Classroom management competence of novice teachers in Vietnam

Hằng, Ngô Vũ Thu; Lien, Nguyen Thi Hong

doi:10.1080/2331186x.2022.2124042

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…Hasil penelitian senada juga mengungkapkan bahwa sebagian mahasiswa mampu menguasai karakteristik siswa dan sebagian lainnya belum mampu memahami karakteristik siswa, begitu juga pada indikator lainnya (Ruspayanti et al, 2020) juga kurangnya kemampuan mahasiswa dalam manajemen kelas (Hằng et al, 2022). Di samping itu, mahasiswa calon guru harus memiliki kompetensi digital (Batanero et al, 2020).…”

Section: Hasil Dan Pembahasan Persepsi Guru Pamong Tentang Kompetensi...unclassified

Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL)

Eliwatis¹,

Sesmiarni

Maimori³

et al. 2022

Journal of Islamic Education Students (JIES)

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This study aims to determine the perceptions of tutors regarding the quality of student teacher competency in field experience practice (PPL). The research was limited to PPL students in the study program of Islamic religious education, Arabic language education, English education and mathematics education in the Faculty of Tarbiyah and Teacher Training at UIN Mahmud Yunus Batusangkar. The research method uses a quantitative descriptive approach. The research instrument was a questionnaire with a Likert scale with 70 samples. The results of the study showed that the pedagogical competence of PPL students was in the category of sufficient perception, professional competence was in the good category, personality competence was in the very good category, and social competence was in the good category. The competency of PPL students with very good perceptual quality of tutors is personality competence, while the social and professional competencies of PPL students with good perceptual quality, but for PPL student pedagogical competence it is very important to improve because only perceptual quality is sufficient. These results become input for the person in charge, implementer and manager of PPL at the university.

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Section: Hasil Dan Pembahasan Persepsi Guru Pamong Tentang Kompetensi...unclassified

Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL)

Eliwatis¹,

Sesmiarni

Maimori³

et al. 2022

Journal of Islamic Education Students (JIES)

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“…Unfortunately, although positive classroom management skills are necessary to maximize students’ academic and social achievement, many teachers have indicated that behavior management is a skill they are least prepared for doing it [ 19 , 20 ]. A review of the literature shows that having skills in classroom management is a concern for teachers that should be considered [ 21 – 24 ]. As mentioned above, worse still, when teachers are not well-prepared to manage a classroom, they are likely to be dissatisfied with their job and leave the profession [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences

Salarvand,

Niknejad,

Gyasi

2023

BMC Med Educ

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Introduction The ability of teachers to organize classes and manage the behavior of their students is critical in achieving positive educational outcomes. The aim of this study was to explain the experiences of nursing faculty members in managing disruptive behaviors in the classroom. Methods The study adopted descriptive explanatory qualitative study design and provided an avenue to explain the experiences of nursing faculty members in managing disruptive behavior in the classroom Participants were included via the purposive sampling. In-depth and semi-structured interviews were used to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study utilized four strength criteria, including credibility, confirmability, transferability, and dependability. Results The finding were presented using five themes that emerged from 350 open codes, including managing disruptive behavior in the classroom, guiding the disruptive student, trying to increase learning, and making the class more interesting, setting the rules and regulations of the class with sub-categories. Conclusions Participants cited strategies that they enabled to understand the cause of misbehavior and implement strategies to modify students’ misbehaviors by creating a safe and healthy climate to nurture effective learning by students.

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“…It is a dynamic concept that evolves and adapts to changing circumstances and requirements. Competence is evaluated by comparing an individual's performance against a predetermined benchmark (Hằng, Hằng, & Liên, 2022).…”

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confidence: 99%

Teaching Competencies Based on Comparative Assessment at Diverse School Levels

Nasim,

Khan,

Qaisara

et al. 2024

Pak. J. Humanit. Soc. Sci

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Effective and high-quality education is greatly dependent on the teacher's competence. Teaching competency encompasses the knowledge, skills, attitudes, and professional attributes necessary for an individual to effectively fulfill the duties of a teacher at the expected level. This research aims to examine the teaching competencies of teachers in schools with different educational levels. The researcher employed a quantitative survey methodology to investigate the teaching competencies of teachers in public schools in Multan. A stratified sampling method is employed to choose a sample of 1009 teachers that accurately represents the geographical distribution (location) of schools. A self-developed questionnaire was used to collect the data. The data collected has been analyzed using descriptive statistical techniques such as frequencies, means, and standard deviation, as well as inferential statistical techniques like t-tests and ANOVA. The main findings of the study indicate that teachers demonstrated competence in various domains, such as planning of the lesson, presentation of the lesson, lesson closure, lesson evaluation, and classroom management. The results also indicated that the teaching competencies of teachers vary greatly depending on the location of the school but do not vary significantly based on their academic, professional qualifications, or school levels. Urban teachers have better teaching competence in comparison to rural teachers. The study can be repeated on a large-scale sample by assessing other teaching competencies across different academic levels. Workshops and trainings should be provided for public school teachers to strengthen their teaching competencies.

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Classroom management competence of novice teachers in Vietnam

Cited by 3 publications

References 20 publications

Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL)

Perceptions of Pamong Teachers on the Competence of Prospective Teacher in Practice Field Experience (PPL)

Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences

Teaching Competencies Based on Comparative Assessment at Diverse School Levels

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