PERAN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU SMK (SEKOLAH MENENGAH KEJURUAN) DI KECAMATAN CURAHDAMI, BONDOWOSO

This research aim to examine principal’s role as an educator, supervisor and motivator. Based on problem identification, the researcher will research about principal’s role in improving teacher’s professionalism in SMK Curahdami. Empower teacher’s competencies, conduct training, special coaching program such as sertifikasi. In this case, sertifikasi can be used as teacher’s skill measurement to be a professional teacher. The existence of this program will spur the spirit of teachers to improve themselves, improve the quality of knowledge, and professionalism in education. Improving teacher’s knowledge by delegating teacher in education activities such as workshop, improving teacher’s creativity by motivate and support them in increasing their teaching ability. Keywords: educator, supervisor, motivator

Developing Professional Teacher to Improve Madrasah Student Character

This study was aimed at investigating research and development (R&D) model applied to Akidah-Akhlak subject teachers in strengthening their students’ character in madrasah in South Jakarta. This research applied R&D using ADDIE version which consisted of: analysis, design, development, implementation, and evaluation. The research subjects were selected purposively involving 30 teachers. The results of the study show that the training model for the teachers was carried out with an emphasis on empowering the teachers’ professionalism. The development program was implemented through training and mentoring based on the modules. The results of the module-based teacher professional development can build the students’ character. The syntax for the training program started from preliminary studies, model descriptions compilation, model development, and professional teacher outcomes (compiling lesson plan, carrying out learning activities, conducting classroom action research). The implementation of the module-based teacher professional development had a significant impact on increasing the teachers’ pedagogic competence. They demonstrated a teaching vision that emphasized the importance of teaching the subject to their students. Teaching and learning activity which is based on the teachers’ professionalism can build students’ positive character in madrasah in South Jakarta.

Analisis pelaksanaan mata kuliah pengenalan lapangan persekolahan (plp) secara daring berdasarkan experiential learning theory

PLP merupakan mata kuliah praktik lapangan untuk memberi pengalaman langsung secara komprehensif kepada mahasiswa Fakultas Keguruan dan Ilmu Pendidikan (FKIP) mengenai dunia persekolahan dan untuk mengembangkan berbagai kompetensi yang dimiliki seorang guru profesional. Dengan adanya pandemi covid-19, PLP dilaksanakan secara daring, sehingga mahasiswa tidak dapat memperoleh pengalaman secara langsung di sekolah tempat pelaksanaan PLP. Praktik ini menjadi kurang ideal untuk mata kuliah PLP. Penelitian ini bertujuan menganalisis hasil refleksi pengalaman mahasiswa peserta PLP secara daring untuk mengetahui penguasaan capaian pembelajaran yang telah ditetapkan, pengalaman-pengalaman positif yang diperoleh dan kendala yang dihadapi mahasiswa, sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, serta pengalaman inspiratif dan niat-niat yang dibangun untuk pengembangan diri yang muncul berdasarkan hasil refleksi. Penelitian ini merupakan penelitian kualitatif. Hasil penelitian menunjukkan bahwa mahasiswa dapat menguasai capaian pembelajaran dengan baik dan sangat baik, mahasiswa memperoleh berbagai pengalaman positif dan pengalaman mengatasi kendala yang muncul akibat pandemi, ada sikap atau nilai-nilai yang berkembang dalam diri mahasiswa, mahasiswa memperoleh pengalaman inspiratif, dan muncul niat-niat dari mahasiswa untuk pengembangan diri. Dengan demikian, siklus belajar dalam experiential learning theory dialami oleh mahasiswa peserta PLP daring.School Introduction (PLP) is a field practice course to provide comprehensive direct experience to students of the Teacher Training and Education Faculty (FKIP) regarding school understanding and to develop the various competencies of a professional teacher. In the covid-19 pandemic, PLP has been implemented online, so students cannot gain experience directly at the school where PLP is implemented. This practice is less than ideal for the PLP course. This research aimed to analyze the results of reflections on the experiences of students participating in online PLP to determine the mastery of predetermined learning outcomes, positive experiences, obstacles faced by students, attitudes or values that were developed by students, inspirational experiences, and intentions for self-development that arises based on the results of reflection. This research was a qualitative research. The results showed that students could master learning outcomes well and very well, gained various positive experiences and experiences overcoming obstacles that arise due to the pandemic, developed attitudes or values, gained inspirational experiences, and developed intentions for self-development. Thus, the learning cycle in experiential learning theory was experienced by the students participating the online PLP.

