Development and Assessment of Reflective Skills among Teacher Trainees in Tanzania

Reflective skills are a required ability that needs to be developed and assessed in any teacher training institution for quality practice and overall professional effectiveness. This study employed a case study design in exploring how teacher educators viewed the development and assessment of the reflective skills to the pre-service student teachers and the challenges educators faced among two selected teacher training colleges in Kilimanjaro and Ruvuma Regions. Data was collected through structured interviews to a sample of 10 teacher educators from two teacher colleges. The study concludes that there are different approaches used by educators in as far as developing reflective skills is concerned. These include participatory methods, inquiry learning, research strategy, group discussion, question-answer strategy and portfolios. Participatory strategy was more often used as compared to the other strategies because it is very easy and simple to administer. Each strategy had some peculiar advantages. Teacher educators used various approaches in assessing reflective skills among pre-service student teachers. The strategies used include portfolios, single lesson practice, block teaching practices, problem-solving ability and projects. Each strategy used had some specific advantages as compared to the others. The challenges teacher educators faced in developing and assessing the reflective skills of the pre-service student teachers included personal, professional, psychological and institutional. The study recommends that teacher educators should make effective use of cognitive strategies while teaching. They should also furnish their knowledge and understanding of the subject matter for them to be acquainted with current innovations in order to minimize the notable challenges.

An Analysis of STEM-Based Lesson Plan Development for Economic Learning at SMAN 1 Kota Batu

The current era of education is entering Education 4.0 as a result of Industrial Revolution 4.0. The quality of learning can be improved by integrating STEM-based learning models. STEM is an integration of science, technology, engineering and mathematics, which is in accordance with Industrial Revolution 4.0. Handayani (2019) researched the development of STEM-based learning models for prospective economics teachers (a case study at state teacher colleges in East Java) and found that by carrying out STEM-based learning, the pedagogical ability of prospective economic teachers (S1 Economics Education students) in East Java had a significant increase of 14.5 at the State University of Malang (UM), 12.15 at the State University of Surabaya (UNESA) and 13.56 at the Jember State University (UNEJ). Based on these results, it can be said that the STEM model can be applied to support teachers’ pedagogical abilities in the era of Industrial Revolution 4.0. This study aimed to analyze STEM-based lesson plan development at SMAN 1 Kota Batu. Descriptive qualitative methods were used. The results indicated that: 1) the preparation of lesson plans in economic subjects was carried out well; 2) the development of STEM-based lesson plans can be applied in economic learning; and 3) the STEM-based lesson plans that were developed succeeded in improving student learning outcomes. Keywords: STEM, Lesson Plan, Learning Result

Challences Facing Tutors in the Teaching of Visual Arts Education in National Teacher Colleges in Uganda

The study examined the challenges faced by tutors in the teaching of the visual arts education (VAE) in national teachers’ colleges (NTCs) in Uganda. The study adopted a qualitative approach where tutors’ and pre-service visual arts teachers’ (PVATs) views about the challenges facing them in the teaching and learning in visual arts were expressed. Data were collected from two pur­posively selected NTCs, and ten tutors. Yet, the 48 second year PVATs who participated in this study, were randomly selected from the many who were available. The researchers used interviews, document reviews and focus group discussions to collect data. The findings show that the challenges facing tutors in the teaching of visual arts have a great impact on what PVATs learn. Some visual art disciplines have too much content to be covered within a short period of two years. There is a general lack of teaching resources, such as art materials, tools and equipment, textbooks, and inadequate teaching space. The researchers recommended the reduction of the content of some visual art disciplines to fit the available time; provide art materials, tools and equipment as well as adequate teaching space which would allow the use of more appropriate teaching methods which would avail tutors with the opportunity to perform to their expectations in visual arts teaching.

