A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education

Al-Qiawi, Dalal Abdullah; Ezzeldin, Sawsan M.

doi:10.5430/wje.v5n6p65

Cited by 18 publications

(20 citation statements)

References 7 publications

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“…In a competitive world today, the idea of competency has drawn significant interest, and it is believed that teaching competency can be used as a clue in determining personal quality and characteristics of a teacher (Alqiawi & Ezzeldin, 2015). One of the most significant objectives of education in the post-industrial society is the transition from teaching paradigm (information sharing) to educating paradigm (competency sharing ñ stimulation towards action) (Abykanova et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Sumaryanta

Mardapi

Sugiman

et al. 2019

Journal of Teacher Education for Sustainability

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Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.

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Section: Discussionmentioning

confidence: 99%

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Sumaryanta

Mardapi

Sugiman

et al. 2019

Journal of Teacher Education for Sustainability

View full text Add to dashboard Cite

show abstract

“…Many researchers have carried out research on teacher competence, specifically pedagogic competence. With findings including; Pedagogic competence can improve teacher performance (Hakim, 2015); the teachers need to improve their competence to apply authentic and integrative assessments (Adnan, Suwandi, Nurkamto, & Setiawan, 2019); good teachers have competencies that are centered on three main elements namely academic, professional, and personal (Alqiawi & Ezzeldin, 2015); pedagogic competence must be possessed by every teacher in order to be successful in the learning process (Rahman, 2014). These studies are studies of teacher pedagogical competencies by measuring different variables.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Pedagogic Competence of Elementary School Teachers Based on Regional Characteristics

Jusuf¹,

Sopandi²,

Wulan³

et al. 2020

Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019)

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The ability of elementary school teachers to understand pedagogical competencies is absolutely necessary to carry out their duties as professional educators. The purpose of this study was to determine the pedagogical competence of elementary school teachers in understanding creative thinking assessment based on the characteristics of the city. This study involved 14 teachers who served in public elementary schools in the downtown, semi-urban, and suburban areas. The test and non-test instruments used to determine the pedagogical abilities of elementary school teachers are questions of creative thinking in the form of multiple choice and interviews. Data are analyzed qualitatively and quantitatively. The results of the study indicate that the ability of elementary school teachers is very different from the characteristics of the region, namely; Teachers who work in public elementary schools in the downtown area have an average capability of 63,2%, which is in the category of "Good", semi-urban areas at 71,6%, and suburban area at 70,0%. The main factors that can influence these differences are teaching practice and academic qualifications, while regional factors have less influence on the ability of teachers to understand the concept of science creative thinking assessment. This can be seen from the results above, teachers who work in public elementary schools in semi-urban and suburban areas that have good knowledge compared to those in the downtown area.

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“…Saat ini dunia sedang dihadapkan pada era revolusi industri ke 4, maupun era disruption dengan ditandai munculnya berbagai inovasi digital yang membuat segalanya menjadi mudah. (Alqiawi & Ezzeldin, 2015) Perkembangan teknologi yang semakin canggih ini menjadikan dunia mengalami perubahan sangat cepat. Apabila seseorang tidak siap mengikuti perkembangan teknologi, maka mereka akan tertinggal oleh perubahan yang ditimbulkan oleh adanya perkembangan teknologi tersebut.…”

Section: Pendahuluanunclassified

The Competence Development of Vocational High School Teachers Using The "ANAK SALA" Model

Sudarno¹,

Suyanto²,

Wibowo³

2021

SHEs

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The purpose of this research is to develop the competence of vocational high school teachers in Karanganyar Regency, especially in the pedagogical competence, professional competence, personality competence, and social competence by using a development model named "ANAK SALA". This study uses the Research and Development method. The sample used was 50 vocational high school teachers. The data collection method used a questionnaire technique. The data that has been collected, then analyzed comprehensively using the mean difference test and descriptive-analysis. In conclusion, the competence development of vocational high school teachers in Karanganyar Regency, Central Java can effectively be carried out using the "ANAK SALA" model.

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A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education

Cited by 18 publications

References 7 publications

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Analysis of Pedagogic Competence of Elementary School Teachers Based on Regional Characteristics

The Competence Development of Vocational High School Teachers Using The "ANAK SALA" Model

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