scholarly journals Model Teaching Skills Yesus Kristus Berdasarkan Injil Lukas Bagi Pengembangan Kompetensi Pedagogik Guru dalam Pembangunan Adversity Quotient dan Spiritual Quotient Pelajar Di SMP Kristen 1 Harapan Denpasar-Bali

2021 ◽  
Vol 10 (2) ◽  
pp. 83-102
Author(s):  
Els Ribkah Runkat ◽  
Sherly Mudak
Keyword(s):  
Teaching Skills

Penelitian ini bertujuan untuk memperoleh model teaching skills Yesus Kristus berdasarkan Injil Lukas bagi pengembangan kompetensi pedagogik guru bagi pembangunan adversity quotient dan spiritual quotient pelajar di SMP Kristen 1 Harapan Denpasar-Bali.          Pembelajaran adalah suatu kegiatan yang dirancang oleh seorang guru atau pendidik untuk membantu siswa mengembangkan potensi dirinya serta mempelajari suatu nilai baru dalam suatu rangkaian sistem yang terkoordinasi dalam suatu proses pendidikan, yang biasanya ditentukan sebagai kompetensi keterampilan mengajar. Tercapainya tujuan kegiatan pendidikan atau pembelajaran erat kaitannya dengan profesionalisme dan kualitas guru, terutama kompetensi pedagogik guru dalam merencanakan dan mengelola pembelajaran. Berdasarkan model keterampilan mengajar Yesus Kristus, guru dapat mengembangkan kompetensi pedagogik guru untuk membangun adversity quotient dan spiritual quotient siswa.         Penelitian ini secara khusus mengkaji kompetensi keterampilan teknis guru terhadap adversity quotient dan spiritual quotient siswa di SMP Kristen 1 Harapan Denpasar-Bali. Tujuan utama dari penelitian ini adalah untuk merancang Keterampilan Mengajar guru berdasarkan Yesus Kristus menulis pada Injil Lukas telah menjadi bukti otentik keberhasilan pencapaian tujuan pembelajaran yang mengubah kehidupan, sebagai kompetensi metode penelitian guru digunakan kombinasi dari desain sekuensial eksplorasi.          Hasil penelitian membuktikan bahwa model keterampilan mengajar Yesus Kristus berdasarkan Injil Lukas merupakan strategi yang tepat dan efektif untuk pengembangan kompetensi pedagogik guru dalam pengembangan adversity quotient dan spiritual quotient siswa di SMP Kristen 1 Harapan Denpasar-Bali.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

IMPLEMENTASI SUPERVISI OLEH PENGAWAS SEKOLAH TERHADAP PENINGKATAN KETERAMPILAN GURU DALAM PROSES BELAJAR MENGAJAR

2019 ◽  
Vol 3 (4) ◽  
pp. 743
Author(s):  
Salfilla Juliana
Keyword(s):  
High School ◽  
Middle School ◽  
Junior High School ◽  
Average Score ◽  
Skills Assessment ◽  
Teaching Skills ◽  
Average Value ◽  
Teacher Skills ◽  
Public Middle School ◽  
Made In

This research was motivated by the weakness of teachers in carrying out the learning process in Bandar Laksamana 1 Public Middle School. The purpose of this study is to improve the skills of teachers teaching in the classroom with the help of supervision. This research was conducted at Bandar Laksamana 1 Public Middle School. This research is a classroom action research consisting of two cycles with. Each cycle consists of four stages such as planning, implementation, observation, and reflection. The results of the study show that on the basic score, teacher teaching skills are included in the sufficient category with an average score of 60.21. After improvements were made in the first cycle, the results of the teacher's skills assessment increased to a good category with the teacher's average score of 75.54. For the implementation of the teacher's skills assessment in teaching in the second cycle again increased with a very good category with an average value of 85.75. Based on the results of the above research, researchers can conclude that with the implementation of supervision in Bandar Laksamana 1 Junior High School can improve teacher skills in teaching.

