Peningkatan Kemampuan Pedagogik Guru melalui Program Pelatihan dan Pendampingan Bekelanjutan dalam Pembelajaran Computational Thinking pada Mata Pelajaran Matematika

The problem faced by target partners (target schools) is the low ability of students to solve problems. In fact, the problem-solving ability is one of the skills that must be possessed in the 21st century. This community service aims to improve teacher pedagogical competence in implementing Computational Thinking learning as well as assistance in its implementation. The method used is an educational approach with stages, identification of target schools, socialization of activities, implementation, monitoring, and evaluation. The result of this activity was an increase in teacher knowledge in computational thinking by 95% and teacher interest in applying computational thinking to subjects by 92%. The conclusion of this activity is known that community service partners have increased their knowledge of problem-solving methods using a computational thinking approach and can apply them in mathematics learning.

Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles

Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

The Research-to-Practice Ball Game

This study examined teachers' receptivity to, and the factors that influence their use of, a practice new to classroom teachers for including students with learning disabilities, classwide peer tutoring (cwpt; fuchs, mathes,' fuchs, 1993). Cwpt is a whole-class approach that uses teacher-orchestrated procedures and peer-mediated practice to supplement reading instruction. forty-four teachers in eight elementary schools participated; 29 teachers in a high-support group received honoraria and access to release time and technical assistance in order to learn about cwpt and how to implement it; 15 teachers in a low-support group received only a copy of the cwpt manual. all teachers attended a 40-minute presentation on cwpt that provided an overview on its components and benefits. measures included surveys administered before and after the initial presentations, observations midpoint in teachers' implementation of cwpt, interim interviews and logs, and a follow-up interview and observation of a subgroup of four imple-mentors. the survey responses of 44 teachers were analyzed and the six implementors were observed and interviewed. results indicated that level of support did not significantly influence teacher interest in or use of cwpt. all implementors made some modifications in the cwpt procedures. discussion focuses on factors that might have influenced teacher Interest in cwpt, their implementation rates, and reasons for teachers' modifications of the practice.