A Curriculum Development and Quality Assessment Model Based on the Formation of Professional Identity

Educators are increasingly urged to improve quality control mechanisms. Improving quality involves more than simply increasing the variety of options for assessments. It calls for a new model of curriculum design focused on the formation of professional competencies students will need in the workplace along with the integration of theory-based learning activities and assessments supported by instructional technologies. This chapter will present a framework that educators can use to guide the integration of learning activities, assessments, and instructional technologies in a manner that guides students in the development of professional competencies for success in the workplace and also provides a stream of quality control data that can be used to measure both educational and organizational effectiveness.

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

Integration of Learning Management System as an Aid in Teaching: An Assessment

<p style="text-align: justify;">The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.</p>

Encuentros y desencuentros en la relación pedagógica durante la práctica profesional en preescolar

El proceso de formación que viven los estudiantes normalistas al insertarse en los contextos reales donde ejercerán la tarea docente, conlleva establecer relaciones con sujetos que pueden contribuir mediante tutoría o acompañamiento, en una forma de ser docente. En el contexto de las prácticas profesionales en la Licenciatura en Educación Preescolar, los estudiantes se relacionan con docentes en servicio quienes ejercen el papel de tutores y de los cuales se espera apoyo en la formación inicial mediante observaciones, orientaciones, sugerencias que guien a los futuros docentes, sin embargo para que esto suceda se debe construir entre ambos una relación pedagógica. Las ideas que se exponen en este artículo son resultado de un proceso de investigación titulada Relaciones pedagógicas: docentes en servicio y estudiantes normalistas en el contexto de las prácticas profesionales en preescolar. Esta investigación es de corte cualitativo y entiende la relación pedagógica como lugar de encuentro en el que el aprendizaje se construye entre los sujetos. El objetivo es comprender la experiencia de formación que subyace en el estudiante normalista a partir de las relaciones pedagógicas que establece con el docente titular pues como algunos interesados en el tema exponen, convertirse en profesor puede ser una tarea compleja. Abstract The training process that normalista students [Teacher, preschool and elementary level] experience, when actively participating in real contexts as teachers, leads to the establishment of relationships with individuals who contribute through tutoring or accompaniment on their way of becoming a teacher. In the context of their professional practices in a Preschool Bachelor’s Degree program, students interact with in-service teachers who act as tutors and, which are expected to lend support during their initial training by means of observations, orientation, recommendations that may guide these future teachers; nevertheless, so this may happen, a pedagogical relationship must be developed between the two. The ideas presented in this article are a result of an investigative process titled “Pedagogical Relationship: in-service teachers and normal students in a professional practice context in preschool”. This is qualitative, and understands the pedagogical relationship as a gathering point where the integration of learning is constructed between the individuals. The objective is one of comprehending the formation underlined in normalista students in basis of their pedagogical relationship that they establish with in-service teachers, and, as some interested groups state, becoming a teacher can be a complex undertaking.

Exploring Co-Construction of Learning Environments at the Boundary of School and Work Through the Lens of Vocational Practice

Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.

INTEGRASI METODE PADA PEMBELAJARAN TEMATIK IPS DAN PKN PADA MASA PANDEMI COVID-19 DI SDIT ALAM GARUT

The COVID-19 pandemic has had a significant impact on the world of education, especially learning at school, learning challenges and offline has become a relentless tug of war until now. The use of learning methods demands teacher creativity in current conditions, so the ability to integrate various learning methods must continue to be carried out. This study examines the integration of learning methods in Social Studies and Citizenship Education thematic learning carried out by classroom teachers at SDIT ALAM GARUT during the COVID-19 pandemic. This research was conducted using a descriptive approach where data collection was done by interview, observation and documentation. Interviews were conducted with teachers, students, and parents, observations with teachers, students, and parents, as well as observing several supporting documents. The results showed that there was an integrated use of methods in Social Studies and Citizenship Education thematic learning at SDIT Alam Garut, including: lectures via voicenotes, direct or limited demonstrations via video, giving through photos, written assignments given via WhatsApp or students or parents taking assignments at the school. schools, and practices that are videoed and sent via the WhatsApp application. The use of this integration of learning methods is solely to maintain the continuity of the learning process for students at SDIT Alam Garut during the Covid 19 Pandemic.