Pentingnya Inovasi Pendidik untuk Meningkatkan Kualitas Pendidikan

Keberhasilan pendidikan tidak hanya terjadi melalui tatanan pendidikan, tetapi juga diperlukan peningkatan kinerja guru dalam melakukan pelaksanaan pendidikan. Pendidik merupakan salah satu komponen pendidikan yang berguna untuk melaksanakan jalannya pendidikan. Dimana keterampilan pendidik saat ini dituntut melakukan peningkatan kualitas pendidikannya untuk meningkatkan keberhasilan pendidikan yang sesuai dengan perkembangan zaman saat ini. Dalam hal ini diperlukan inovasi sebagai pendidik terkait penemuan baru pada kegiatan mengajar, meneliti, mengembangkan, melatih, mengelola dan memberikan pelayanan di bidang pendidikan. Untuk menciptakan inovasi guru hendaknya memiliki karakteristik sebagai berikut; terus belajar, kompeten, ikhlas, disiplin, dan totalitas. Kompetensi guru yang harus dikembangkan yaitu kompetensi kepribadian, kompetensi pedagodik, dan kompetensi profesional. Salah satu kompetensi yang berperan dalam meningkatkan inovasi pendidik yaitu kompetensi profesional. Hal ini dilakukan pendidik dengan mengikuti pendidikan prajabatan (preservice education) yang dilakukan oleh universitas untuk menyiapkan calon pendidik dan pendidikan dalam jabatan (inservice education) yang merupakan pendidikan, pelatihan dan pengembangan mengenai berbagai keterampilan guru untuk meningkatkan kualitas pengajaran guru yang sesuai dengan perkembangan zaman. Selain itu, untuk meningkatkan kompetensi profesional yaitu dengan mengadakan program pembinaan dan pengembangan profesi guru, melakukan penelitian maupun kolaborasi.

Student Preparedness for Emergency Remote Learning

The recent worldwide pandemic, COVID-19, pushed students of all ages to remote learning in a matter of days. This abrupt change in the mode of delivery of instruction affected students differently. The researchers share findings of a study conducted among university preservice education students from Texas and Ohio concerning students' preparedness for this drastic change. The study sought to identify and document recurring themes about the students' experiences of remote learning and to determine how significantly socioeconomic status (SES), sociocultural values (SCV), and socioemotional learning (SEL) aspects impacted students’ transition to remote learning at these universities. Implications for university instructors and ways to improve educational experiences during such unprecedented times are discussed.

Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. Keywords: child and youth care (CYC), youth work, human/social services, pedagogy, curriculum, higher education, praxis, preservice education

Introduction to special issue: an exploration of child and youth care pedagogy and curriculum

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. Keywords: child and youth care (CYC), youth work, human/social services, pedagogy, curriculum, higher education, praxis, preservice education

Junior Faculty Scholarly Personal Narrative

In this scholarly personal narrative (SPN), an assistant professor engages in a critical reflection of her journey towards tenure and promotion. The author parallels her journey to include the work done daily with preservice education students, as she works to prepare them for careers in teaching. According to the author, the intersectionality of the work done, and the expectations had for students are inseparable when conceptualizing and discussing the journey towards tenure and promotion. It is this intersectionality that has shaped the professor and a contributing factor to her success.

Preservice Education in Augmentative and Alternative Communication: An Update

Purpose This survey sought to gather information from graduate programs in speech-language pathology concerning their preservice education in augmentative and alternative communication (AAC). The results were compared to similar previous surveys to identify improvements, continued challenges, and common barriers in providing preservice education in AAC. Method Two hundred fifty-one program directors, department chairs, clinical directors, and faculty members of Council on Academic Accreditation graduate programs in speech-language pathology were surveyed to explore the characteristics of preservice education in AAC. Results A total of 85 survey responses were received for a 33.8% return rate. Data revealed that there has been a general trend toward an increase in the number of graduate programs that offer coursework in AAC, the number of graduate students who are receiving knowledge and skills in AAC, and the number of students who obtain clinical experiences in AAC. However, results indicate that graduate programs in speech-language pathology continue to face barriers in providing comprehensive preservice education in AAC. Specifically, these barriers included limited funding, lack of faculty members with expertise in AAC, access to AAC systems and technologies, and time constraints. Results from this study may be helpful in addressing said barriers in future practice. Conclusions Graduate programs in speech-language pathology have improved their preservice education in AAC over the past 10 years. Survey responses indicate a continued need for improvement in clinical experiences, funding, and an increase in the number of faculty members with expertise in AAC.

Shifting preservice teachers’ beliefs: toward critical connected learning

Purpose The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use. Design/methodology/approach Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course. Findings Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices. Research limitations/implications This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools. Practical implications Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings. Originality/value While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.