Beyond Instructional Development: An Exploration of Using Formal Pedagogy Training to Benefit Perceived Quality of Life and Sense of Community in Graduate Students

The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality of life, and sense of community in graduate students at the University of California, Irvine. Using a mixed methods approach, we demonstrate that participants in our introductory quarter-long Developing Teaching Excellence course increased their pedagogical knowledge, and participants in both our introductory course and our advanced year-long Pedagogical Fellows Program reported having improved quality of life and sense of belonging. Most commonly, participants framed these pedagogical programs/courses as providing a safe and inclusive space to explore teaching in an interdisciplinary manner; a network of like-minded and supportive peers; and an opportunity to develop greater confidence in teaching, mentorship, and other aspects of graduate life such as conducting research and entering the academic job market. Taken together, our results indicate that providing a structured, nurturing environment for graduate students to develop their pedagogical knowledge and practice may lead to improved quality of life and sense of belonging.

Preparation and Self-Efficacy of Science Student Teachers to Teach in English

The aim of this study was to examine the preparation of science student teachers before teaching in English, and to determine their self-efficacy in teaching in English. Data were collected using the triangulation method, through questionnaires, interviews, and documentation studies on student teacher practicum portfolios. This was a descriptive qualitative study and data were analyzed using the interactive analysis method of Miles and Huberman (1984) which has three components of analysis, namely data reduction, data presentation, and drawing conclusions or verification. The results showed that there were 6 preparations made by science student teachers before teaching in English: 1) determine the topic of the material being taught and look for the material; 2) study the subject matter in depth; 3) compile lesson plans in English; 4) prepare tools and materials for teaching including handouts, props, demonstrations, and science practicum; 5) search for common terminology in science related to the topic being taught; 6) practice teaching science in English, namely doing teaching exercises in English. The results also showed that the science student teachers’ level of self-efficacy in teaching science in English varied from low to high: 45.8% had high self-efficacy levels; 39.5% had moderate levels; and 9.0% had low self-efficacy. Keywords: self-efficacy, science student teacher, teaching preparation, readiness

Upaya Meningkatkan Kompetensi Pedagogik Guru dalam Merencanakan dan Melaksanakan Pembelajaran Daring Melalui Supervisi Berkelanjutan

The main purpose of this action research is to determine the effect of continuous supervision on improving the pedagogic competence of teachers in Planning and Implementing Online Learning at SDN Wonokusumo VI/45 Surabaya. In addition, because there are other alternative actions, this action research also aims to determine the class teacher's teaching preparation and the suitability, accuracy and integration of the online learning plans that have been prepared. Online or online learning is considered a solution for teaching and learning activities to continue in the midst of the corona pandemic. Online learning is learning without face to face directly between teachers and students, but is done online. Learning is done through video conferencing, e-learning or distance learning. Although it has been agreed, this method is controversial. For teachers, the online learning system is only effective for assignments. They consider that to make students understand the material, the online method is considered difficult. The implementation of continuous supervision in an effort to improve the pedagogic competence of teachers in Planning and Implementing Online Learning was carried out on 14 teachers at SDN Wonokusumo VI/45 Surabaya through a mechanism of 2 cycles, each of which used 11 effective school days. Cycle I, which was held on August 1-15, 2021, achieved 21% completeness in the poor category, while in cycle II, which was held on August 16-31, 2021, it was able to achieve 100% cycle completion in the very good category. From these results, the authors convey that the implementation of continuous supervision is very effective in improving the pedagogic competence of teachers in Planning and Implementing Online Learning at SDN Wonokusumo VI/45 Surabaya. The increase in pedagogic competence is only limited to aspects of planning and implementing online learning and several other factors that influence besides continuous supervision are the quality of online learning plans, the existence of supporting school infrastructure and training.

Group Differences Between Counselor Education Doctoral Students’ Number of Fieldwork Experiences and Teaching Self-Efficacy

This study examined differences in 149 counselor education doctoral students’ self-efficacy toward teaching related to their number of experiences with fieldwork in teaching (FiT). Results showed counselor education doctoral students began FiT experiences with high levels of self-efficacy, which decreased after one to two FiT experiences, increased slightly after three to four FiT experiences, and increased significantly after five or more FiT experiences. We discuss implications for how counselor education doctoral programs can implement and supervise FiT experiences as part of their teaching preparation practices. Finally, we identify limitations of the study and offer future research suggestions for investigating FiT experiences in counselor education.

