Building Teacher's Pedagogical Competence and Teaching Improvement through Lesson Study

Abstract

Teachers' competence in managing the classroom becomes a significant factor in the students' comprehension, and further, in developing their competence. This study was aimed to observe and give the evidence of the use lesson study in helping the teacher to have the other's perspective, especially in the process of teaching to strengthen their strategies and classroom management. By applying action research through plan, do, and reflective phases, lesson study was able to foster significant teaching skill to develop the quality of teaching and learning. The average of teachers' pedagogical competence for Language Testing Administration (LTA) was 3.33 and 2.84 for Genre Based Writing (GBW) from three cycles. The improvement of teachers' pedagogical competence was based on their decision in adjusting the material and approach to implement a meaningful learning. It proved that students' motivation could be optimally stimulated in joining the classroom. However, the students' perception of teachers' pedagogical competence was also increasing. It was believed that it was a part of teaching improvement. Therefore, it is recommended to implement lesson study for improving the quality of learning especially for its process.

Pedagogical Competence Developing of Psychology Teacher (Master’s Degree): Experience of Ukraine

“…Horne (2013) discusses the role of master's programs in counselling psychology and the evolving differences between counselling psychology programs and master's programs. Aimah et al, (2017) also resonate with the ideas of the authors of this article, especially in presenting the means of improving teachers' pedagogical competence through the method of studying training sessions.…”

Students satisfaction, self-efficacy and achievement in an emergency online learning course

“…However, confidence is not a fixed trait that students have or lack; rather, it is influenced by various factors related to the online learning environment. For instance, Aimah et al (2017) and Villalon (2016) suggest that the quality and design of the lesson materials and the presence or absence of the teacher and peers can shape students' confidence levels. Therefore, clear expectations and guidance help students plan and execute their learning effectively (Zhang & Harris, 2010).…”

The Increased Learning Effectiveness Through Strengthening Organizational Climate and Pedagogical Competency

“…to be able to actualize potential [32], through the development of sustainable teaching [33]. Pedagogical competency focuses on teacher teaching skills to develop the quality of the teaching and learning process through collaborative discussions [34]. Therefore, according to Chalil [35], the pedagogical competence of a teacher includes understanding educational insights or foundations, understanding students, developing curriculum/syllabus, learning design, implementing learning and dialogue, evaluating learning outcomes, and developing students.…”

“…Further elaboration of these indicators appears in several aspects such as preparation (preparation), presentation (presentation/conveying materials), method of learning (learning method), the characteristics of the teacher (teacher's characteristic), and closing (closing). Preparation includes lesson plans, the use of media, setting the students, and the materials that are tailored to the characteristics of students, the presentation is actually educate and dialogue include the teacher explaining, confirming and responding to students, use of teaching methods, the characteristics of the teacher can be seen from the attitude of assertiveness toward the learning situation, including the ability of teachers to conclude material and provide evaluations [34], use of learning technology, evaluation of learning outcomes, and development of students (able to grow students' personalities) [36]. Pedagogical competency is seen in several categories such as mastery of the characteristics of learners; mastery of learning theory, curriculum development, implementation of educational learning; utilization of ICT, facilitating the development of student potential, communication skills, ability to assess and evaluate affective, cognitive and psychomotor aspects , ability to utilize assessment and evaluation results, and categories of ability to take reflective action [28,30].…”