scholarly journals Applying Intersubjectivity for Professional Development

2016 ◽  
Vol 4 ◽  
Author(s):  
Uvaldina Montoya Janecek ◽  
Glenda Moss ◽  
Yolanda Graham ◽  
Paula Mason
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Real Life ◽  
Editorial Note ◽  
Academic Press ◽  
The Third ◽  
Point Of Interest ◽  
Points Of Interest ◽  
Personal Nature ◽  
The Subject

This is an intersubjective review of Loewen, G. V. (2012). Hermeneutic Pedagogy: Teaching and learning as dialogue and interpretation. Alcoa, TN, USA. Old Moon Academic Press. The four authors of the review used a reflective-reflexive, dialogic process to interpret and analyze Loewen’s text. Their review is presented in a dialogue format that resulted after analyzing a much longer set of narrative data.[1][1] Editorial Note: This is a very unusual review! There are four points of interest that make this review an interesting read. The first one concerns the subject of the review: the book on hermeneutics. The second point is the form of the review: it is dialogue between the authors presented in its development. The third point of interest is the personal nature of the contents: the authors masterly show how their work on the review of the book penetrates their lives thus showing the real life with its changes, happiness, sadness, struggles and tribulations. The last point of interest that makes this review worth to be read  is the pioneering character of the work behind this review. Glenda Moss used this review as a tool for professional development for the colleagues in her department. In my humble opinion, this review is the result of the very courageous, pioneering and inspirational work! (Mikhail Gradovski)

scholarly journals Designing appropriate English learning materials for Nautical Department at Politeknik Ilmu Pelayaran Semarang

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 67
Author(s):  
F Fatimah ◽  
Irma Shinta Dewi ◽  
Sri Purwantini
Keyword(s):  
Research And Development ◽  
Teaching And Learning ◽  
Development Project ◽  
Learning Needs ◽  
English Learning ◽  
Expert Consultation ◽  
The Third ◽  
Need Analysis ◽  
Interview Guide ◽  
The Subject

This research  is aimed to find out the target and learning needs of Nautical students at PIP Semarang and designing the appropriate material for Nautical students at PIP Semarang. This is a Research and Development project. The steps of doing this research are (1) need analysis (2) make syllabus (3) designing materials (4) expert consultation (5) try out material (6) evaluation. The subject of this research is the third-semester students of Nautical department at PIP Semarang. The instruments used are questionnaires for need analysis, interview guide and observation sheets. The data were analyzed by using descriptive quantitative and qualitative. The results of the research recommend three  units namely (1) Initial Call (2) Message Marker and (3) On Board Communication Phrases which are developed with communicative approach. The research gives contribution to the teaching and learning English at Nautical Department of Politeknik Ilmu Pelayaran Semarang.

Four Barriers to Facilitating 21st Century Competencies Through Digitalization

2021 ◽  
pp. 106-122
Author(s):  
Scott J. Marakovits
Keyword(s):  
Instructional Technology ◽  
Student Engagement ◽  
21St Century ◽  
Teaching And Learning ◽  
Real Life ◽  
Digital Tools ◽  
Student Centered ◽  
Broadband Internet ◽  
The Third ◽  
Training And Support

The purpose of this chapter is to identify and offer solutions based on four barriers to facilitating 21st century competencies through digitalization. The first barrier includes the technological challenges faced by families, including devices and reliable broadband internet. The second barrier explores the training and support needed by teachers in implementing digital tools and instructional technology. The third barrier is a pedagogical shift from teacher-centered to student-centered teaching and learning, especially in remote environments where this approach is needed for student engagement. The fourth barrier is training for parents and families to become familiar with the technology and digital tools that their children are using. Practical solutions backed by research are presented by the author for consideration by teachers, administrators, and the school community. Prompts for reflection and discussion based on identified barriers and real-life examples are presented by the author at the conclusion of the chapter.

Writing Into the Scholarship of Teaching and Learning

2020 ◽  
pp. 161-180
Author(s):  
Kathryn Janet Meldrum ◽  
Kristi Giselsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Third Space ◽  
Theoretical Frameworks ◽  
Scholarship Of Teaching ◽  
The Third ◽  
Teaching In Higher Education

The Scholarship of Teaching and Learning (SoTL) has been suggested as an ideal vehicle for engaging faculty with professional development for teaching in higher education. However, previous authors have identified that faculty find writing about SoTL difficult. The aim of this chapter is to support educational developers (EDs) to collaborate with faculty to support writing. Two theoretical frameworks to support collaboration are proposed: the first, the Knowledge Transforming Model of Writing, to assist with the process of writing; the second, an adaptation of Brigugilio's working in the third space framework to support collaboration. The authors utilise both frameworks to reflect on their own SoTL collaboration and subsequently pose questions to support faculty and EDs to do the same. Ultimately, it is proposed that collaboration not only enhances the practices of faculty and EDs but improves what should be an important priority for the wider academy: the learning outcomes of students.

