaksanakan PPL.  Ditinjau dari pelaksanaan penelitian, maka penelitian ini digolongkan dalam penelitian tindakan berbasis Lesson Study. Teknik analisis data penelitian kualitatif mengacu pada hasil catatan lapangan meliputi RPP dan catatan hasil observasi dan refleksi. Hasil penelitian menunjukkan pelaksanaan Lesson Studi empat orang mahasiswa mulai dari Plan yaitu perencanaan membuat RPP, Do yaitu pelaksanaan pembelajaran berupa hasil observasi di kelas selama pembelajaran berlangsung (tahap pembelajaran yaitu kegiatan awal, inti dan kegiatan akhir) dan hasil refleksi dilengkapi dengan saran perbaikan pembelajaran.  Kata Kunci: Lesson Study, PPL, plan-do-see

Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

2015 ◽  
Vol 32 (3) ◽  
pp. 259-271
Author(s):  
Sithulisiwe Bhebhe ◽  
Tawanda Runhare ◽  
Ratau John Monobe
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Case Study Research ◽  
School Level ◽  
Primary School Teacher ◽  
Music Student ◽  
Music Specialist

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

scholarly journals Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan

2020 ◽  
Vol 21 (2) ◽  
pp. 81-97 ◽  
Author(s):  
Nauman Ahmed Abdullah ◽  
Munawar Sultana Mirza
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves. 

scholarly journals Assessing English Language Teaching Student Teachers on Teaching Practice

1970 ◽  
pp. 138-145
Author(s):  
Dhanapati Subedi
Keyword(s):  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Project Work ◽  
Educational Institutions ◽  
Management Communication ◽  
Classroom Dynamics

The implementation of teaching practice in ELT is an effective way in improving practices of our student teachers. This study therefore focuses on assessment of teaching practice conducted by the School of Education, Kathmandu University for M.Ed ELT student teachers. A total of 16 student teachers, 100 students, 16 co- teachers and 16 principals of higher educational institutions involved in the study. The study reveals that there has been an improvement in teaching practice particularly on classroom dynamics. However enough training on lesson plan preparation, presentation, class management, communication skills, evaluation and project work is necessary to our student teachers in order to improve English language teaching. The study is expected to be useful to academic planners, ELT planners, curriculum designers, textbook writers, teachers and practitioners. Key words: Teaching practice, reflection, student-teachers, lesson plan DOI: 10.3126/nelta.v14i1.3102  Journal of NELTA Vol.14, No 1&2, 2009 December Page: 138-145

scholarly journals Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia

2021 ◽  
Author(s):  
Khadija A. Alamoudi
Keyword(s):  
Student Teachers ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Peer Observation ◽  
Observation Report ◽  
Efl Teachers ◽  
Most Significant Change ◽  
Research Questions ◽  
Practice Time

Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

scholarly journals Interventions to Improve a Practicum Course for EFL Teachers in Saudi Arabia

2021 ◽  
Vol 12 (1) ◽  
pp. 59-70
Author(s):  
Khadija A. Alamoudi
Keyword(s):  
Student Teachers ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Peer Observation ◽  
Observation Report ◽  
Efl Teachers ◽  
Most Significant Change ◽  
Research Questions ◽  
Practice Time

Although the Teaching Practicum (TP) course makes a significant contribution in preparing teachers, it remains lacking in many essential aspects. To fill in the gaps regarding literature, this research paper was designed to explore the views of three Master of Art (MA) TESOL student-teachers on the advantages they gained and challenges they faced during their TP course at a Saudi university. Participants were interviewed, observed, and the two reflective assignments of the course were analyzed to find answers to the research questions. The research questions focused on the instructional benefits of the TP course and the interventions needed to enhance the effectiveness of the course. The findings revealed that the practical teaching component was the most helpful part of the course and the peer-observation report was the most appropriate evaluation method. Moreover, the study found that the limitedness of the teaching timeframe poses a significant challenge, and hence increasing the teaching practice time was the most significant change the participants suggested. Finally, the study recommends interventions that will help improve the quality of the TP course.

scholarly journals ASSESSMENT OF MENTORING NEEDS FOR TRAINEE IN TEACHING PRACTICE

2020 ◽  
pp. 1-7
Author(s):  
Lameed Olayiwola
Keyword(s):  
Student Teachers ◽  
Role Model ◽  
Cooperating Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Exercise Programme ◽  
Practical Experience ◽  
Experienced Teachers ◽  
Teaching Skills

The paper examines mentoring needs in teaching practice exercise programme of student with respect to teaching. Since the student teachers in practicing school are not with practical experience. The experienced or cooperating teachers are expected to continue the training of the student teachers in the appropriate skills and attitude of teaching, the micro teaching experience does not absolutely prepare this cadre of teaching personnel for the challenges of teaching. At the inception of teaching, these students get confronted by various needs that range from appropriate lesson plan, breakdown of syllabus into scheme of work. The paper stresses the need for experienced teachers to be role model in preparing the student-teachers or mentes in teaching skills and attitude. The importance of teaching practice, objectives of mentoring, techniques need in mentoring, benefits of mentoring and conclusion are discussed in the study.

scholarly journals Research and practice of online emergency teaching based on electronic information technology under the influence of COVID-19

2021 ◽  
pp. 002072092098504
Author(s):  
Ya Zhao ◽  
Yongfang Tang ◽  
Fang Liu ◽  
Zhiyong Peng ◽  
Jie Kong ◽  
...  
Keyword(s):  
Information Technology ◽  
Online Teaching ◽  
Evaluation Method ◽  
Teaching Practice ◽  
Self Control ◽  
Educational Institutions ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Engineering Cost ◽  
The Impact

The new crown pneumonia (COVID-19) epidemic in 2020 has spread globally, causing schools around the world to stop routine teaching. Educational institutions in various countries have adopted online teaching methods in response to this crisis. This research, carried out in Human Institute of Information Technology with a number of teachers and students as its subjects, sets out to give statistical analysis upon the students' selections of online teaching platforms as well as their evaluations of online teaching. At the same time, based on the online teaching practice of “Building Structure”, a certain quantity of research upon the online teaching practice is completed among the students who began their college studies in engineering cost in the year of 2018. According to all these studies, it is evident that multiple factors such as teachers' ages, professions, and the features of various online teaching platforms, can determine which one is used by different individuals. The evaluation results suggest that online teaching is necessary under the impact of the epidemic despite the fact that students may face a series of problems for lack of self-control and other possible reasons. Through practice, an innovative teaching and evaluation method can partially solve the problems found in online teaching and provide useful ideas for creating higher quality teaching on the Internet.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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