RAGAM TINJAUAN ASPEK PENGEMBANGAN PROFESIONAL KEPEMIMPINAN PENDIDIKAN

2021 ◽  
Vol 5 (2) ◽  
pp. 242-252
Author(s):  
Eka Abdul Hamid ◽  
Asep Surya Atmaja ◽  
Ishak Abdulhak ◽  
Achmad Mudrikah
Keyword(s):  
Professional Development ◽  
Educational Leadership ◽  
Professional Education ◽  
School Environment ◽  
Developmental Psychology ◽  
Work Productivity ◽  
Field Research ◽  
Leading Schools ◽  
Self Potential

AbstractThe reality in the field is that there are still many principals who do not carry out their duties and functions as educational leaders because in the process of appointment there is no transfer, the low mentality of the principal is marked by a lack of motivation and enthusiasm and lack of discipline in carrying out tasks and often arrives late and many factors Another obstacle to improving the quality of education implies low work productivity of school principals which also has implications for quality (inputs, processes, and outputs), this is inversely proportional to example. Therefore, to find out how to improve the quality of the principal's competence, more in-depth research is needed regarding the Professional Development of Educational Leadership. From this phenomenon, several research problems were formulated to find answers to the nature of the professional development of educational leadership at SMKN 1 Buahdua, how is the basis of religion, philosophy, psychology, and sociology for the development of professional leadership in education at SMKN 1 Buahdua. The methodology used in writing this paper is descriptive qualitative method with Library Research and field research approaches. Field research was carried out using interviews with the leadership and other parties related to visits to several locations in the school environment. The results of the study, the Religious Foundations of Professional Development of Educational Leadership at SMKN 1 Buahdua lead to Q.S Ali-Imron: 159 about deliberation and monotheism of the principal and noble character; wise and prudent; democratic; honest; sportsmanship; sincere in carrying out their duties with indicators always praying for their students. In terms of self-potential, Q.S Al-Isro: 70 emphasizes increasing self-potential at SMKN 1 Buahdua, especially the principal. The foundation of the Philosophy of Professional Development of Educational Leadership at SMKN 1 Buahdua leads to a Progressivism Philosophy which is always the principal continuously updates himself with various self-development efforts by continuing to hone experience so that the role of the principal at SMKN 1 Buahdua increases. The foundation of Psychology of Professional Development of Educational Leadership at SMKN 1 Buahdua leads to Developmental Psychology where the Principal as the leader of Education there continues to develop himself with various efforts, such as attending seminars. The Sociological Foundation of Professional Development of Educational Leadership at SMKN 1 Buahdua leads to an intergalactic understanding because indeed to develop professional education leaders, the principal always makes efforts to improve professionalism in leading schools by participating in various types of training in various seminar activities.Keywords: Professional Development; Educational Leadership; Religion; Philosophy; Psychology; Sociology.

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.

Pedagogical Subjectivity of Monitoring the Formation of Professional Readiness of Future Workers in the Oil and Gas Industry

2020 ◽  
Vol 8 (5) ◽  
pp. 3-8
Author(s):  
T. Danilova
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Oil And Gas ◽  
Oil And Gas Industry ◽  
Structural Components ◽  
Gas Industry ◽  
Professional Development Of Teachers ◽  
Relationship Of ◽  
The Relationship

The article considers a teacher as a subject of monitoring the professional readiness of future workers in the oil and gas industry, who has pedagogical subjectivity in its implementation. This quality of personality is characterized in the context of the teacher's monitoring competence. The structure of pedagogical subjectivity is determined by the features of professional readiness of workers in the oil and gas industry and its monitoring. It involves the relationship of theoretical, technological, and personal components. The article presents the results of a ascertaining experiment that established insufficient formation of structural components of pedagogical subjectivity in monitoring. The expediency of correcting the identified problem aspects and related professional development of teachers to monitor the professional readiness of future workers in the oil and gas industry is justified. It is assumed that the problem of their formation is characterized by industry specifics and is implemented by means of additional professional education.

scholarly journals Pengembangan Budaya Organisasi Dalam Mewujudkan Lembaga Pendidikan Islam Unggulan

2020 ◽  
Vol 31 (1) ◽  
pp. 35-48
Author(s):  
Roni Harsoyo ◽  
Sulistyorini ◽  
Samsudin
Keyword(s):  
Organizational Culture ◽  
Cultural Values ◽  
Field Research ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Institutional Level ◽  
Positive Attitudes ◽  
Leading Schools ◽  
Educational Staff