scholarly journals PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM UPAYA MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Minarni Minarni
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Learning Approach ◽  
Abstract Concepts ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Close Relationship ◽  
The Subject ◽  
Contextual Teaching

This research is motivated by the large number of students who find it difficult to understand the concept of mathematics because generally mathematics is an abstract subject so that the teacher must strive for learning to be concrete by applying learning that can relate the concept to the real life of students. One of the efforts is to apply a contextual teaching and learning approach to present learning that is full of abstract concepts to have a close relationship with students' daily lives. This type of research is a classroom action research conducted in class IV / A SDN 003 Sungai Salak. The number of research subjects was 24 students. The instrument used to analyze students' conceptual understanding used a multiple choice concept comprehension test. The results showed that students' understanding of mathematical concepts in the first cycle was 68.61 with 17 students who completed or 70.83%. In cycle II students' understanding of mathematical concepts increased to 71.11 with classical completeness of 83.33% where as many as 20 students were able to achieve the specified completeness. The conclusion based on the results of this study is that the application of the contextual teaching and learning approach can improve the understanding of the mathematical concepts of grade IV / A students of SDN 003 Sungai Salak on the subject of circumference and area of simple flat shapes.

scholarly journals The Needs of Continuous Professional Development Perceived by Novice and Experienced Teachers

2021 ◽  
Vol 5 (11) ◽  
pp. 1664
Author(s):  
Andista A.F. Anggraeni ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Continuous Professional Development ◽  
Experienced Teachers ◽  
Survey Study ◽  
Learning Approaches ◽  
Subject Field ◽  
The Subject ◽  
Descriptive Survey

<p class="contenttable"><strong>Abstract</strong><strong>:</strong> This study was intended to investigate the current needs of continuous professional development viewed from the eyes of novice and experienced teachers in Malang senior high schools. The study was conducted through a descriptive survey study. The results identified some similarities and differences of needs between the novice and experienced teachers. Based on the order of importance, novice teachers agree that they need professional development in (1) knowledge and understanding of learner’s characteristics and (2) pedagogical competencies in teaching the subject field, (3) knowledge about curriculum or syllabus, (4) teacher’s communication skill in the classroom, and (5) teaching and learning approaches. Meanwhile, the experienced teachers need CPD about (1) knowledge and understanding of learner’s characteristics, (2) pedagogical competencies in the subject, (3) Information and Communication Technology, (4) students’ evaluation and assessment, and (5) teaching and learning approaches. Knowing the findings above, policy makers are suggested to arrange CPD programs based on the teachers’ needs and learning styles. The suitability and effectiveness of the program must be put into consideration.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Penelitian ini mengungkap kebutuhan Pengembangan Keprofesian Berkelanjutan guru dilihat dari sudut pandang guru pemula dan berpengalaman di sekolah menengah atas di wilayah Malang. Penelitian menggunakan metode survei deskriptif. dan hasilnya menemukan bahwa terdapat persamaan dan perbedaan kebutuhan diantara guru pemula dan berpengalaman. Berdasarkan tingkat prioritas, PKB yang diperlukan guru pemula saat ini (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) pengetahuan tentang kurikulum atau silabus, (4) keterampilan berkomunikasi di kelas, (5) pendekatan belajar pembelajaran. Di lain pihak, guru berpengalaman memerlukan PKB tentang (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) penggunaan TI di dalam pengajaran, (4) penilaian peserta didik, (5) pendekatan belajar pembelajaran. Dengan mengetahui hal-hal diatas hendaknya pembuat kebijakan merancang program PKB berdasarkan kebutuhan dan gaya belajar masing-masing guru. Aspek kecocokan dan keefektivitasan program Pengembangan Keprofesian Berkelanjutan perlu diperhatikan.

scholarly journals Model answers for Yes/No questions from EFL students in public senior high schools

2017 ◽  
Vol 4 (2) ◽  
pp. 235
Author(s):  
I Wayan Dirgeyasa
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Real Life ◽  
Sampling Technique ◽  
Total Sample ◽  
Additional Information ◽  
The Third ◽  
Significant Difference ◽  
Efl Students

