“Geology in Everyday Life”: Designing Museum Educational Programmes (EP) with Students of Geology in the Science and Technology Museum (STM) of the University of Patras, Greece

This paper describes a study case of the Science and Technology Museum “Pedagogical Competence Programme” for students of the Department of Geology. It highlights an experimental approach of the museum for designing museum educational programmes with students. The museum succeeded from one side to develop a new program to offer to schools using participatory design and from the other to offer university students pedagogical experience through innovative, non-formal educational programmes, new ways to approach school students at all levels, cultivate their special skills, and enhance their knowledge, in order to familiarise them with the popularisation of science.

About the professionalism of the teacher in the conditions of distance learning

The article provides a review of the scientific psychological and pedagogical literature on the issue of the study of the teacher's professionalism in the conditions of the implementation of distance learning. For a modern teacher, the formation and development of his own professional and pedagogical competence becomes important, which, in accordance with the existing professional standards of pedagogical work, can be represented by such components of competence as the presence of certain personal characteristics that are of priority importance for scientific and pedagogical activity; the ability to motivate students to achieve the goals of educational interaction; understanding of the goals and objectives of pedagogical activity, the subject and its content and assimilation; skills and abilities to develop programs of pedagogical activity and readiness to make pedagogical decisions; possession of information culture and information and communication technologies in various forms of education; competence in the organization of their pedagogical work. Among the key digital competencies of teachers currently distinguish such as the use of information technology in everyday teaching work, the possession of digital tools to evaluate the results of pedagogical activity, the use of information tools to expand the educational opportunities of students, the development of skills for creating and sharing digital resources, etc. One of the significant results today is the expansion of the professionalism of teachers (unexpectedly for them), the development of new technical knowledge, skills, skills in the implementation of distance learning, mutual assistance and psychological and pedagogical support for both students and teachers at various stages of the distance learning process. Possession of information technologies for the transmission and presentation of educational material, a certain level of information culture, methods of digital and e-learning is a mandatory requirement for a teacher, which allows him to holistically build a distance learning process, develop and update his professional competencies and, thus, realize the set learning goals.

Understanding Scientific Literacy and Pedagogy Competence: A Critical Insight into Religious Integration Thinking Skills

This study aims to examine the scientific literacy and pedagogical competence on the ability to comprehend the religious integration amongst Islamic education pre-service teachers. This research used a quantitative approach involving 156 participants from several universities. Data were obtained through conducting survey. Data analysis was performed with bivariate correlation. Based on the data analysis carried out, the finding showed that the significant correlation between scientific literacy skills and pedagogy competence to the ability of religious integration thinking skills within Islamic religious content and values. This is based on the value of sig. (2-tailed) between X1 (Science Literacy) to the integration ability obtained that the value of 0,000, which means <0.05. This data proves that there is a significant correlation between the ability of scientific literacy skills and pedagogy skills to the ability of science integration comprehension amongst the Islamic education pre-service teachers. Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 3 January 2022

Workshop pembuatan media pembelajaran interaktif dalam memenuhi tuntutan pembelajaran Abad 21

Teachers have a crucial role in fostering and directing students to compete in all fields. The era of globalization requires teachers to improve their pedagogical competence, especially in professional competence. Teachers are needed to be proficient in understanding the subject matter, but teachers must also be able to use and utilize technology as a medium and source of learning. It is vital to provide workshops or training to create and use interactive learning media for smooth learning during the current COVID-19 pandemic. The workshop was held for three days with details on the provision of material on the first day, the practice of making media on the second day, and evaluation of the products produced by the participants on the third day, which was held from Saturday, August 5, to Monday, August 7, 2021, at SDN 3 Sembalun Bumbung. The workshop results illustrate that participants have been able to create interactive learning media using the AutoPlay Media Studio 8.0 application.

Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training

Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.

Enhancing the Pedagogical Competence of Inclusive School Teachers in Handling Children with Special Needs

This study aimed to: 1) analyze the level of pedagogic competence of inclusive school teachers in dealing with children with special needs; 2) carry out activities to increase this competence; and 3) investigate the impact of these activities. An action research design was used. Data were collected through pretest and posttest questionnaire instruments and interviews. Two cycles of activities to increase the level of pedagogic competence were carried out: cycle 1 involved training and cycle 2 involved a workshop. The results showed that the training and workshops were effective in improving the pedagogic competence of inclusive school teachers in dealing with children with special needs and in improving the skills of teachers in preparing learning tools according to the learning needs of students, and this effect was significant. Keywords: teacher pedagogical competencies, inclusive schools, children with special needs