The context of this research is the biggest challenge of schools/’madrasah’ in carrying out the mandate related to the quality of education which is a measure of the success of the implementation of education, one of which is to shape the character/personality of students through inheritance of cultural values. In educational institutions, organizational culture (values, habits, and positive attitudes) will be a strong non-material capital strength for the realization of excellent educational institutions. This study aims to describe the organizational culture developed by SDIT Darul Falah Sukorejo Ponorogo which makes it one of the leading schools in Ponorogo Regency. This type of research is descriptive qualitative research based on field research. The results showed that the organizational culture developed by SDIT Darul Falah included: 1) at the institutional level which included weekly meetings, field meetings, routine recitals every Ahad Wage, One Day One Information (ODOI), educational visits and flag ceremonies every Monday; 2) at the level of educators and educational staff which includes bina nafsiyah, tahsin al-Qur'an, professional development; and 3) at the student level which includes bina nafsiyah, reading the Koran with the Ummi Method, congregational prayers, manners, queuing, independent, disciplined, One Day One Thousand (ODOT), skilled, healthy living, clean and beautiful.

scholarly journals WORK PRODUCTIVITY OF MADRASAH TEACHERS IN INDUSTRIAL AREA IN BEKASI RESIDENCE

Dialog ◽  
2016 ◽  
Vol 39 (2) ◽  
pp. 169-180
Author(s):  
Dermawati Dermawati
Keyword(s):  
Professional Development ◽  
Primary Schools ◽  
Professional Competence ◽  
Work Productivity ◽  
Industrial Area ◽  
Teacher Competence ◽  
Development Programs ◽  
Teacher Work ◽  
Maximum Work

Pedagogic and professional competence should be acquired by teachers in order to gain maximum work productivity whose effect is on the quality of the graduates. Teacher work productivity is strongly influenced by the environment surrounding the madrasah/ schools, i.e. industrial area. This research aims at investigating teachers’ productivity from the aspects of pedagogic competence and professional competence in the industrial area of Bekasi regency. The study was conducted in ten Madrasah Tsanawiyah (Islamic primary schools) by collecting data from surveys and interviews. The data were then analyzed through content analysis. The study found out that 48% of teachers (29 teachers) obtained pedagogic competence below 60%, and 82% of them (49 teachers) obtained professional competence below 60%. It can be concluded that the industrial area is 100% uncorrelated and uninfluential to the teachers’ work discipline, instead it affects the work productivity. This study suggests the schools to conduct teachers’ performance assessment to identify teacher competence in the industrial area of Bekasi. It also suggests the schools to conduct more professional development programs to improve teachers’ competence focusing on pedagogic competence and professionalism competence. KEY WORDS: Teachers’ work productivity, industrial area, madrasah tsanawiyah 

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 Teachers’ assessment of the possibilities for demonstrating personal initiative

2012 ◽  
Vol 44 (1) ◽  
pp. 74-91
Author(s):  
Nada Polovina ◽  
Djurdjica Komlenovic
Keyword(s):  
Professional Development ◽  
Everyday Life ◽  
School Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Organizational Functioning ◽  
Personal Initiative ◽  
Quality Of Teaching ◽  
Quantitative And Qualitative Methods

This paper deals with the phenomenon of teachers? personal initiative in school everyday life as the significant factor of the quality of teaching and learning. Our goal is to explore how teachers assess their initiative - to what extent and in which way they show initiative, and what are the factors that encourage and hinder its demonstration. The first part of the paper analyses the very construct of ?initiative? - its determinants and the relation with similar constructs. The second part of the paper presents results of the research that included 182 teachers from urban primary schools from the entire territory of Serbia. Teachers gave their opinion about the presence and demonstration of personal initiative by replying to items in the questionnaire constructed for the purposes of this research. Obtained data were processed using both quantitative and qualitative methods. The results indicate that the majority of teachers consider themselves as persons of initiative. They believe that there is plenty of space to show initiative in creating atmosphere in the class, lecturing and in cooperation with parents and colleagues, while the least space for that is in organizational functioning of school and professional development. Teachers do not think that there are bigger obstacles to demonstrating their initiative; however, they are of the opinion that there is a lack of developed support to such demonstration when it comes to school environment factors.

scholarly journals Organisational and Creative aspects of Ukrainian circus arts school

2021 ◽  
pp. 323-328
Author(s):  
Vladyslav Kashuba
Keyword(s):  
Professional Education ◽  
Career Guidance ◽  
Comparative Method ◽  
Training Process ◽  
Education Production ◽  
Advantages And Disadvantages ◽  
Proper Training ◽  
Leading Schools ◽  
First Time