This research aims to find out the typical categories of answers to Yes/No questions most used by students at selected Public Senior High Schools in Medan, Indonesia. These schools were classified into top favorite, medium favorite and non-favorite schools. Through a stratified clustered random sampling technique, six schools were chosen consisting of two schools from each classification. A number of 40 students were chosen from three class X, three class XI and three class XII at each of the six chosen schools, making a total sample of 720 students with 360 sets of dialogue scripts. Data was collected through documentation-recording dialogues. The data was transcribed and analyzed by descriptive analysis. The results of the research showed that: 1) the categories of the students’ answers to the Yes/No questions were distributed variously in terms of the six models. However, the distribution of the answers was not proportionally equal amongst all the models, 2) the dominant distribution of the answers was the third model with the formula Yes/No+additional information such as confirming, supporting, etc., reaching 37% of the total answers, whilst the least common models were the sixth and fourth categories respectively, which had 1% and 3% of the answers respectively, and finally 3) there was no significant difference in the distribution of the students’ answers in terms of the class of school whether top favorite, medium favorite or non-favorite. In conclusion, the ways to answer Yes/No questions need to be developed amongst students by their teachers by teaching and learning using natural, real life-like situations and in contextual ways.

scholarly journals UPAYA MENINGKATKAN PRESTASI BELAJAR IPA DENGAN METODE PEMBELAJARAN PENEMUAN (DISCOVERY)

2021 ◽  
Vol 13 (1) ◽  
pp. 92-101
Author(s):  
Ngatono Ngatono
Keyword(s):  
Teaching And Learning ◽  
Sixth Graders ◽  
Positive Influence ◽  
Discovery Learning ◽  
Learning Activity ◽  
Science Lesson ◽  
Learning Method ◽  
The Third ◽  
The Subject ◽  
Planning Action

The study aimed to know (1) the improvement of students achievement after applying the Discovery learning method, (2) the influence of the students achievement after  applying  the  Discovery  learning  method.  The  study  used  classroom  action research with three cycles. Each cycle consisted of four phases, those are planning, action and observation, reflection, and revision. The subject was the sixth graders of the odd semester at the first state senior high school Kranji, Paciran District, Lamongan Regency. The data collection was from the result of formative test, the observation sheet of teaching and learning activity. The analysis result showed that the students achievement has improved from the first cycle antil the third cycle, the first cycle (58,33%), the second cycle (75%), the third cycle (91,33%). The conclusion of the study was he discovery learning can give the positive influence to the students achievement on the Science lesson in the first state elementary school Kranji, Paciran District, Lamongan Regency.

scholarly journals Penerapan Media Dinding dalam Meningkatkan Service Forehand Backhand pada Pembelajaran Tenis Meja

KINESTETIK ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Yarmani Yarmani ◽  
Tono Sugihartono ◽  
Defliyanto Defliyanto
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Table Tennis ◽  
Education Students ◽  
The Third ◽  
Physical Education Students ◽  
Elective Courses ◽  
The Hours ◽  
The Subject

                                                  ABSTRAK            Penelitian ini bertujuan untuk mengetahui peningkatan proses belajar mengajar tenis meja pada servis forehand dan backhand melalui media dinding pada mahasiswa penjas. Penelitian dilakukan pada jam belajar mata kuliah pilihan semester tiga mahasiswa penjas. Metode  penelitian yang digunakan adalah penelitian tindakan kelas (PTK), penelitian ini secara obyektif atau apa adanya dengan subyek mahasiswa penjas mata kuliah pilihan tenis meja berjumlah 30 orang. Penelitian ini dilakukan dalam 2 siklus, setiap siklus terdiri dari 3 tahap yaitu : (1) pendahuluan, (2) Inti (3) Penutup . Jenis data  yang dikumpulkan proses belajar – mengajar berlangsung. Adapun hasil pengamatan terhadap mahasiswa dalam proses belajar mengajar pada servis forehand dan backhand melalui media dinding permainan tenis meja pada siklus I adalah sebesar 55% dari keseluruhan pengamatan terhadap proses belajar mengajar. Pada siklus II meningkat menjadi 85%. Sedangkan hasil pengamatan  terhadap dosen pada siklus I sebesar 65% dan meningkat pada siklus II menjadi 90%. Sehingga dapat disimpulkan bahwa adanya peningkatan yang sangat berarti dalam penerapan pembelajaran servis forehand dan backhand melalui media dinding pada mahasiswa penjas.Kata Kunci : Penerapan Media Dinding, Service Forehand Backhand, Tenis Meja. AbstractThis study aims to determine the improvement in the learning process of table tennis on forehand and backhand service through the wall media for Physical Education students. The study was conducted on the hours of learning elective courses of the third semester Physical Education students. The research method used was classroom action research (CAR), this study objectively or as it is with the subject physical education students in elective courses table tennis, amounting to 30 people. This research was conducted in 2 cycles, each cycle consisting of 3 stages: (1) introduction, (2) Core (3) Closing. The type of data collected in the teaching and learning process. As for the results of observations of students in the teaching and learning process in the forehand and backhand service through the table tennis wall media in the first cycle were 55% of all observations of the teaching and learning process. In the second cycle increased to 85%. While the observations of lecturers in the first cycle were 65% and increased in the second cycle to 90%. So it can be concluded that there was a very significant increase in the application of learning forehand and backhand services through wall media on Physical Education students.Keywords: Application of Wall Media, Forehand Backhand Service, Table Tennis.

