Mumarasah al-Ta'lim al-Musagar li Tarqiyah Maharah al-Kalam fi Syu'bah Ta'lim al-Lugah al-Arabiyah

As it is known that micro-teaching at the Islamic University of Jember is carried out through "youtube" during the Covid-19 pandemic, but the learning process cannot be separated from challenges and problems. A qualitative descriptive approach was used in this study. Collecting data by observation, interviews, and documentation. and data analysis used by Mills and Huberman three methods, namely data reduction, presentation, and inference. This study aims to describe the application of micro-teaching practices to improve speaking skills in Arabic education study programs during the pandemic. The results showed that the practice of micro-teaching at the Islamic University of Jember was carried out through "youtube" during the Covid 19 pandemic. The challenge is that qualified teacher candidates must be able to adapt to all circumstances so that education continues, while one of the obstacles is that some students find it difficult to the learning process because the process is through technology.

Transformation of Assessment of the Pre-Service Life Sciences Teachers: Issues of Curriculum Development in Education and Training in South Africa

The Department of Higher Education intends to transform the traditional education theories and practices in the education and training of teachers for the twenty-first century. The attributes of a competent and qualified teacher underpin the envisaged changes in the curriculum to aptly prepare teachers. However, the realizations of the intentions of the department appear to be in vain. Accordingly, the current case studies conducted through qualitative procedures aimed to investigate how teacher educators adhere to the proposals of the Minimum Requirement of Teacher Education Qualifications (MRTEQ). The data gathered through the analysis, of course, guides intended to search for the link between the Life Science curriculum content knowledge and the plan to assess the competences promulgated by the South African Qualification Authority (SAQA). The findings pointed out that the course guide indicated learning outcomes, critical outcomes, and course and module outcomes; however, the assessment criteria were not aligned to the learning outcomes, module outcomes, and assessment techniques or tools. Therefore, the study recommends that academics in teacher education should explore and reflect on the models that could explicitly measure the performance of competencies (foundational, practical, and reflexive) authentically and reliably.

RESEARCH ON THE TRAINING MODE OF "DOUBLE-QUALIFIED" TEACHERS IN HIGHER VOCATIONAL COLLEGES UNDER THE BACKGROUND OF "DOUBLE-HIGH PROJECT"—TAKING SHANDONG INSTITUTE OF COMMERCE AND TECHNOLOGY AS AN EXAMPLE

Taking Shandong Institute of Commerce and Technology as a concrete case, which is one of Construction Plan of high-level vocational colleges and specialties with Chinese characteristics, this paper attempts to explore a new "double-qualified" teacher training mode to meet the requirements of the "Double-High Project" construction through the introduction and explanation of "dual-channel, multi-level, multi-circulation high platform" model of teacher training, so as to provide references for other similar institutions and achieve the goal of mutual development.

The challenges of the primary teachers in the XIX century: from the materials needed to teach classes to the payment of the salaries

Different aspects impacted the work of primary school teachers in the 19th century: the lack of materials for the teaching of classes, the delay in paying salaries and the release of resources to pay the rent of the houses where the classes worked, the health issues that implied the removal of the teacher for treatment, among others. Given this context, the objective is to inform how the teaching profession was configured based on the challenges faced by primary teachers in the 19th century. As a research in the field of History of Education, newspapers and official communications will be taken as sources, being analyzed from the conceptions of configuration and representation. It is possible to perceive that the profession of primary teacher was configured in the face of challenges and confrontations, corroborating the construction of the representation of the qualified teacher in the 19th century.

Empowering Teacher Engagement in Primary Schools Through Video Intervention Program

Teacher engagement basically shows that the personal and existence of a qualified teacher is positioned not only as a teacher but as an integrated whole of an educator who is professional and has an Indonesian character. This concept is in line with the mandate of the 2015-2019 RPJMN as stipulated in the Ministry of Research and Technology Strategic Plan where the government seeks to strengthen overall development by emphasizing the development of economic competitive advantages, one of which is based on quality institutions and resources. Based on the results of the trials conducted, it can be concluded that the engagement of elementary school teachers in Jakarta, Bekasi and South Tangerang can be increased through the Video Intervention Program. After empowering teachers through the Video Intervention Program, elementary school teachers in Jakarta, Bekasi and South Tangerang experienced significant engagement at α<0.05. Furthermore, through the results of the self-assessment, it was found that teacher empowerment through the Video Intervention Program will further increase teacher engagement in Jakarta, Bekasi and South Tangerang, if these teachers improve themselves in carrying out religious orders.