PENINGKATAN KEMAMPUAN MENGAJAR GURU MELALUI KEGIATAN SUPERVISI DI SMP NEGERI 1 KAMPAR TIMUR KABUPATEN KAMPAR

2018 ◽  
Vol 2 (3) ◽  
pp. 453
Author(s):  
Mulhadi Mulhadi
Keyword(s):  
Action Research ◽  
Data Processing ◽  
Teaching Skills ◽  
Problem Identification

This study aims to determine whether the supervision activities to improve teachers' teaching skills in SMPNegeri 1 Kampar Timur, Kampar. Based on background description, problem identification and problemrestriction, the focus of this research is related to supervision activities to improve teachers' teaching abilities inSMP Negeri 1 Kampar Timur, Kampar. The School Action Research is conducted only at SMP Negeri 1 KamparTimur Kampar District. In one supervision of the researcher himself. The type of this research is School ActionResearch (PTS) located in SMP Negeri 1 Kampar Timur, Kampar, which is aimed at teachers. The main reasonis from the results of observation and information from teachers, that pedagogic competence of teachers is stillclassified as less. The sample in this study is all teachers in SMP Negeri 1 Kampar Timur, Kampar amounted to55 people. From the description of data processing and discussion, it can be concluded that the pedagogiccompetence of teachers obtained in the first cycle of 60% with good category and on the second cycle increasedto 80% with good category. This means that supervision activities can improve teachers' teaching skills in SMPNegeri 1 Kampar Timur, Kampar is said to succeed.

INTEGRASI NILAI-NILAI PAI KE MATA PELAJARAN FISIKA UNTUK MENUMBUHKAN DOMAIN AFEKTIF SISWA

Edupedia ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Ali Fatoni
Keyword(s):  
Education Program ◽  
New Physics ◽  
Teaching Skills ◽  
Training And Education ◽  
Simple Description ◽  
The World ◽  
Teachers Training ◽  
Scientific Integration ◽  
Spiritual Attitude ◽  
Islamic Values

The integration of science is discussed today. The figures in this issue appear in the world. Mentioned among them Naquib al-Attas,and in Indonesia who keen to speak scientific integration is Amin Abdullah.This speech led to the birth of the 2013Curriculum in Indonesia with the demands of all subjects must contain a spiritual attitude (KI-1). This creates difficulties for teachers. Training and education program for teacher in applying The 2013 Curriculum is not technically in touch with their difficulties.Training and education program for teachermostly touchonly on aspects of teaching skills. This research is present to fill the gap that has not been filled by thattraining and education program. The results of this study is a simple description of the process of developing a physics textbook that begins from the study of old books and relevant theories for thisnew developmenttextbook to compiled new physics textbookincluding the content of Islamic values.

La Formación Continua y el Desarrollo de Competencias en los Docentes en Ejercicio del Nivel Secundario

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Leonor Alexandra Rodríguez Álava
Keyword(s):  
Teaching Practice ◽  
Training And Development ◽  
Middle Level ◽  
Teaching Skills ◽  
Practicing Teachers ◽  
Active Subject ◽  
Continuous Preparation ◽  
Analysis And Synthesis ◽  
The Ideal

Este artículo está encaminado a caracterizar el proceso de formación continua del docente del nivel medio en ejercicio asociado a la formación y desarrollo de sus competencias docentes, para lo que fueron utilizados métodos como   el análisis y síntesis, inducción y deducción, abstracción y concreción, la entrevista, la encuesta y  el cuestionario, donde a partir de sus resultados se  llega a la consideración de que la formación continua es la vía idónea para la formación y desarrollo de competencias docentes en los profesores en ejercicio, donde se debe asumir un modelo que propicie la reflexión sobre la propia práctica del docente, un clima de colaboración   y el profesor como sujeto activo de ese proceso.   Palabras claves: calidad educativa,   competencias docentes,   educador, estudio, preparación continua,  ABSTRACT   This article aims to characterize the process of education for teachers of middle level associated with exercise training and development of their teaching skills, for which methods were used as analysis and synthesis, induction and deduction, abstraction and concreteness, interview and questionnaire survey, where from their results leads to the consideration that the training is the ideal way for the formation and development of teaching skills in practicing teachers, where they must assume a model that encourages reflection on own teaching practice, a climate of collaboration and the teacher as an active subject of that process Keywords: quality of education, teaching skills, teacher, study, continuous preparation

Developing and Validating Standards for Clinical Teaching Skills

2019 ◽  
Vol 10 (2) ◽  
pp. 294-306
Author(s):  
Taghreed Hussien ◽  
Mona. M. Shazly, ◽  
Rabab. M. Hassan
Keyword(s):  
Clinical Teaching ◽  
Teaching Skills

scholarly journals Boots on the Ground, Both Hands on the Keyboard: Harnessing the Power of Resident as Teacher Hybrid Teaching Skills in the Midst of the COVID-19 Pandemic

2021 ◽  
Author(s):  
Scott Moerdler ◽  
Marguerite Costich ◽  
Emily Avis Redwood ◽  
Marina Catallozzi ◽  
Suzanne Friedman
Keyword(s):  
Teaching Skills ◽  
Hands On ◽  
Hybrid Teaching

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

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