scholarly journals EDITORIAL NOTE VOL 2, NO 1 (2012)

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Klaus Solberg Søilen
Keyword(s):  
Open Access ◽  
Management Practices ◽  
Empirical Studies ◽  
Real Life ◽  
Editorial Note ◽  
Marketing Department ◽  
Open Access Journals ◽  
Life Problems ◽  
It Department ◽  
The Subject

JISIB here presents six new articles. As in the first issue these contributions come from scholars all over the world; from Africa, North America, Asia and Europe. We are very pleased about the diversity of these contributions, also with the fact that we have a good number of female authors. The subject they all have in common is problems related to how private organizations work with information to gain a competitive advantage. More precisely they are occupied with a particular kind of information, the need-to-know, or intelligence. Some of the articles are, as before, more technical, others more qualitative. They are all focused on management practices, that is, solving real life problems. As more technology is being implemented in our corporations, the ability to understand and use new applications distinguishes the skilled from the unskilled, be it in the IT department, the marketing department, in accounting and finance or in human resource management department, where most of those working with intelligence tasks are found.For the first time the journal has opened an opinion section, allowing for contribution which does not fit the format of empirical studies, but offer critical perspectives on the subject studied in this journal. We believe these are important contributions. A discipline should always question what it is doing and it must be able to welcome other methodologies, be it from Critical theory, Post modernism or the Historical school.It is with great interest that we have noticed the attention paid to Open Access journals recently, in particular by an editorial in the newspaper the Economist and by the decision at Harvard University to demand that all research from the institution be published in this format. Right now many other universities are thinking about demanding the same thing from their researchers. This will give Open Access journals a great boost in the time to come. We welcome this development.The journal works in symbioses with a number of conferences. It relies heavily on the contributions of scientific papers presented at these conferences, in particular for these first issues. Among these we would in particular like to mention the more scholarly conferences, like VSST, ECIS, ICTICTI and SIIE. In the near future we also hope to receive contributions from INOSA and ECKM. We also receive support from members in the more professional conferences related to Intelligence Studies like ICI and SCIP. We are most grateful to the organizers and contributors at all of these conferences.As always, we would first of all like to thank the authors for this issue.

scholarly journals Spoken Latin in the Late Middle Ages and Renaissance

2019 ◽  
Vol 20 (40) ◽  
pp. 20-24 ◽  
Author(s):  
Jerome Moran
Keyword(s):  
Middle Ages ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Direct Method ◽  
First Language ◽  
Real Life ◽  
Foreign Languages ◽  
Pedagogical Tool ◽  
Late Middle Ages ◽  
The Subject

Did educated people in the late Middle Ages and Renaissance use Latin routinely (Medieval Latin and Neo-Latin), rather than a regional vernacular, to conduct real-life conversations about ordinary, everyday matters? Were they taught how to do this in the schools of the day with the help of specimen written dialogues (colloquia)? Did their teachers use a Renaissance equivalent of the ‘direct method’, and did they teach Latin in the way that modern foreign languages are taught today? Or was spoken Latin, with a simulacrum of practical relevance to everyday life, a way of ‘bringing the subject to life’, an enjoyable diversion from the standard pedagogical fare (the ‘grammar grind’)? These are the questions that this article addresses. I argue that Latin was not generally used for everyday conversations, and that students were not taught how to conduct them outside the classroom any more than they are today, though spoken Latin was used as a medium for teaching and learning Latin, as it is to some extent today. Since Latin was not the first language of any native speaker, and since it was learned as a language primarily for reading and writing, comparisons with the teaching of modern foreign languages are specious. I also argue that spoken Latin today, as a pedagogical tool, is best kept out of the classroom and used, if it must be used, as a hobby or a pastime. It has limited usefulness as a means of learning Latin to a meaningful level (a level at which the learner can engage with original Latin texts). And the kind of Latin that is spoken in the classroom, an attempt to render a spoken form of Classical Latin, however ‘correct’ it may be grammatically and phonologically (and the grammar and phonology even of Classical Latin changed over time), is most unlikely to have been spoken routinely in the same kind of informal situations by an educated (one who is adept in Classical Latin) native speaker of Latin. In fact, the more ‘correct’ it is, the less likely it is to resemble authentic everyday spoken Latin, even of the educated elite that learned Classical Latin. This is even more the case after Classical Latin came increasingly to be different from the contemporary Latin that anyone spoke, and had increasingly to be learned from grammar books as if it were a second language. What Quintilian says of written Latin may be said of educated spoken Latin too: aliud est Latine, aliud grammatice scribere.

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