Technological Pedagogical Content Knowledge: Testing the Assumptions with Teachers of Bhutan

There has been an increased and rejuvenated interest in integrating technology in the day to day lives of the teachers, either due to forced circumstances or to catch up to the global education trend. Teachers’ knowledge and skills in using technology in the classroom is governed by Technological Pedagogical Content Knowledge (TPACK). While there is a plentiful of assumptions regarding the use of technology in the classrooms, this research investigated the technological components of the TPACK framework. Data was collected from 271 teachers in the various parts of the country. Using descriptive and inferential statistics, the scales in the TPACK was analyzed based on participants’ demographic information, such as age, gender, location of the school they are placed at, and teacher certification. Results suggests that there is a gender gap in the scales of TPACK, age and teacher certification are major variables on teachers’ competency and knowledge. Recommendations are discussed.

THE EFFECTIVENESS OF ONLINE TEACEHR TRAININGS IN THE FIELD OF MEDIA EDUCATION

Today, the field of education is considered to be one of the important links that educates and brings up not only students, but also raises many demands and problems in the field of teacher certification and training. Educational changes, in turn, provide for the revision of curricula and the introduction of various media tools that allow the current conditions to be implemented not only on existing but also on remote platforms. To conduct education on these platforms, teachers participate in and train in seminars, webinars and courses at various educational institutions. As a result, they can easily switch from one platform to another and integrate into the new classroom gauge. They are able to participate in these trainings and a number of educational programs through the online platform, which is wider and more numerous than in the present case. The online platform is rapidly stabilizing its position in the field of education, already recording its success and effectiveness.

Examining National Trends of Teacher Certification in Autism: Implications for Rural Schools

This study examined the national trends of teacher certification in autism in an effort to better understand the characteristics of individuals who seek this credential, how these characteristics change over time, and where teachers with this certification are currently working in an effort to identify recruitment and retention strategies to areas most in need. This ex post facto study consisted of a secondary analysis of the 2011 to 2012 Schools and Staffing Survey Teacher Questionnaire and the 2015 to 2016 National Teacher and Principal Survey Teacher Questionnaire. The results suggest that the majority of licensed teachers who receive an autism certification are working in special education. In addition, while overall trends indicate an increase in the number of teachers who report an autism certification, fewer teachers with this certification are working in rural school districts. These results have important implications for school-service delivery for students with autism spectrum disorder, specifically those living and attending school in rural communities.

DECISION SUPPORT SYSTEM TO DETERMINE THE FEASIBILITY OF APPLYING TEACHER CERTIFICATION WITH SIMPLE ADDITIVE WEIGHTING METHOD (CASE STUDI : MA AL MUHAJIRIN JANTI JOGOROTO JOMBANG)

Formal educational institutions have an important task to prepare quality Indonesian human resources (HR) in the future. In this school education environment, professional teachers hold the main key for improving the quality of future human resources (HR) and teachers are professionals who carry out the main tasks and functions of improving the knowledge, skills, and attitudes of students as Indonesian human assets for the future. In the process of quality education, it is an obligation and obligation that is required for every school, to have certified teachers so that education can increase and can affect student achievement. Decision-making system as a set of model-based procedures for data processing and assessment. to assist schools in determining teachers who are eligible to receive certification with criteria namely pedagogic, personality, social, professional. The purpose of this research is to help decision makers in the selection process easily and quickly. The simple additive weighing (SAW) method to provide decisions on the selection process for submitting teacher certification. The system developer method uses the waterfall method. An educator certificate is a requirement for proof that teachers meet educational professional standards.

Converging Andragogy With Working Adult Professionalism in Initial Teacher Preparation

Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a thematic network analysis. Emerging from this analysis and through an andragogical lens, cohort members exhibited key traits associated with adult learners, including application of skills, flexibility, identification of growth, and relationship building. Our research concluded with implications for EPPs and suggestions for further research for programs at the intersections of andragogy and initial teacher certification.

From theory to implementation: Examining EL certification requirements through the lens of local context

With growing English learner (EL) populations enrolling in districts throughout the United States, educators must be trained to meet the needs of this culturally and linguistically diverse population. However, the approaches used to meet this growing teacher training need vary widely, with little available research on how different approaches impact student success. The current paper uses geospatial mapping to examine how states’ EL teacher certification requirements are related to the academic success of English learners in those states. The results of this study suggest that state EL teacher certification requirements are related to student outcomes and that geographic location moderates those results. The geospatial mapping technique utilized in this study improves the accessibility of available data to the general population and policy makers.

THE EFFECT OF CERTIFICATION ON TEACHER PERFORMANCE AND LEARNING OUTCOMES OF MADRASAH STUDENTS

The purpose of this study was to determine: (1) the performance of certified teachers; (2) student learning outcomes; (3) the effect of teacher certification on teacher performance; and (4) the effect of teacher certification on student learning outcomes in MTs. Model Sorong City. The research approach used is quantitative with survey techniques. The method of determining the sample used is a saturated sample. That is, 20 respondents sample the entire population. The analytical method used is a simple linear regression method. The results of this study indicate that: (1) the performance of certified teachers is good (3.56); (2) student learning outcomes are classified as good (3.97); (3) there is a positive and significant effect of teacher certification on teacher performance by 73.3%; and (4) there is a positive and significant effect of teacher certification on student learning outcomes by 64.3%. It can be concluded that the provision of certification allowances can improve teacher performance and student learning outcomes in MTs. Model Sorong City.

FRAME ANALYSIS OF MICROTEACHING IN A COMMUNITY OF PRACTICE OF TEACHERS OF ENGLISH AS AN ADDITIONAL LANGUAGE IN SOUTHERN BRAZIL

The purpose of this study is to discuss the discourse practice of microteaching in a teaching community consisting mainly of students pursuing the teacher certification in English as an Additional Language in southern Brazil. The study relies on qualitative methods of data generation and analysis as well as on the framework of interactional sociolinguistics. Results suggest microteaching is a highly complex practice, with a recurring pattern. Additionally, they suggest that students who are considered successful in a microteaching session are those who produce such pattern in their micro-classes. We conclude by suggesting that informing participants about the expectations regarding the structure of microteaching before they engage in it is desirable.

Pendampingan dalam pengembangan media pembelajaran sebagai salah satu upaya untuk memperoleh sertifikasi bagi guru-guru SMK 1 Watampone

Community Service Activities in the form of assistance in the development of learning media aim to provide knowledge and skills in developing learning media that meet the requirements for certification for teachers. The ability to develop instructional media is expected to accelerate and facilitate the acquisition of in-service teacher certification. The target audience in this PPM activity is the 26 teacher of SMK 1 Watampone. Assistance in the development of instructional media is carried out by means of lectures, demonstration and exercises accompanied by question and answers. The Lecture method is used to explain the introductory concepts of professional teachers and teacher certification and the theory of instructional media. The demonstration method is used to show a work process, namely the stages of developing computer-based learning media, while the training method is to practice making media that meets the requirements of the teacher certification program. While the question and answer method is to give participants the opportunity to consult in overcoming obstacles in the development of learning media. The benefits that participants can get from activities include being able to compile and develop computer-based learning media according to the training subject being taught.