STUDI EKSPLANATORI DAN KONFIRMATORI TENTANG KOMPETENSI TENAGA PENDIDIK BERDASARKAN INJIL YOHANES DI KALANGAN DOSEN UNIVERSITAS PGRI SEMARANG (EXPLANATORY AND CONFIRMATORY STUDY ON EDUCATOR POWER COMPETENCY BASED ON THE GOSPEL OF JOHN FOR LECTURERS)

The location of the lecturer competency research was carried out at the PGRI University of Semarang. Based on preliminary research observations there has been a decrease in lecturer competence. Therefore the aim of this research is to determine the most dominant competence, the level of competence implementation between Christian and non-Christian lecturers, and the most dominant level of functional positions. This research uses quantitative research methods. From the results of data analysis carried out with Confidence Interval at the 5% significance level, the lower bound and upper bound values ​​were obtained in the medium category so that they were in accordance with the first hypothesis. From the results of the analysis using linear regression, the personality competency dimension (D3) has about 42%. These results indicate that pedagogical competence is the most dominant dimension because it is closely related as a competent teaching staff in teacher colleges. The level of implementation of Christian lecturers and non-Christian lecturers is in the medium category. But with the analysis of the score acquisition, the score for the implementation of Christian lecturers' competence was higher, namely 99.10%. Based on the results of the analysis using Linear Regression and Binary segmentation on the fourth hypothesis Head Lector becomes the most dominant functional background category category, being able to improve 0.637 times. Efforts or policies need to be made to improve the quality of lecturers. Lokasi penelitian kompetensi dosen dilaksanakan di Universitas PGRI Semarang. Berdasarkan observasi awal penelitian telah terjadi penurunan kompetensi dosen. Oleh karena itu tujuan dalam penelitian ini adalah untuk mengetahui kompetensi yang paling dominan, tingkat implementasi kompetensi antara dosen Kristen dan dosen non-Kristen, dan tingkat jabatan fungsional yang paling dominan. Penelitian ini menggunakan metode penelitian kuantitatif. Dari hasil analisis data yang dilakukan dengan Confidence Interval pada taraf signifikansi 5% dihasilkan nilai lower Bound dan upper Bound pada kategori sedang sehingga sesuai dengan hipotesis pertama. Dari hasil analisis menggunakan regresi linier dimensi kompetensi kepribadian (D3) memiliki sebesar 42 %. Hasil tersebut menunjukkan bahwa kompetensi pedagogik sebagai dimensi yang paling dominan karena berkaitan erat sebagai tenaga pengajar yang kompeten pada perguruan tinggi keguruan. Tingkat implementasi dosen Kristen dan dosen non-Kristen pada kategori sedang. Tetapi dengan analisa perolehan skor, skor implementasi kompetensi dosen Kristen lebih tinggi yaitu 99,10%. Berdasarkan hasil analisis menggunakan Regresi linier dan Biner segmentation pada hipotesis keempat Lektor Kepala menjadi kategori latar belakang jabatan fungsional paling dominan, mampu memperbaiki sebesar 0,637 kali. Perlu dilakukan upaya atau kebijakan untuk meningkatkan kualitas dosen.

Comparative Overview of the Presence of Intercultural Education of Teacher Trainees in Serbia and Bosnia and Herzegovina

The focus of the present paper is on the importance and significance of interculturality in teacher education. The paper analyzes the intercultural content of the curricula to develop the intercultural competencies of future teachers in Serbia and Bosnia and Herzegovina. The sample analyzed was the curricula of the universities of these two countries for the academic year 2018-2019. The analysis of the chosen documents examined the areas of teaching, content, as well as other elements that represent possible opportunities for developing the intercultural competencies of the students. The analyzed curricula do not offer an insight into the results of the teaching practice, which is one of the limitations of this study. The findings on the poor ratio of intercultural elements in the curricula and the need for their revision, as well a necessity of introducing systematic intercultural education to teacher colleges and universities of education are a valuable contribution. Competent teachers will create a positive environment for proper intercultural communication and develop the intercultural sensitivity of their students thus promoting a culture of dialogue. The result obtained in the analysis can be an incentive to think thorough when creating curricula for educating teachers, both in initial and life-long learning so that they promote intercultural values.

