Practice Innovation of the Construction of the Educational Community in Contemporary Rural Areas: Taking the 123 Rural Workshops with Famous Teachers in Hangzhou, Zhejiang as an Example

For the sake of rural revitalization, on the basis of making efforts to the construction of rural teaching staff, innovative training mode of rural teachers, and the system of teacher workshops, 123 teacher workshops have been established in batches in Hangzhou in 2017. The essence of the workshop is the community of teacher professional development and the practice forms of a good community of rural-urban education, which effectively promoted the balance of rural-urban education. The establishment of the workshop follows the contemporary social background; hence it is not only the innovation of local policy and the practical experience but also the heritage and implementation of “system of training teaches as their friends” (Xingzhi Tao’s teacher education theory) in the new era. The workshops in Hangzhou formed the relatively complete construction mechanism through five aspects, including the system construction, activity form, training method, development guarantee, and the evaluation of the efforts. Three years since the establishment, lots of core teachers have been cultivated by the workshop, continue to expand the radiation effects of top teachers from point to area, so as to driving the education integrative development, constructing school cultural features, and promoting the rural revitalization.

School Clubs Combined with Ecology

The ecological civilization education will be introduced into primary school courses in the future, aiming to enhance people’s environmental awareness. As the model school of Beijing green ecology and sustainable development education, Beijing experimental primary school attached to Capital Normal University, focus on new energy and sustainable development education, has been practicing and exploring effectively on ecological education. Detailed works are as follows: Making sure the educating purpose of ecological technology educational development; Improving the normative development of ecological education; Training and taking good advantages of core teachers; Constructing ecological special course system; Combining the school clubs with social programs with wonderful works created by both teachers and students.

School adoption in teacher education

School adoption is an ambitious and innovative partnership model in teacher education which offers unique opportunities for in-service and pre-service teachers. At its core, teachers leave their school to be adopted by teacher students for one week. While the teachers engage in a professional development course outside the school, they are fully substituted by teacher students, who thus have an increased responsibility for the pupils’ learning, for the organizational matters of the school and for their own professional development. In this volume, we present different international concepts of school adoption, lessons learned, and first theoretical considerations. With it, we invite teacher educators in schools, universities, and other institutions to engage into a dialogue about the perspectives school adoption offers for teacher education and teacher education research.

Peran perencanaan pembelajaran untuk performance mengajar guru pendidikan anak usia dini

Penelitian ini memiliki tujuan untuk mengetahui peran perencanaan pembelajaran untuk performance mengajar guru PAUD. Penelitian dilakukan selama semester genap tahun ajaran 2018/2019. Penelitian merupakan kualitatif study kasus. Subjek penelitian terdiri dari 4 orang guru Cendekia Kids School yang memenuhi kriteria. Kriteria tersebut adalah guru tetap yayasan yang menjadi guru inti di kelas yang sudah diwajibkan membuat perencanaan pembelajaran. Penelitian inidirancang dengan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data menggunakan observasi, wawancara, dan dokumentasi.Tahapan analisis yang digunakan dengan reduksi data, display data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan 44,44 % RPPH guru yang dikumpulkan tepat waktu dan rata-rata konten RPPH dinilai mulai berkembang. Rencana Program Pembelajaran harian yang disusun lengkap membantu guru dalam menguasai keterampilan mengajar membuka menutup pembelajaran, bertanya, variasi pembelajaran dan keterampilan menjelaskan. RPPH tidak cukup membantu jika hanya dihafalkan atau dibaca di kelas sambil mengajar tanpa dipahami. Menghafal akan membuat guru focus pada kegiatan menghafal bukan mengajar. Memahami RPPH membuat guru menampilkan performance percaya diri dan memunculkan keterampilan -keterampilan mengajar. RPPH merupakan perencanaan yang dibuat agar mencapai tujuan pembelajaran untuk anak bukan memaksakan kegiatan untuk anak. Perencanaan bisa berubah menyesuaikan keadaan anak dengan memodivikasi RPPH yang sudah dibuat. AbstractThis study aimed to determine the role of lesson plan for early childhood education teacher teaching performance. The study was conducted during the even semester of the 2018/2019 school year. Research was a qualitative case study. The research subjects consisted of 4 Cendekia Kids School teachers who met the criteria. These criteria were the foundation's permanent teachers who become the core teachers in the class that were required to make learning plans. Data collection uses observation, interviews, and documentation. The stages of the analysis was used by data reduction, data display and drawing conclusions or verification. The results showed 44.44% of the daily lasson plan of the teachers that were collected on time and the average lesson plan content was assessed as starting to develop. Daily Lesson Plan that were prepared in full help teachers in mastering teaching skills opening closing learning, asking questions, learning variations and explaining skills. Daily lasson plan is not enough to help if only memorized or read in class while teaching without being understood. Memorization will make the teacher focus on memorizing activities rather than teaching. Understanding the lesson plan make the teacher have a confident performance and bring up teaching skills. Lesson plan was a plan that is made in order to achieve learning objectives for children rather than imposing activities for children. Planning can change according to the child's situation by modifying the lesson plan that has been made.

I’m Paying the Time for Someone Else’s Crime: Principals and Core Teachers at Rural Middle Schools under Chronic Academic Stress

Today, many principals are assigned to struggling schools with the mandate to quickly change the academic trajectory of the students. Interviews were conducted to gain an understanding of how principals and core teachers working at rural middle schools under chronic academic stress perceived the increased academic expectations at their schools. Three key findings were revealed: (a) There were misaligned principal and teacher interpretations of efforts to improve the school; (b) there tended to be an ongoing focus on what was wrong with the school; and (c) principals felt they were alone in the process. A discussion of these findings is provided.

Palatability and Sensory Perception of Soursop (Annona Muricata) Tart Filling With Jute (Corchorus Olitorious) Leaves

<div><p><em>Seeing on the light that </em><em>millions of the world’s population were at risk of important nutrients, thus, this experimental study was made to consider the important nutrients through food fortification of soursop as tart filling and being enriched with jute leaves. There were three (3) treatments done in this study and these were (5g, 10g and 15 g of jute leaves) on soursop tart filling. Respondents of the study who served as evaluators were the 60 BSHRST students who were randomly selected and 12 core teachers teaching in the School of Hotel and Restaurant Services Technology. The product was evaluated in terms of appearance, aroma, taste, texture and general acceptability. Utilizing the above criteria the result between students and teachers seems to vary. It vividly proved that students preferred treatment B (10g) while teachers preferred treatment A (5g). Based on the </em>findings, the conclusions and recommendations have been drawn to address the research gaps in the study.</p></div>