scholarly journals Optimizing Self-Assessment through Reflective Teaching for Prospective Teachers’ Teaching Skill Improvement

2021 ◽  
Author(s):  
Gede Wahyuni
Keyword(s):  
Prospective Teachers ◽  
Reflective Teaching ◽  
Teaching Skill ◽  
Self Assessment ◽  
Skill Improvement

scholarly journals Let’s Repair the Broken Galileo Thermometer

2018 ◽  
Vol 8 (1) ◽  
pp. 77
Author(s):  
Marián Kireš
Keyword(s):  
Temperature Measurement ◽  
Conceptual Understanding ◽  
Tap Water ◽  
Physical Principle ◽  
Self Assessment ◽  
Lecture Demonstration ◽  
Hands On ◽  
Upper Secondary ◽  
Skill Improvement ◽  
Broken Thermometer

We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understanding of the physical principle that forms the basis of temperature measurement,and on improvement of selected skills. Conceptual pre-test questions initiate the students’ interest and help identify input misconceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps of the activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pretest questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers.

Creative Thinking and Reflective Teaching in Prospective Teachers

2018 ◽  
pp. 115-132
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Prospective Teachers ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
University Education ◽  
Reflective Teaching ◽  
Future Research ◽  
Cross Cultural Differences ◽  
Hands On

Reflective thinking skills are vital for the modern education in schools. Five important reflective thinking skills are identified so far in the scientific literature: Observation, communication, judgment, decision making, and team working. Additionally, creative thinking is becoming more and more regarded as a necessary part of the educational process. In this chapter, an attempt is made to clarify what a sample of prospective teachers in Greece believe about reflective teaching, while at the same time their knowledge and attitudes towards creative thinking are examined. Results indicated that respondents were not fully informed during their formal university education about creative thinking and reflective teaching, while they also lacked hands-on experience and relevant skills. Future research should further focus on cross-cultural differences regarding creative thinking attitudes and reflective teaching in prospective and professional in-service teachers.

The Impact of Using Reflective Teaching Strategies on Developing Classroom Performance of Prospective Students of English at Al-aqsa University

2018 ◽  
Vol 5 (1) ◽  
pp. 681-716
Keyword(s):  
Prospective Teachers ◽  
Teaching Strategies ◽  
Reflective Teaching ◽  
Classroom Performance ◽  
Efl Teacher ◽  
Noticeable Improvement ◽  
Quasi Experimental ◽  
Efl Teacher Education ◽  
The Impact ◽  
Experimental Group

Abstract This study aimed at investigating the impact of using reflective teaching strategies on developing classroom performance of prospective teachers of English at Al-Aqsa University. The researcher adopted Quasi-experimental approach. The sample of the study consists of (32) prospective teachers of English randomly chosen and enrolled at the first term of the academic year (2017-2018). Research instruments were interviews, a checklist and analytic scoring rubric. Descriptive statistics were used for data analysis. In light of the checklist, the study showed that there are many important classroom teaching practices. The results also demonstrated a noticeable improvement in the classroom performance of the experimental group in the post-observation. The study findings also illustrate that statistically significant differences at (0.01) level were found in overall classroom performance and in the six cores of the experimental group in favor of posttest. The study recommended the Reflective Teaching Strategies should be incorporated in EFL teacher education programs. Key Words: impact, reflective teaching strategies, classroom performance, prospective teachers. ملخص: هدفت هذه الدراسة إلى بحث أثر استخدام استراتيجيات التدريس التأملي على تطوير الأداء الصفي للطالبات المعلمات، تخصص اللغة الانجليزية في جامعة الأقصى. لقد استخدمت الدراسة المنهج شبه التجريبي. وتكونت عينة الدراسة من (٣٢) طالبة مقيدة بالمستوى الرابع في تخصص اللغة الانجليزية وأساليب تدريسها، وتم اختيار العينة عشوائيا، كما استخدمت الدراسة الأدوات البحثية الآتية: المقابلة، قائمة ملاحظة الأداء الصفي ومقياس التحليل. علاوة الى ذلك استخدمت الدراسة الإحصاء الوصفي لتحليل البيانات كمياً وكيفيا. أظهرت نتائج الدراسة أهم ممارسات الأداء الصفي التي تحتاجها الطالبات المعلمات داخل الغرفة الصفية، كما اوضحت النتائج أن تحسنا ملحوظا في الأداء الصفي للمجموعة التجريبية، علاوة على ذلك أظهرت نتائج الدراسة أن ثمة فروق ذات دلالة إحصائية عند المستوى 0.01) ) لقائمة معايير الأداء الصفي ككل وفي كل من المحاور الستة في التطبيق البعدي لصالح المجموعة التجريبية. وأوصت الدراسة بوجوب دمج استراتيجيات التدريس التأملي في برامج إعداد معلم اللغة الانجليزية.

scholarly journals Pengaruh Pembelajaran multiliteracy terhadap Kemampuan academic writing dan Teaching skill pada Semester VIII Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

