CM 5: DRAMA AS A JOURNEY INTO YOURSELF: THE REFLECTIONS OF A TEACHER TRAINER

2021 ◽  
pp. 255-257
Author(s):  
Nick Clough ◽  
Jane Tarr
Keyword(s):  
Teacher Trainer

Kepemimpinan Demokratis Kepala Sekolah dalam Meningkatkan Prestasi di Madrasah Aliyah Negeri Model Palangka Raya

2016 ◽  
Vol 2 (2) ◽  
pp. 6-9
Author(s):  
Shanty Bahar Ising ◽  
Mujiono Mujiono
Keyword(s):  
Secondary Data ◽  
Data Sources ◽  
Primary Data ◽  
Democratic Leadership ◽  
Model State ◽  
Teachers And Students ◽  
Secondary Data Sources ◽  
Conceptual Skills ◽  
To Receive ◽  
Teacher Trainer

This study aims to find out, describe and analyze the democratic leadership of the Principal in improving achievement at the Palangka Raya Model State Madrasah (MAN). The research method used is descriptive qualitative. The researcher wanted to describe the Principal's democratic leadership in improving achievement at the Palangka Raya Model State Islamic Senior High School (MAN). Primary data sources (person) are the Principal, Teachers (Teachers) and Students of MAN Model Palangka Raya. Whereas secondary data sources are the data in the Palangka Raya Model MAN and supporting literature. The results of the study show that the Principal's leadership in improving achievement in the Palangka Raya Model MAN is very democratic, this condition can be seen from: (1) Principals are happy to receive suggestions, opinions and even criticism from subordinates both delivered by students and teachers through suggestion boxes and in the teacher council meeting, (2) the Principal always strives to prioritize teamwork cooperation in an effort to achieve the goal by appointing the instructor teacher, trainer teacher and mentor teacher and conducting deliberation in planning, implementing and evaluating activities, (3) the Principal always tries to make subordinates more success than him, which is realized by including teachers in seminars, workshops, training and competitions so that they get achievements both locally and nationally, and (4) Principals always try to develop their personal capacity as good leaders in conceptual skills, human skill and technical skill.

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

scholarly journals Narrativas da trajetória escolar de um formador de professor: memória, história e formação

2019 ◽  
Vol 5 (9) ◽  
pp. 187
Author(s):  
José BATISTA NETO
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Life Story ◽  
School Teacher ◽  
Teacher Educator ◽  
Pedagogical Practice ◽  
Training Process ◽  
School Career ◽  
Historia De Vida ◽  
Teacher Trainer