The purpose of the article is to research the development of modern circus arts education in Ukraine, the o and creative structure of the training process, its features and functions, and the quality of education. Methodology. The research is based on the empirical data - archival information about the activities of the Kyiv Municipal Academy of Variety and Circus Arts (KMAVCA). This determines the methods’ choice: historical-factographic – to reconstruct the facts in the circus school’s development; structural-functional approach – for consideration of the organizational and creative structure of the training process and its functions; comparative method – to distinguish the disadvantages and advantages of circus education; systematization, etc. Scientific novelty. For the first time the organizational and creative aspects of the modern circus school in Ukraine are highlighted in their structural and functional context, and the circus education’s advantages and disadvantages are covered. Conclusions. Ukrainian Circus Academy is one of the leading schools of circus arts worldwide and it constantly increases its educational and qualification levels. An indicator of the effectiveness of the School is the frequent winning of its graduates and students at international contests, the high demand for Ukrainian circus performers abroad. The main advantages of the Ukrainian Circus Academy are comprehensive, multi-vector, and maximally applied-oriented training, orientation to international recognition, students’ access to prestigious performance stages. Among the weaknesses, there are: underfunding, lack of couches for some rare circus genre, lack of proper training premises, excessively high students’ workload exposure, and the future employers’ non-engagement into students’ graduation projects. The main functions of the circus arts school are professional education, production of circus art acts and performances, career guidance (enrollees’ attraction), popularization of circus arts and training, presentation of Ukrainian circus arts and School abroad, Ukrainian circus arts actors and products promotion.

scholarly journals Case-method in the development of psychological and pedagogical knowledge of general educational organizations teachers

2021 ◽  
Author(s):  
Д.Ф. Ильясов
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Scientific Literature ◽  
Pedagogical Knowledge ◽  
Educational Process ◽  
Case Method ◽  
Educational Organizations ◽  
Theoretical Significance ◽  
Teachers Training

Актуальность статьи определена необходимостью повышения качества обучения учителей в направлении развития их психолого-педагогических знаний. Описывается целесообразность применения кейс-метода в учреждениях дополнительного профессионального образования. На основе анализа научной литературы делается вывод о широких возможностях кейсов в развитии целого комплекса знаний у различных субъектов образовательных отношений. Утверждается важность их использования для развития психолого-педагогических знаний учителей. Ставиться цель описания алгоритмов конструирования, применения и рефлексии кейсов для развития психолого-педагогических знаний учителей. В качестве методологии предлагается положение К. Фопеля о динамических знаниях. Принципиальная особенность данных знаний заключается в том, что они усваиваются самостоятельно и становятся частью профессиональной личности. Научная новизна исследования выражена в описании алгоритмов использования кейсов в учреждениях дополнительного профессионального образования. В качестве авторских решений предлагаются три алгоритма работы с кейсами. Первый алгоритм связан с конструированием кейсов. Второй – с их применением для повышения квалификации учителей в общепедагогическом и психологическом направлении. Третий алгоритм описывает пошаговый процесс рефлексии преподавателем опыта включения кейсов в занятие и их направленности на профессиональное развитие слушателей. Теоретическая значимость разработанных алгоритмов представлена в описании их как инструментов обогащения образовательного процесса в учреждениях дополнительного профессионального образования учителей. Практическая ценность работы состоит в возможности применять предложенные алгоритмы для совершенствования профессионального мастерства учителей в части углубления их психолого-педагогических знаний. The relevance of the article is determined by the need to improve the quality of teachers' training in the development of their psychological and pedagogical knowledge. The expediency of case-method application in the institutions of additional professional education is described. Based on the analysis of scientific literature the conclusion is made about the wide possibilities of cases in the development of a whole set of knowledge in various subjects of educational relations. The importance of their use for the development of psychological and pedagogical knowledge of teachers is stated. The aim is to describe algorithms of designing, application and reflection of cases for the development of teachers' psychological and pedagogical knowledge. K. Vopel's position on dynamic knowledge is offered as a methodology. The fundamental feature of this knowledge is that it is learned independently and becomes part of the professional personality. The scientific novelty of the study is expressed in the description of algorithms for the use of cases in institutions of additional professional education. Three algorithms of case management are offered as the author's solutions. The first algorithm is related to the construction of cases. The second algorithm is related to their application to the professional development of teachers in the general pedagogical and psychological direction. The third algorithm describes the step-by-step process of the teacher's reflection on the experience of including cases in the lesson and their focus on the professional development of students. The theoretical significance of the developed algorithms is presented in describing them as tools to enrich the educational process in institutions of further professional education for teachers. The practical value of the work consists in the possibility of applying the proposed algorithms to improve the professional skills of teachers to deepen their psychological and pedagogical knowledge.