Thinking and Informing: A Reality Check on Class Teachers and Teacher Librarians

The literature suggests that twenty first century schools must pay as much attention to how students learn as they do to what students learn. Part of the `how students learn' encompasses attempts to address student mastery of the processes of becoming informed. At one time it was considered the role of the teacher librarian to teach students information skills or an information process. At one time it was assumed that class teachers could teach these skills and this process. In more recent times it has been suggested that teacher librarians and class teachers must form partnerships to enable the building of a school culture that facilitates an emphasis on ways of learning rather than on what is learned. A number of writers have suggested that the key agent in the fight for information literate schools is the teacher. The teacher is at the front line working with students on a day to day basis and influencing student expectation and behaviour. As teaching practice changes from teacher focused quantitative approaches to student centred and more qualitative approaches the importance of the teacher as role model and mentor becomes paramount. A common thread to these approaches is the assumption that class teachers and /or teacher librarians are themselves information literate. That is, it is assumed that teachers (and especially teacher librarians) have mastered the processes of becoming informed. It is assumed that they work with an information-processing model (whether that entails a formal model or a systematic approach) and that they themselves employ higher order thinking skills when undertaking complex information tasks. This paper reports on a project that tested the validity of these assumptions. It seeks in part to identify whether or not teachers understand the information process and whether they are able to use a process to undertake a complex information task. Are teachers equipped to act as role model and mentor to their students? Does being employed as a teacher librarian (as distinct from being a qualified teacher librarian) make a difference to understanding, and use of, an information process?

‘We’re on their side, aren’t we?’ Exploring Qualified Teacher of Children and Young People with Vision Impairment (QTVI) views on the role of supporting the emotional well-being of visually impaired children

Mindful of the assertion that children with vision impairment (VI) are three times more likely than their peers to develop a mental health problem, this study aimed to identify practitioner-perceived priorities in supporting the emotional well-being of visually impaired children, via eliciting self-reported explorations of professional practice and experiences of Qualified Teacher of Children and Young People with Vision Impairment (QTVI). Using a focus group-based interviewing technique with QTVIs from a single peripatetic VI advisory service in England, the study found that despite evident good practice, the QTVIs could feel inhibited by a lack of confidence in their ability to deliver adequate and appropriate intervention. This stems from a perceived lack of knowledge of resources available, a feeling of ‘reinventing the wheel’ and ‘bolting on’ to existing generic materials to try to improve their relevance to VI, and also an uncertainty regarding ownership of delivery of such interventions. QTVIs demonstrated clear willingness to support the emotional well-being of pupils on their caseload, but expressed a desire for more professional training, a clearer understanding of the breadth of the QTVI role, and a centralisation of knowledge and resources pertaining to emotional well-being. Therefore, this article recommends the development of resources for sharing good practice, as well as encouraging the VI educational sector to provide additional continuing professional development opportunities, and also potentially a review of the course specification of the Mandatory Qualification for Vision Impairment Teaching in England.

Development of motive as an incentive to success at the initial stage of learning music

We present material on the problem of intensification of teaching music to preschool students from the standpoint of the analysis of pedagogical interaction aimed at the development of positive motivation. Due to the many diverse interests, it is difficult for a child at this age to focus on music only and form positive motivation. The motive is understood as the rationale for a sustainable desire for a certain activity. Motives, like other personality traits of a preschool student, are unstable and varied. The child is susceptible to many constructive and destructive factors of development, which often distract him and extinguish the motive for achieving musical success. Strengthening of motivation and appropriate methodological support of the personality-oriented technology of teaching music at the initial stage is required. The development of motive is cross-cutting and accompanies the cognitive and effective stages. For each stage, a selection of creative tasks is presented – methodic support, since reproductive activity quickly reduces interest and the motive is replaced by another. For the majority, a combination of various directions of creative activity is effective. The ideal conditions for keeping motive in the course of learning is a highly qualified teacher who knows personality-oriented technologies, and an interested preschool student, a bearer of musical abilities at a sufficient level. And the main thing is their benevolent interaction. The expected results are presented. That is, the development of the motive for achievements in music at the initial stage will allow the teacher to retain interest and, on the basis of the motivation of the future musician, carry out from small performances to success.