PELAKSANAAN PROGRAM TRAINING EFL (EDUCATION FOR LIFE) DALAM MENINGKATAN PROFESIONALITAS GURU MENGGUNAKAN KONSEP DEMING

The purpose of this study was to determine the implementation of the EFL training program in increasing the professionalism of teachers by using Deming’s concept. The method used was descriptive qualitative. Data collection used interview methods and documentation. The researcher used the Deming cycle, namely PDCA (Plan-Do-Check-Act). Plan, the school principal identified the problems that occur through School Self Evaluation. Then, the principal made a draft about the provision of training and the criteria to be achieved. Do, the principal in collaboration with supervisors in determining the type of training needed was tailored to the needs. Check, the principal evaluated and monitored the training program. Act, the principal evaluated and followed up on training. Keywords: Implementation, Training, Teacher Professionalism, and Deming's Concept Abstrak: Tujuan penelitian ini adalah untuk mengetahui pelaksanaan program pelatihan EFL dalam meningkatkan profesionalitas guru dengan menggunakan konsep Deming. Metode yang digunakan adalah deskriptif kualitatif. Pengumpulan data menggunakan metode wawancara dan dokumentasi. Peneliti menggunakan siklus Deming yaitu PDCA (Plan-Do-Check-Act). Plan, kepala sekolah mengidentifikasi permasalahan yang terjadi melalui Evaluasi Diri Sekolah. Kemudian, kepala sekolah membuat rancangan tentang pengadaan pelatihan dan kriteria yang ingin dicapai. Do, kepala sekolah bekerjasama dengan supervisor dalam menentukan jenis pelatihan yang diperlukan disesuaikan dengan kebutuhan. Check, kepala sekolah mengevaluasi dan memonitori program pelatihan. Act, kepala sekolah mengevaluasi dan menindak lanjuti pelatihan. Kata kunci: Pelaksanaan, Pelatihan, Profesionalisme Guru, dan Konsep Deming

Model of information and methodological competencies of a vocational training teacher

The purpose of the study is to develop a model of information and methodological competencies of a vocational training teacher. The research hypothesis is as follows: if the most important components of the information and methodological competency of a vocational training teacher are identified, they will become elements of the competency model, since competence means that a person has the appropriate competency. The research methods are analysis of literary sources, modeling, the method of expert assessments, and experimental work. The study resulted as follows: the concepts of competencies and competence have been separated; the components of information and communication competencies of a vocational training teacher have been identified; the type of model is justified; the importance of the components of information and methodological competence is determined based on a functional study of the practices of teachers; the model of information and methodological competencies is presented as a structure that combines the components of information and communication competencies and indicators of the importance of their components.

Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher

Students undergo a demanding socialization process at the beginning of their practice, which they subjectively perceive. At the time of this socialization process, the process of knowledge sharing begins, and this process must include reflection on and explanation of new pedagogical experience if students are to establish suitable conditions for practice. Not only the training teacher but also others who form the so-called school culture may neglect to address new experiences and provide sufficient support. This research aimed to explore the effects of the school culture on a student’s career at the beginning of her teaching and pedagogical knowledge sharing. Based on the results of the analysis, we answered the following research question: “How does the school culture influence a student’s pedagogical knowledge sharing with her training teacher?” We found that the student’s subjective theories should correspond with the school culture; otherwise, the student may leave the profession earlier. In addition, support from colleagues and sufficient explanation (modelling of the teacher’s thoughts) in school practice create a space to share pedagogical knowledge and clarify the student’s doubts about education. We identified the teacher's career, the school culture, and the training teacher as sources of support for the education student. The data were collected via interviews with the use of the “clean language” method and analysed through open coding.

Challenges in Training Teacher-Librarians at the Department of Information Studies, University of Natal, Pietermaritzburg

The paper raises problems which are experienced by the Department of Information Studies in running the Diploma in School Librarianship (DSL). These problems relate to obstacles which interfere with attracting students into the program and getting them committed to school librarianship as a profession, and also relate to inadequacies which students bring into the program. The problems, which are outlined from observations made by faculty members in the Department, are reinforced by some literature findings. A few solutions, as attempted by the Department, are also discussed.

Práticas pedagógicas do Biênio da Matemática Carloman Carlos Borges: Aproximação Universidade-Escola sob a luz da teoria bernsteiniana

Este trabalho foi desenvolvido com o objetivo de analisar a integração ocorrida entre universidades e escolas a partir das ações desenvolvidas pelo Biênio da Matemática Carloman Carlos Borges 2017-2018, apoiados em conceitos da teoria de Basil Bernstein. Adotamos como procedimento metodológico a Linguagem de Descrição de Basil Bernstein e, para a coleta dos dados empíricos, recorremos à observação das ações e à análise de documentos constituídos pelo projeto e pelos relatórios produzidos sobre cada ação. O nível de isolamento entre as categorias (Universidade e Escola) foi identificado a partir da análise das regras e das vozes que regularam as práticas pedagógicas do Biênio da Matemática Carloman. Os resultados apontam que as ações desenvolvidas pelo Biênio apresentaram diferentes níveis de integração entre universidade e escola, sendo que a de maior integração foi aquela que obteve financiamento externo. Palavras-chave: Extensão Universitária; Formação de Professores; Licenciatura Pedagogical practices of the ‘Biênio da Matemática Carloman Carlos Borges’: University-School approximation in the light of bernsteinian theory Abstract: The work has been developed to analyze the integration between Universities and Schools based on the actions developed by the ‘Biênio da Matemática Carloman Carlos Borges 2017-2018’ (Biennium of Mathematics Carloman), supported by concepts of Basil Bernstein's theory. As a methodological procedure, we adopted the Language of Description of Basil Bernstein. For the collection of the empirical data, we resort to observing the actions and the analysis of documents constituted by the project and the reports produced on each action. The level of isolation between the categories (University and School) has been identified from the analysis of the rules and voices that regulated the pedagogical practices of the Biennium of Mathematics Carloman. The results indicate that the actions developed by the Biennium presented different levels of integration between university and school, and the most effective integration was the one with external funding. Keywords: University Extension; Training Teacher; Teaching Degree