2018 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Mohammad Isno
Keyword(s):  
High School ◽  
Religious Education ◽  
Prospective Teachers ◽  
Academic Writing ◽  
Time Management ◽  
Teaching Skill ◽  
Development Theory ◽  
Management Planning ◽  
Critical Technology ◽  
Key Concepts

Prospective 21st century primary education teachers who are effective should have a thorough understanding and knowledge of key concepts that drive all content instruction. These key concepts, connected to other core standards, include candidate knowledge and assessment, the nature of the learner, school governance and culture, learning and development theory, the use of critical technology and an understanding of how art influences and interacts. with all other content areas. In addition, prospective teachers should have the necessary information regarding time management, planning for acquisition, dissemination and management of materials and equipment (NCDPI, 2009). The purpose of this study are: 1) Describe the influence of multiliteracy learning on the ability of academic writing in Semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. 2) Describe the influence of multiliteracy learning on Teaching skill in Semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. From the analysis can be summarized as follows: 1) From the analysis known that Multiliteracy Learning to the ability of academic writing in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto with the value obtained Fhitung 15 641 (significance F = 0,000). So Ft> Ftable (14 660> 1.60) or Sig F <5% (0,000 <0.05). This means that learning with multiliteracy learning has an effect on the ability of academic writing in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. then the null hypothesis (H0) is rejected and the Hypothesis of work (H1) is accepted. 2) From the results of the analysis shows that multiliteracy learning on Teaching skill in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto value obtained Fhitung 2,924 (significance F = 0,007). So F arithmetic> F table (2,924> 1.70) or Sig F <5% (0.009 <0.05). This means learning with multiliteracy learning to influence learning achievement in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto.

scholarly journals Pengaruh Pembelajaran multiliteracy terhadap Kemampuan academic writing dan Teaching skill pada Semester VIII Program Studi Pendidikan Agama Islam Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

2018 ◽  
Vol 7 (2) ◽  
pp. 7
Author(s):  
Mohammad Isno
Keyword(s):  
High School ◽  
Religious Education ◽  
Prospective Teachers ◽  
Academic Writing ◽  
Time Management ◽  
Teaching Skill ◽  
Development Theory ◽  
Management Planning ◽  
Critical Technology ◽  
Key Concepts

Prospective 21st century primary education teachers who are effective should have a thorough understanding and knowledge of key concepts that drive all content instruction. These key concepts, connected to other core standards, include candidate knowledge and assessment, the nature of the learner, school governance and culture, learning and development theory, the use of critical technology and an understanding of how art influences and interacts. with all other content areas. In addition, prospective teachers should have the necessary information regarding time management, planning for acquisition, dissemination and management of materials and equipment (NCDPI, 2009). The purpose of this study are: 1) Describe the influence of multiliteracy learning on the ability of academic writing in Semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. 2) Describe the influence of multiliteracy learning on Teaching skill in Semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. From the analysis can be summarized as follows: 1) From the analysis known that Multiliteracy Learning to the ability of academic writing in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto with the value obtained Fhitung 15 641 (significance F = 0,000). So Ft> Ftable (14 660> 1.60) or Sig F <5% (0,000 <0.05). This means that learning with multiliteracy learning has an effect on the ability of academic writing in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto. then the null hypothesis (H0) is rejected and the Hypothesis of work (H1) is accepted. 2) From the results of the analysis shows that multiliteracy learning on Teaching skill in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto value obtained Fhitung 2,924 (significance F = 0,007). So F arithmetic> F table (2,924> 1.70) or Sig F <5% (0.009 <0.05). This means learning with multiliteracy learning to influence learning achievement in semester VIII Islamic Religious Education Studies Program Tarbiyah High School Raden Wijaya Mojokerto.

scholarly journals The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills

2017 ◽  
Vol 12 (10) ◽  
pp. 21 ◽  
Author(s):  
Cigdem Hursen ◽  
Funda Gezer Fasli
Keyword(s):  
Social Learning ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Reflective Teaching ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Platform ◽  
Directed Learning ◽  
Face To Face Learning ◽  
The Impact

The purpose of this research is to determine the impact of reflective teaching applications supported by Edmodo on prospective teachers’ self-directed learning skills. Also, the views of prospective teachers’ regarding the use of Edmodo in education, which is a social learning platform, are determined. For the research, both qualitative and quantitative data were collected from 36 prospective teachers within the scope of the “Teaching Practice” course. A 12-week application has been conducted online with the support of Edmodo; however, classroom settings using face-to-face learning methods have also taken place. The results of the research reveal that the reflective teaching applications supported by Edmodo had an impact on the prospective teachers’ self-directed learning skills. Furthermore, the results indicate that the prospective teachers who participated in the research were extremely satisfied with the Edmodo applications. Keywords: Teacher education; self-directed learner; blended education; social learning platform; view

Sign in / Sign up

Export Citation Format

Share Document