The Influence of English Teachers’ Competency on Students’ Learning Achievement

This correlation study aimed to investigate a correlation between English teacher competency and students’ learning achievement at State Junior High School 1 Tempuling, Indragiri Hilir Regency, Riau. There was 1 English teacher who has certified as a professional teacher. Seventy-five students taught by the English teacher became the sample through random sampling technique; meanwhile, the English Teacher Performance Assessment documentation and evidence of students’ learning achievement in their report card were used to collect the data. The data were analyzed using serial correlation. The finding shows that the correlation (rxy) score = 0.438 compared to rt. Because rxy was higher at 5% and 1% significance levels, it was possible to conclude a significant correlation between English teacher competency and students’ learning achievement.

TYPOLOGY OF PROFESSIONAL DEFICITS AMONG TEACHERS IN THE KRASNOYARSK TERRITORY

Statement of the problem. The authors consider the assessment of teachers’ professional deficits as a key problem. The expanded interpretation of deficits and assessment systems interfere with the real qualitative professional level of teachers and do not allow them to predict, plan and implement the necessary actions and activities that are aimed at professional development. The purpose of the article is to construct a typology of professional teacher deficits based on cluster analysis in the context of municipalities of the Krasnoyarsk Territory. Methodology (materials and methods). The article was prepared with the support of the Krasnoyarsk Regional Foundation for the Support of Scientific and Technical Activities in the framework of the project “Comprehensive study of professional deficits and difficulties among teachers of the Krasnoyarsk Territory”. The authors define professional deficits as a disadvantage (limitation) in professional competence that hinders the effective implementation of professional actions. Based on a questionnaire survey of 3,375 teachers of the Krasnoyarsk Territory, a typology of professional deficits is built using factor and cluster analysis. Research results. Empirically, 13 groups of municipalities have been identified for which an appropriate profile has been established for 15 factors. The obtained profiles characterize each combined group by the professional deficits of teachers who are differentiated relative to clusters. Conclusions. The results obtained significantly specify the connections and establish latent stable characteristics. The revealed typology shows the characteristic features of the model of professional teacher deficits in the context of municipalities. The use of the data obtained contributes to the development of a qualitative system for improving the qualifications of teachers.

Development of the methodological heritage of Academician of the Russian Academy of Education Alexander Mikhailovich Novikov in the practice of professional teacher education

С позиции обобщенного методологического контекста феномена научных школ раскрыты системообразующие основания методологического наследия ученых Российской академии образования в современной теории и практике профессионального образования. Автор акцентирует внимание на актуальности методологического наследия научной школы академиков РАО С.Я. Батышева и А.М. Новикова «Профессиональная педагогика. Теория непрерывного образования». На основе системного подхода, анализа результатов научной деятельности А.М. Новикова -лидера научной школы в части прогнозирования инновационных процессов в отечественном образовании обосновывается значимость внедрения в педагогическую практику инноваций. Автор представляет методологическое наследие академика А.М. Новикова с позиции его актуальности для развития последующих поколений ученых в сфере наук об образовании. From the position of generalized methodological context of the phenomenon of scientific schools, the system-forming bases of methodological heritage of scientists of the Russian Academy of Education in modern theory and practice of professional education are revealed. The author focuses on the relevance of the methodological heritage of the scientific school of academicians RAO S.Y. Batyshev and A.M. Novikov "Professional pedagogy. Theory of Continuing Education". Based on the systematic approach, analysis of the results of scientific activity of A.M. Novikov - the leader of the scientific school in terms of forecasting of innovative processes in domestic education the significance of implementation in pedagogical practice of innovation is substantiated. The author presents methodological heritage of Academician A.M. Novikov from the position of its relevance for the development of subsequent generations of scientists in the field of education sciences.

