scholarly journals KIPRAH TUAN GURU DALAM POLITIK LOKAL

2021 ◽  
pp. 60
Author(s):  
Muhammad Amrillah
Keyword(s):  
Master Teacher ◽  
Master Teachers ◽  
Practical Politics

The character of the master teacher in the Lombok Society Lombok encourages the masters to be more involved in practical politics so that it has an impact on da'wah activities. This study elaborates on the involvement of the master teacher in practical politics and its impact on the preaching of master teachers in Praya District, Central Lombok. This research produces a fact that involvement of master teachers - master teachers in Praya District Central Lombok in politics based on capacity and its role in society, but then the role shifted towards "political oriented"

A Description of the Characteristics and Behaviors of Master Teachers in Nursing

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Jacquelyn McMillian-Bohler ◽  
Linda Copel ◽  
Catherine Todd-Magel
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Nurse Educators ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Master Teacher ◽  
Full Time ◽  
Master Teachers ◽  
And Behaviors ◽  
Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

scholarly journals Teacher reflection: The use of visual tools in mathematics classrooms

Pythagoras ◽  
2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Jayaluxmi Naidoo
Keyword(s):  
South African ◽  
Teacher Reflection ◽  
Department Of Education ◽  
Master Teacher ◽  
Master Teachers ◽  
Mathematical Concepts ◽  
Teacher Interview ◽  
Mathematics Classrooms ◽  
Video Recordings ◽  
Kwazulu Natal

Research has shown that the use of visual tools in mathematics classrooms is beneficial, but what we do not know is how South African teachers negotiate the use of visual tools (e.g. diagrams, gestures, the use of colour, et cetera) in classrooms. Research was conducted with six ‘master teachers’ to explore the use of visual tools. Master teachers in this study are expert teachers identified by the KwaZulu-Natal Department of Education. They are experienced teachers with the potential to mentor new teachers. Master teachers were asked to complete a questionnaire, and they were observed and recorded whilst teaching mathematics lessons. Each master teacher was observed at least three times. All the video recordings were analysed, after which each master teacher was interviewed. After each master teacher interview had been analysed, one focus group interview was conducted with learners at each school. The study was undertaken within a qualitative, interpretive paradigm. The study was framed within Schön’s theory of teacher reflection. The findings suggest that each master teacher incorporated the use of visual tools in order to make mathematical concepts easier to understand for the learners. For example, one master teacher used a stick with coloured rubber bands to teach rotation about a point; another master teacher used various colours and lines on an interactive smart board to teach number patterns and a third used hand gestures to demonstrate the direction of the gradient of a line. Interview data suggest that the incorporation of such visual tools came about as a result of teachers’ reflecting in action. These findings are important for advancing teacher and curriculum development.

scholarly journals A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development

2018 ◽  
Vol 8 (4) ◽  
pp. 218 ◽  
Author(s):  
Rebecca Hite ◽  
Jeff Milbourne
Keyword(s):  
Conceptual Framework ◽  
Albert Einstein ◽  
Master Teacher ◽  
Master Teachers ◽  
Teacher Voice ◽  
Career Trajectories ◽  
Curriculum Vitae ◽  
Distinguished Educator ◽  
K 12 ◽  
Teacher Recognition

Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.

scholarly journals How do Master Teachers plan to renew early childhood education in Hungary? – The five-year plans of the Master Programmes and their implementations

2021 ◽  
Vol 11 (1) ◽  
pp. 43-60
Author(s):  
Ivett Judit Kovács ◽  
Judit Szivák ◽  
Erzsébet Czachesz
Keyword(s):  
Professional Learning ◽  
Teacher Candidates ◽  
Highly Qualified Teachers ◽  
Early Years ◽  
Master Teacher ◽  
Master Teachers ◽  
Highly Qualified ◽  
Structured Interviews ◽  
Teacher Qualification ◽  
Promotion System