RESUMOA narrativa da trajetória escolar de formador de professores é trazida à luz como pretexto para discussão sobre a relevância de material biográfico em processos formativos. Práticas relacionadas ao método biográfico no cenário da escola de educação básica são aqui exploradas com a finalidade de evidenciar seu potencial formativo. A contextualização foi um recurso metodológico observado, tendo de seu uso resultado um texto recheado de notas históricas. A narrativa de trajetória escolar e do contexto de produção compõe aqui um memorial, entendido como um olhar lançado sobre a história de vida de um docente que toma sua vida como objeto e, de suas experiências, faz história. É uma história de si, uma autobiografia, pela qual nos fazemos historiadores de nós mesmos. A narrativa deslindou traços da escola, da formação de professores e da prática pedagógica, de modo a fazer compreender a participação da dimensão biográfica no processo formativo de professor.Trajetória escolar. Biografia. Formação de professor.Narratives of the school career of a teacher trainer: memory, history and formationABSTRACTThe narrative of the school trajectory of teacher educator is brought to light as a pretext for discussion about the relevance of biographical material in formative processes. Practices related to the biographical method in the scenario of the elementary school are explored here in order to highlight its formative potential. Contextualization was an observed methodological resource, and its use resulted in a text full of historical notes. The narrative of the school trajectory and the context of production composes here a memorial, understood as a look at the life story of a teacher who takes his life as an object and, from his experiences, makes history. It is a story of itself, an autobiography, by which we make ourselves historians of ourselves. The narrative unraveled traces of the school,teacher training and pedagogical practice, in order to make the participation of the biographical dimension in the teacher training process easier to understand.School trajectory. Biography. Teacher training.Narrative della carriera scolastica di un insegnante di maestri: memoria, storia e formazioneRIASSUNTOLa narrazione della traiettoria scolastica dell'insegnante viene messa in luce come pretesto per la discussione sulla rilevanza del materiale biografico nei processi formativi. Le pratiche del metodo biografico nello scenario della scuola elementare sono esplorate qui al fine di evidenziarne il potenziale formativo. La contestualizzazione era una risorsa metodologica osservata e il suo uso ha prodotto un testo pieno di note storiche. La narrazione della traiettoria della scuola e il contesto della produzione compongono qui un memoriale, inteso come uno sguardo alla storia di un insegnante che prende la sua propria vita come oggetto e, dalle sue esperienze, fa la storia. È una storia di se stessa, un'autobiografia, con la quale ci rendiamo storici di noi stessi. La narrazione ha svelato le tracce della scuola, della formazione degli insegnanti e della pratica pedagogica, al fine di facilitare la comprensione della partecipazione della dimensione biografica al processo di formazione degli insegnanti.Traiettoria della scuola. Biografia. Formazione degli insegnanti.Narrativas de la carrera escolar de un formador de docentes: memoria, historia y formaciónRESUMENLa narrativa de la trayectoria escolar del formador de docentes sale a la luz como pretexto para la discusión sobre la relevancia del material biográfico en los procesos formativos. Aquí se exploran prácticas relacionadas con el método biográfico en el escenario de la escuela primaria para resaltar su potencial formativo. La contextualización fue un recurso metodológico observado, y su uso resultó en un texto lleno de notas históricas. La narrativa de la trayectoria escolar y el contexto de producción compone aquí un memorial, entendido como una mirada a la historia de vida de un maestro que toma su vida como un objeto y, desde sus experiencias, hace historia. Es una historia en sí misma, una autobiografía, por la cual nos hacemos historiadores de nosotros mismos. La narración desvela las huellas de la escuela, la formación del profesorado y la práctica pedagógica, a fin de facilitar la comprensión de la participación de la dimensión biográfica en el proceso de formación del profesorado.Trayectoria escolar. Biografía. Formación del profesorado.

scholarly journals Evaluasi Program Pembinaan Senam Artistik Sekolah Dasar Di Kabupaten Pemalang

2020 ◽  
Vol 5 (2) ◽  
pp. 98-103
Author(s):  
Idah Tresnowati ◽  
Gilang Nuari Panggraita
Keyword(s):  
Elementary Schools ◽  
Descriptive Analysis ◽  
Development Program ◽  
First Grade ◽  
Input Process ◽  
Cipp Model ◽  
Central Java ◽  
Analysis Technique ◽  
Teacher Trainer