Technology Integration in Teacher Education

This study examined the availability of computers and internet in the classroom or elsewhere at teacher colleges, teacher preparation and training in technology integration, as well as trainers' use of technology in classroom instruction. A survey questionnaire was distributed randomly to 63 teacher trainers from three public and one private teacher training college in Kenya. The data was analyzed descriptively using SPSS software. The results indicated that technology integration at the classroom level was too low due to lack of computers and internet access in the classrooms. Teacher trainers were inadequately trained in information and communication technology integration and therefore poorly equipped to integrate technology in the classroom. The study concludes that teacher colleges were not adequately prepared for ICT integration in teaching and learning. It is recommended that teacher colleges' ICT infrastructure be improved and teacher trainers' capacity on ICT integration be developed for the success of the current curriculum reforms.

Sebaran dan Dominasi Pemikir Ilmu Pendidikan di Lembaga Pendidikan Tenaga Kependidikan (LPTK): 1954-1999

This article tracing the existence of the pedagogic thinkers and their works in several teacher colleges in Indonesia in the period of 1950 to the late of 1990, among others in teacher training institute and pedagogy (IKIP) in Yogyakarta, Bandung, Jakarta, Semarang, Malang, Surabaya, Padang, and Ujung Pandang. This research employing qualitative approach by analyzing several classical references on pedagogy and find out that the pedagogic thinkers in IKIP Bandung and Yogyakarta are very prominent than others. For examples Imam Barnadib and Noeng Muhadjir from Yogyakarta, and Kartini Kartono, Sikun Pribadi, Redja Mudyahardja, Ngalim Purwanto dan others from Bandung. Several pedagogic thinker from another teacher college also prominent, but they are still less productive than pedagogic thinkers from IKIP Bandung and Yogyakarta. It is just Mochtar Buchori and Soegarda Poerbakawatja who could offset the pedagogic thinker’s productivity from IKIP Bandung and Yogyakarta. Artikel ini menelusuri keberadaan para tokoh pemikir ilmu pendidikan dan karya-karyanya di beberapa LPTK di Indonesia dalam kurun waktu 1950-an hingga 1990-an akhir, antara lain IKIP Yogyakarta, IKIP Bandung, IKIP Jakarta, IKIP Semarang, IKIP Malang, IKIP Surabaya, IKIP Padang, IKIP Ujung Pandang, dan juga beberapa institusi lain. Dengan menggunakan pendekatan penelitian kualitatif melalui penelusuran terhadap referensi-referensi klasik mengenai ilmu pendidikan, terlihat bahwa para penulis ilmu pendidikan di IKIP Bandung dan IKIP Yogya­karta sangat menonjol dibanding lainnya. Sebut saja Imam Barnadib dan Noeng Muhadjir dari IKIP Yogyakarta, kemudian Kartini Kartono, Sikun Pribadi, Redja Mudyahardja, Ngalim Purwanto dan lainnya dari IKIP Bandung. Beberapa penulis dari LPTK lain juga cukup diperhitungkan, namun masih kalah produktif dari IKIP Bandung dan IKIP Yogyakarta. Kiranya hanya Mochtar Buchori dan Soegarda Poerbakawatja yang dapat mengimbangi produktivitas dari para penulis ilmu pendidikan IKIP Bandung dan Yogyakarta tersebut.

THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA

Different educational contexts or learning environments differently influence visual arts tutor’s performance and pre-service teachers’ learning. The purpose of this research was to examine the role the college context plays in the tutors’ presentation of knowledge and the pre-service teachers’ learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda. Keywords: educational context, pre-service visual arts teachers, teachers’ learning.

The Urgency of Philosophical and Sociological Perspective on Educational Technology

In Indonesian context educational technology has been developed for years as a field of studies and profession (Subkhan, 2016). In many teacher colleges such as Universitas Negeri Jakarta (UNJ), Universitas Negeri Semarang (UNNES), Universitas Negeri Malang (UM) and Universitas Negeri Surabaya (Unesa) there were educational technology study programs, but until now the development of educational technology seems entrapped on its methodological and practical tendency. For instances how educational technology’s curricula—especially for bachelor degree—should meet with market demand, how practically and professionally facilitating learning process within and outside the schooling system, and how to strengthen the profession of educational technologist (see Haryono, Budisantoso, Subkhan, & Utanto, 2018).