The Level of Understanding of Pedagogical Competence of Physical Education, Health and Recreation Students of Sports Science Faculty

The study purpose. This study aims to determine the level of understanding of the pedagogical competence ofPhysical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, batch 2016. Materials and methods. This research method is a survey with a quantitative descriptive approach. The population is 180 physical education students, the sample selection is 52 physical education students using incidental sampling technique. The research instrument is a valid and reliable questionnaire. The data analysis technique is the analysis presented using the percentage. Results. The results obtained show that the level of understanding of the pedagogic competence of Physical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, class 2016 was “very low” 3.85% (2 students), “low” 67.31% (35 students), “medium” 19.23% (10 students), “high” 9.62% (5 students) and “very high” 0% (0 students). Conclusions. Based on the results of the study, it can be concluded that the level of understanding of the pedagogic competence of Physical Education students is in the low category.

Lesson Study as an Effort to Improve Teacher's Pedagogical Competence in SMP and MTS 2 Muhammadiyah Aimas in the time of Covid-19

This study aims to explain lesson study as an effort to improve teacher pedagogy at SMP Muhammadiyah Aimas and MTs teachers. Muhammadiyah 2 Aimas. The research method used is descriptive qualitative. The research subjects were 10 teachers who were involved from two schools. Data collection techniques used are observation, interviews and documentation. The data analysis technique used Mills and Huberman. The results showed that the principle of lesson study increased the pedagogical competence of teachers of SMP and MTs 2 Muhammadiyah Aimas compared to conventional learning principles. The planning stage (Plan) shows increased collaboration between teachers, creative teachers in choosing and using media that are closer to students' lives, and teachers are getting better at creating a didactic atmosphere in the learning planning process. The learning stage (Do) shows an increase in student activity in learning, the teacher is maximal as a facilitator, the teacher feels challenged by the presence of the observer, the teacher feels helped by the observer, the teacher is more creative, and student responses are higher when carrying out learning. The evaluation stage (See) shows the increasing ability of teachers in evaluating learning outcomes. There are collaborative efforts from the planning, implementation stages to make the evaluation stage maximal and measurable. and higher student response when carrying out learning. The evaluation stage (See) shows the increasing ability of teachers in evaluating learning outcomes. There are collaborative efforts from the planning, implementation stages to make the evaluation stage maximal and measurable. and higher student response when carrying out learning. The evaluation stage (See) shows the increasing ability of teachers in evaluating learning outcomes. There are collaborative efforts from the planning, implementation stages to make the evaluation stage maximal and measurable.

Teachers’ Pedagogical Competence in Dealing with Teaching Aids in Tanzania: A Case of a Few Finalist Pre-service Science-teachers

The value of teaching aids in the process of teaching sciences cannot be overstated. The capacity of finalist university pre-service science teachers to incorporate teaching aids into their science classrooms to open up the potential of bringing about the critical features of an intended object into realisation is evaluated in this study. Observations and document reviews were used as data collecting techniques in this descriptive study, and they were used to investigate only 25 student-teachers during their final teaching practice placement. Evidence suggested that the study participants’ ability to select or design teaching aids was low as most of the materials they employed had didactic, structural, and technical concerns. Importantly, the study participants demonstrated significant difficulties in unpacking instructional materials during the science lessons. The study recommended various measures for policy and practice regarding both science teacher-education and science teaching process.

Practical aspects of the application of pedagogical skill and communicative competence of teachers of higher education institutions

The relevance of this research involves a comprehensive consideration of the links between the concepts of "pedagogical excellence" and "pedagogical competence" of university teachers during classes. The study aims to establish the relationship between pedagogical excellence and communicative competence in the structure of pedagogical activities of HEIs teachers. Methodological basis: a sociological survey (drawing up a system of research questions), method of information analysis (processing of respondents' answers), ranking method (suggested for respondents during the provision of answers to the questions). Results of the research: updating the basic components of the pedagogical skill of the teacher: humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness. The main characteristics of pedagogical excellence and communicative competence of university teachers (inconsistency; interdependence; hierarchical organization) were revealed. Key dimensions of pedagogical excellence as an element of communicative competence (competence of nonverbal communication, competence of verbal clarity, competence of verbal richness of speech) were determined. The relationship between pedagogical excellence and communicative competence is proved. The basic components of pedagogical excellence are defined (humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness). The links of communicative-speech competence are presented. The characteristics of communicative-speech competence, which determine the quality of professional interactions of university teachers, are highlighted. The regularities and peculiarities of communicative-speech competence of teachers are presented. The practical value of the study was to present a summary of the causal links of the concepts of "pedagogical excellence" and "communicative competence" of university teachers during the classes.