Implementasi Manajemen Mutu Terpadu Dalam Memberikan Layanan Untuk Meningkatkan Prestasi Peserta Didik di SLB YPAC Pangkalpinang

2019 ◽  
Vol 2 (2) ◽  
pp. 265-278
Author(s):  
Diah Rina Miftakhi ◽  
Nurjanah Nurjanah
Keyword(s):  
Quality Management ◽  
Data Collection ◽  
Human Resources ◽  
Learning Process ◽  
School Environment ◽  
Quality Of Services ◽  
Teaching Staff ◽  
Learning Material ◽  
Analysis Model

describe the implementation of an integrated quality management component consisting of the quality of services provided by the school, human resources in teaching, the school environment, and learning process  in SLB YPAC Pangkalpinang.               The method used in this study, namely by using a naturalistic qualitative approach. Data collection is done through observation, interviews, and documentation. The subjects of this study include the principal, teachers, employees, and students. The validity of the data is done by triangulation, and deeper observation. Analysis of the data used is the interactive analysis model of Miles and Huberman through data collection, data reduction, data presentation, and conclusion drawing.              The results showed that: (a) the quality of services to students in SLB YPAC Pangkalpinang had met good service standards. This can be seen from the services in the form of facilities and infrastructure which are quite complete in schools; (b) the quality of human resources in the education process shows good teacher resources. This can be seen from the teacher data which shows that the teaching staff at SLB YPAC Pangkalpinang 95% of educators with S1 qualifications in the field of education; (c) the quality of the environment in SLB YPAC Pangkalpinang is already good. This can be seen from the very strategic location of the school because the location of the school is in the middle of the city so that it is easily accessible by the community; (d) the quality of the learning process carried out by teachers at Pangkal Pinang YPAC SLB is good. This can be seen from the realization of the form of activities through learning planning by preparing lesson plans for each subject, then implementing learning, which includes strategies and methods used by teachers in delivering learning material, and evaluation of learning. Keywords: Integrated quality management, student achievement     ABSTRAK Tujuan dalam melaksanakan penelitian ini  adalah untuk melihat pelaksanaan serta mendeskripsikan implementasi  komponen Manajemen Mutu Terpadu yang terdiri dari kualitas layanan yang diberikan sekolah, sumber daya manusia dalam mengajar, lingkungan sekolah, dan proses pembelajaran di SLB YPAC Pangkalpinang. Metode yang digunakan dalam penelitian ini, yaitu dengan menggunakan pendekatan kualitatif naturalistik. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subyek penelitian ini antara lain kepala sekolah, guru, pegawai, dan peserta didik. keabsahan data dilakukan dengan triangulasi, dan pengamatan yang lebih mendalam. Analisis data yang digunakan adalah model analisis interaktif Miles dan Huberman melalui kegiatan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (a) mutu layanan terhadap peserta didik di SLB YPAC Pangkalpinang sudah memenuhi standar layanan yang baik. Hal ini dilihat dari layanan yang berupa fasilitas sarana dan prasarana yang sudah cukup lengkap di sekolah; (b) mutu sumber daya manusia dalam proses pendidikan menunjukkan sumber daya guru yang baik. Hal ini dapat dilihat dari data guru yang menunjukkan bahwa tenaga pengajar di SLB YPAC Pangkalpinang 95% pendidik berkualifikasi S1 bidang kependidikan; (c) mutu lingkungan yang ada di SLB YPAC Pangkalpinang sudah baik. Hal ini terlihat dari letak sekolah yang sangat strategis karena lokasi sekolah yang berada di tengah kota sehingga mudah dijangkau oleh masyarakat; (d) mutu proses pembelajaran yang dilakukan oleh guru di SLB YPAC Pangkalpinang sudah baik. Hal ini dapat dilihat dari realisasi bentuk kegiatan melalui perencanaan pembelajaran dengan menyusun RPP setiap mata pelajaran, kemudian pelaksanaan pembelajaran, yang meliputi strategi dan metode yang digunakan guru dalam menyampaikan materi pembelajaran, dan evaluasi pembelajaran.

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