The determination of this research is to support the artistic gymnastics coaching program in Pemalang district of Central java. The approach used in the assessment of this program is the CIPP Model of Daniel Stufflebeam in terms of context, input, process, and product. There are three elementary schools that thrived in representing the name of Pemalang Regency to become champions in the artistic gymnastics competition in Central Java, the schools are from SDN Padek 01, SDN Pamutih 02 and MI Muhammadiyah. The collecting data used observation technique, interviews and documentation in the form of archives as supporting data. While the informant sources were the Principal, sport teacher/trainer, students as the gymnasts and parents of students. The analysis technique used is descriptive analysis. The results of the study show that: At the input stage, the athlete recruitment as a trainee was done voluntarily in accordance with the interests and talents sought since he/she entered first grade, for the determined criteria are applied well, inadequate facilities, insufficient and simple infrastructure. Keywords: Evaluation, Artistic Gymnastics Development Program, Elementary School AbstrakTujuan Penelitian ini untuk mengevaluasi program pembinaan senam artistik di kabupaten pemalang.  Metode penelitian yang digunakan yaitu deskriptif kualitatif. Pendekatan yang digunakan dalam penelitian evaluasi program ini  adalah CIPP Model (Daniel Stufflebeam’s) ditinjau dari tahap  context, input, proces, dan product. Ada tiga sekolah dasar  yang berhasil membawa nama kabupaten pemalang untuk menjadi juara dalam kompetisi senam artistik  tingkat Jawa Tengah, yaitu dari SDN Padek 01, SDN Pamutih 02 dan MI Muhammadiyah. Pengumpulan data menggunakan teknik  Pengamatan(observasi), wawancara (interview) dan dokumentasi berupa arsip sebagai data pendukung. Sedangkan informan yang digunakan adalah Kepala Sekolah, Guru Penjasorkes/pelatih, siswa sebagai pesenam serta orang tua siswa. penelitian menunjukan bahwa: Pada tahap input  perekrutan atlet sebagai peserta pelatihan secara suka rela sesuai dengan minat dan bakat dicari sejak dia masuk kelas satu,untuk kriteria yang ditetapkan dilaksanakan dengan baik,fasilitas yang kurang memadai,sarana prasarana kurang memadai dan sederhana. Kata kunci: Evaluasi, Program Pembinaan Senam Artistik, sekolah Dasar

scholarly journals Teacher education

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Foreign Language ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher ◽  
Teacher Trainer

03—351 Cooper, Thomas C. (The U. of Georgia, USA). An ESOL methods course in a Latino neighbourhood. Foreign Language Annals (New York, USA), 35, 4 (2002), 414—26.03—352 Doering, Aaron (U. of Minnesota, USA; Email: [email protected]) and Beach, Richard. Preservice English teachers acquiring literacy practices through technology tools. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 127—46.03—353 Hedgcock, John S. (Monterey Inst. of Internat. Studies, CA, USA); Email: [email protected]). Toward a socioliterate approach to second language teacher education. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 299—317.03—354 Rymes, Betsy (The U. of Georgia, Athens, USA). Language in development in the United States: Supervising adult ESOL preservice teachers in an immigrant community. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 431—52.03—355 Skinner, Barbara (U. of Ulster, Northern Ireland; Email: [email protected]). Moving on: From training course to workplace. ELT Journal (Oxford, UK), 56, 3 (2002), 267—72.03—356 Spodark, Edwina (Hollins U., Virginia, USA). The Tek.Xam as a framework for preservice foreign language teacher technology training. Foreign Language Annals (New York, USA), 35, 4 (2002), 427—36.03—357 Takaki, Nobuyuki (Kumamoto U., Japan). PIGATE: Affecting EFL teacher education change from the grassroots level in Japan. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 5—10.03—358 Veléz-Rendón, Gloria (Purdue U. Calumet, Indiana, USA). Second language teacher education: A review of the literature. Foreign Language Annals (New York, USA), 35, 4 (2002), 457—67.03—359 Woodward, Tessa (Hilderstone Coll., UK). Carrot ice cream: Reactions to the new and different. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 13—14.

scholarly journals Literacy Skills as a Barrier to Inservice Training

1970 ◽  
Vol 3 (3) ◽  
pp. 9-12 ◽  
Author(s):  
Robert H. Geeslin ◽  
Patricia W. York
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Study ◽  
Literacy Skills ◽  
Inservice Training ◽  
Summer Institute ◽  
School Teachers ◽  
Preservice Training ◽  
Functional Literacy ◽  
Teacher Trainer

This article presents the results of the administration of the Nelson-Denny Reading Test to three populations: (1) two groups of elementary school teachers assigned for inservice training, (2) elementary school teachers who volunteered for inservice training and also volunteered to participate in a research study, and (3) teachers participating in a summer institute. Findings indicate minimum functional literacy skills among some teachers assigned to inservice training, and evidence that even some participants in teacher trainer institutes function at levels barely literate. These findings indicate the necessity for more strict evaluation of persons completing preservice training, applying for teacher certification, applying for continuing contracts, and serving in the classroom.

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