Investigating Professional Teacher Identity through ESP Courses: Voices from Three EFL Instructors via Case Studies

The current zeitgeist in language teacher education dwells on teacher identity regarding it as one of the big buzzwords to explore and critically reflect teacher qualities from a socio-cognitive perspective. Drawing from this current trend, the research intended to disambiguate three English language instructors’ sense of self-efficacy, perceptions, professional identity and professional competence in one of the most established and prestigious state universities in the country through the qualitative case study method. After selecting ESP practitioners following convenience sampling, autobiographies, informal dialogues, classroom observations, opening interviews, post-observation interviews, and field notes were utilized to gather data. Having scrutinized the professional identities of instructors through the lens of self-efficacy beliefs, perceptions, and professional competence, the study exposed that professional competence came to the fore being the best mediator to gain awareness of professional teacher identity. However, self-efficacy did not subserve as a predictor in exploring the complexity of teacher identity due to discordance with perceptions and realities of identity issues. Finally, some suggestions for further considerations were stated to be operationalized within the EFL context of in-service language teacher education.

South African teachers’ experiences of continuous professional teacher development: Connections and disconnections

In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers’ learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers’ perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers’ experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.

Development of perceptions of digital etiquette in the modern educator as a factor of readiness to exchange knowledge in a virtual environment

Актуальность статьи связанна с необходимостью освоения педагогами этических аспектов профессиональных коммуникаций, которые стремительно переходят в цифровой формат. Для непрерывного развития педагогов большим потенциалом обладает обмен знаниями, который наиболее успешно осуществляется в виртуальной среде. Цифровой этикет, который соблюдают педагоги, является показателем их готовности к обмену знаниями в профессиональных сообществах. Ставиться цель, связанная с описанием направлений развития представлений и знаний педагогов о цифровом этикете в условиях дополнительного профессионального образования и других форм обучения педагогов. Теоретический анализ научных работ показал возможности повышения квалификации учителей в развитии их коммуникативной культуры, обмена знаниями в сетевых педагогических сообществах. Научная новизна исследования заключается в том, что в статье сформулированы авторские содержательные линии, принимаемые во внимание при развитии представлений педагогов о цифровом этикете. Они предполагают: а) актуализацию знаний по основным вопросам коммуникативной стороны профессиональной деятельности учителя; б) определение специфики общения в виртуальной среде и освоение правил цифрового этикета; в) освоение метода обмена знаниями учителями, изучение цифровых платформ, на которых строятся современные профессиональные коммуникации.Теоретическая и практическая значимость исследования состоит в том, что выделенные линии могут найти применение в развитии представлений педагогов о цифровом этикете в учреждениях дополнительного профессионального образования, при самообучении педагогов и в школе как самообучающейся системе. The relevance of the article is related to the need for teachers to master the ethical aspects of professional communications, which are rapidly changing to a digital format. Knowledge sharing has great potential for teachers' continuous development, which is most successfully carried out in the virtual environment. The digital etiquette that educators observe is an indicator of their readiness to exchange knowledge in professional communities. The aim is to describe the directions of development of teachers' ideas and knowledge about digital ethics in the conditions of additional professional education and other forms of teacher training. Theoretical analysis of scientific works showed the possibilities of professional development of teachers in the development of their communicative culture, exchange of knowledge in the network pedagogical communities. Scientific novelty of the study - the article formulated the author's content lines, taken into account in the development of teachers' ideas about digital etiquette. They involve: a) updating knowledge on the main issues of the communicative side of professional teacher; b) determining the specifics of communication in a virtual environment and mastering the rules of digital etiquette; c) mastering the method of knowledge sharing teachers, the study of digital platforms, which are built on modern professional communications. Theoretical and practical significance of the study is that the highlighted lines can find application in the development of teachers' ideas about digital etiquette in institutions of additional professional education, in the self-study of teachers and in the school as a self-study system.

EDUCATION SUPERVISION IN THE CREDIBILITY COMPETENCY OF PROFESSIONAL TEACHER

Every activity of the school organization must be supervised by the principal. This is important because without supervision, all school program activities will not be successful. In this case, if there are deviations, it cannot be detected early and in detail. The role of the principal in this case is very important, in other words that success in carrying out supervision is largely determined by the skills of the supervisor. Supervision comes from the words super and vision which means to see and review from above or view and judge from above what is done by superiors on activities, creativity, and bottom performance.