PENGENALAN ANGKA ANAK MELALUI MEDIA BALOK WARNA DI RA NURUL UMMAH

This study aims to determine the implementation of the introduction of children's numbers through beam media at RA Nurul Ummah Kenep Balen, Bojonegoro Regency. This study uses a qualitative approach. Data was collected by using interview, observation, and documentation techniques. Data analysis techniques include the method of induction and descriptive/interpretive analysis, data presentation, and conclusion drawing, checking the validity of the research by extending the participation of researchers, triangulation techniques. The results showed that the introduction of children's numbers through the media of color blocks can increase the knowledge of numbers for children, and for teachers it is easier for students to understand numbers. The supporting factors are the existence of a program that has become a mandatory activity set by the school as one of the subjects, the support from the school to provide educational learning facilities in the form of color blocks, the ability of active and creative teachers to use media facilities, while the inhibiting factors are students who still cannot distinguish the color of the blocks, students are late when entering. Efforts to recognize numbers that need to be done are careful preparation for teachers before doing learning, both learning administration, teaching preparation, and learning media, especially in counting using color block media, and the presence of complementary media from color block media.

TEACHING PROCEDURES FOR SUMMARY OF UPPER SECONDARY AMONG UNTRAINED TEACHERS (GSTT) IN MAAHAD KAWALAN, KELANTAN

The Secondary School Standard Kurikulum (KSSM) new syllabus is being developed to look forward to the ability of students to compete at the global level. This syllabus is being used in all secondary schools starting fully at the 2021 school session. Therefore, the aims of this study are to look at the teaching procedures of untrained teachers (GSTT), teaching summary (Section C) according to the format of the Secondary School Standard Curriculum (DSKP-KSSM). In addition, this study will also look at how untrained teachers (GSTT) write their lesson plans in the Teaching Preparation Book (BPM) based on the guidelines set out by Maahad Kawalan to their untrained teacher (GSTT) in Kelantan. Based on a study conducted, the researcher found that there were weaknesses in their process of teaching summary and writing lessons in some items in the Teaching Preparatory Book (BPM). This study used a qualitative methodology in the form of a case study with the instruments of the interview, observation, and document analysis, as well as David Ausubel's Meaningful Learning Theory as the basis of the study. In addition, the study was conducted on 2 teachers who are teaching Bahasa Melayu for form 4 in Maahad Kawalan. The results of the study showed that the untrained teachers GSTT (A) and GSTT (B) did not complete the lesson summary based on two observations conducted using the checklist form. The researcher found that the untrained teachers (GSTT) were weak in the process of teaching summary in accordance with the Syllabus which has been prepared in the DSKP - KSSM Assessment format for summary (Section C). In addition, when the researchers refer to the items in the SKPMg2 form, they noticed that the untrained teachers (GSTT) did not write the lesson according to Bahasa Melayu Yearly Lesson Plan and had unclear writing regarding objectives, activities, and reflection in their Teaching Preparation Book (BPM). The implication of this study is that untrained teachers need to undergo training courses for the Bahasa Melayu curriculum. In addition, writing skills and training course courses for writing lessons should be given in advance to untrained teachers (GSTT), so that they can plan and write their lessons correctly.

Troublesome Knowledge: Identifying Barriers To Innovate For Breakthroughs In Learning To Teach Online

Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the concept of chunking content into modules, the skills associated with screen casting and posting a course tour, and the practice of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins’ troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation.

Media Pembelajaran Interaktif Matematika Berbasis Flash Pada Siswa Kelas 1 MI NW Liqaul Amal

The purpose of this study is to facilitate teaching and learning activities, so that it can improve students' understanding of the mathematics material presented by the teacher and can be used as a medium to increase interest and interest in the learning process. Learning media plays an important role in teaching and learning activities so that the teaching and learning process becomes effective and easy to apply, but in reality in the world of education learning media is often not paid attention to because of limited time to make teaching preparation and it is difficult to find the right media. At MI NW Liqaul Amal still using manual learning media using books, writing and other teaching aids as student learning tools, learning media like this still cannot increase student interest, especially in mathematics lessons. One of the learning methods used to overcome these problems is to create interactive learning media in mathematics subjects. This learning media starts with a needs analysis process that will be used in making flash-based interactive learning media and making concepts or designs according to the results of the analysis. The results to be achieved in making interactive learning media on mathematics subjects are that students can understand the material and increase student interest in learning, so that the teaching and learning process becomes more effective

Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia

Textbooks as a prominent product of educational content’s didactical transformation are usually published as a series. Textbooks are often accompanied by workbooks and teacher’s books. These publications are designed to support teacher’s work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary schools, the goal was to map chemistry teachers’ use of workbooks and teacher’s books. An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher’s books’ use, frequency of use, perceived importance and purpose were gathered. Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher’s books are only used by 24% of teachers, with only 4% reporting their frequent use. The results indicate that workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation. The absence of a teacher’s book, coupled with the teachers’ reluctance to use them even when available, also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.