AbstractIn Hungary, the teacher qualification and promotion system was extended with the missing Master teacher grade in 2016. The analysis of the five-year plans of the Master teacher candidates provides an opportunity to get an overview of the vision of experienced and highly qualified teachers about the current situation and the potentials of the educational sector. The research explores the Master programmes of 95 Master teacher candidates from the early years sector to understand what issues they identify in their everyday work, which motivates them for professional learning and for setting innovative goals. The qualitative research uses document analysis to explore the programmes that is followed by semi-structured interviews. The Master kindergarten teachers consider teacher fluctuation and the changes in the legislation the main issues that induce extra tasks to deal with. They also plan to enrich their practice with innovative methods. Collaborative methods for professional learning and planning are frequently mentioned in the programmes, but the terrain of knowledge sharing is mainly their community of practice. Even though opposition is visible in the teachers' attitude against the qualification network, the majority of the Master teachers claim to consider their master programme as an enhancement of their professional work.

scholarly journals The Role of Master Teacher Babussalam (Syekh Hasyim Al-Syarwani) and the Khalifah in Overcoming Public Problems

2021 ◽  
Vol 4 (2) ◽  
pp. 2317-2328
Author(s):  
Riono Hardiman ◽  
Lahmuddin Lahmuddin ◽  
Abdurrahman Abdurrahman
Keyword(s):  
Field Study ◽  
Master Teacher ◽  
Main Task ◽  
Master Teachers ◽  
Study Research ◽  
Spiritual Dimension ◽  
The People ◽  
Life Problems ◽  
Qualitative Descriptive

This study aims to find out The Role of Master Teacher Babussalam (Syekh Hasyim Al-Syarwani) and the Khalifah in Overcoming Public Problems. The type of research used in this research is field study research (qualitative descriptive). Researchers will qualitatively review and describe the results of the reality interviews found in the field, namely by interviewing Tuan Guru / Syekh Babussalam, the caliphs, congregations, and the community around the Sufi institution Tareqat Naqsyabandiyah Babussalam, related to various problems of the ummah and their alleviation. The roles of Tuan Guru Babussalam (Syekh Hasyim Syarwani) and the caliphs are as Islamic counselors, Al- Quran teachers (educators), healers, priests or leaders, caregivers and guides. As an Islamic Counselor, the main task of the master teacher and the caliph is to develop the teachings of the Naqsyabandiyah Order. However, because many people expect assistance and advice on solutions to various life problems. So that master teachers and caliphs help with advice, approaches and wisdom so that people enter the following dimensions. (1) The spiritual dimension, by directing the people to ask forgiveness from Allah SWT, as well as practicing the practices of the Shari'a such as guarding congregational prayers, praying tahajjud to serve parents, giving alms while asking Allah SWT for help. It is different if the problems of life are experienced by the congregation of the Naqsyabandiyah Order, the teacher and the caliphs recommend that they talk and practice the dhikr that is taught. As a healer, it can be seen in the service to the people who come. With the aim of asking for help in healing various diseases, namely to ask for recovery from psychological, medical and non-medical illnesses. With given traditional medicinal ingredients, as well as help with water therapy that has been prayed for by the teacher or the caliph.

The role and significance of masterclasses in creative learning

2017 ◽  
Author(s):  
Ingrid Maria Hanken
Keyword(s):  
Teaching And Learning ◽  
Classical Music ◽  
Master Teacher ◽  
Master Teachers ◽  
Learning Potential ◽  
Learning And Teaching ◽  
Learning By Observation ◽  
Research On Teaching ◽  
Teachers And Students ◽  
Western Classical Music

Masterclasses have a prominent place in the education of future musicians within the western classical music tradition. This chapter gives an overview of research on teaching and learning in masterclasses with a focus on how they might benefit the students, as well as how master teachers and students can optimize learning and teaching outcomes. The merits of various types and formats of masterclass and styles of interaction are discussed, as are the challenges faced by master teachers and student performers. One section of the chapter is devoted to the possible benefits for students in the audience, benefits which might be contested by the students themselves. Drawing on theories of learning by observation and of peer learning and assessment, the chapter argues that there is significant learning potential for the audience as well. It concludes by considering some implications for practice of the roles that the conservatoire, the master teacher and the principal instrumental or singing teacher can respectively play in helping both the student performing and students in the audience to get the most out of masterclasses.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

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