Conceptual Framework of Evaluation Model on 4 C'S-Based Learning Supervision

Winaryati, Eny; Mardiana, Mardiana; Hidayat, Muhamad Taufik

doi:10.26803/ijlter.19.8.10

Cited by 8 publications

(13 citation statements)

References 4 publications

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“…Face ao exposto, e respondendo à pergunta Que recomendações se justificam para uma formação de professores que prepare adequadamente para a profissão?, o estudo fornece dados de diagnóstico para se pensar e melhorar a formação, alertando para situações relacionadas com os professores formadores. Reconhecendo os efeitos que a qualidade da supervisão poderá ter na formação inicial (Alarcão & Canha, 2013;Winaryati et al, 2020), é importante que, na organização dos cursos, seja dada particular atenção ao perfil dos professores responsáveis pela Iniciação à Prática Profissional/Prática de Ensino Supervisionada.…”

Section: Considerações Finaisunclassified

Condições de socialização com a docência em Portugal: análise do modelo de formação e perfil de formadores

Leite

Sousa-Pereira

2022

Rev. Electr. Educare

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Objetivo. O estudo, focado na formação inicial de professores, analisou o modelo adotado em Portugal, em 2007, na adaptação ao Processo de Bolonha, assim como o perfil académico e profissional dos professores que lecionam disciplinas de iniciação à prática profissional/prática de ensino supervisionada. Essa análise teve por objetivo avaliar se existem condições que favoreçam um contato suficiente com situações profissionais e socialização com a profissão docente. Metodologia. Foi feita a análise crítica da matriz curricular que orienta os cursos de formação inicial de professores para os doze anos de ensino obrigatório e a análise documental das fichas de Curriculum Vitae dos 482 professores que asseguram estas disciplinas nos 127 cursos existentes em Portugal. Resultados. O modelo de formação seguido compromete uma socialização com a profissão que permita aos futuros professores prepararem-se para a complexidade das situações que o exercício profissional apresenta nas escolas no dia a dia. Os professores que asseguram estas disciplinas, embora na sua maioria sejam doutorados, nem sempre têm formação académica na área educacional e apresentam poucas referências a atividades de desenvolvimento profissional e de investigação relacionadas com as disciplinas que asseguram. Conclusões. Considerando a importância de a formação inicial preparar para o exercício da profissão docente, justifica-se que, na organização dos cursos, seja dada particular atenção a estas disciplinas de iniciação à prática profissional e ao perfil dos professores que as asseguram.

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Section: Considerações Finaisunclassified

Condições de socialização com a docência em Portugal: análise do modelo de formação e perfil de formadores

Leite

Sousa-Pereira

2022

Rev. Electr. Educare

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“…Suhardan (2007) states that not many supervisors have high creativity in solving problems, especially teacher problems, due to the low competence of supervisors (school supervisors). Winaryati et al (2020) the success of school supervision in carrying out their duties is not only determined by a good work program factor but also the performance of supervisors also need to get attention, namely, the intensity of attendance and the process of assistance to schools, so that the presence and presence of supervisors are greatly missed as supervisors, advising, monitoring, reporting, coordinating, performing and as school leaders.…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, Jahanian and Ebrahimi (2013) mention that the best efforts of school supervisors in leading teachers and other officers are through participation and partnerships in improving teaching. Winaryati et al (2020) developed collaborative supervision, which is very effective as an exceptional aid in improving teaching and subsequently improving student achievement, the magnitude of the effect of cooperation and partnership between supervisors (school supervisors) and teachers in the event of power-sharing and cooperation.…”

Section: Introductionmentioning

confidence: 99%

Developing Collaborative-Based Supervision Model Which Accentuates Listening and Responding Skills

Prasetia

Akrim

Sulasmi

2022

AIJP

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This research aims to develop a collaborative-based supervision model that emphasizes three aspects of (1) listening and responding ability and (2) willingness to listen and respond. The research method used is research and development (R D). The subjects of this study were school supervisors and teachers at junior high schools within the Medan City Education Office. This research was carried out from January to November 2021. The results of this study indicate that the model is feasible based on the results of trials with a limited area, main area and operational area. In addition, this study formulated four teachers’ characteristics, namely lazy teachers, unfocused teachers, narrator teachers and professional teachers. Effective supervision practices for the four teachers’ characteristics are carried out with the approach and behaviour of school supervisors through instructions (for lazy teachers), consultation (for unfocused teachers), participatory (narrator teachers) and delegation (professional teachers). By applying the four strategies and behaviours for teachers’ character development in the practice of supervision, the implementation of supervision will achieve the expected results.

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“…In this era, teachers are required to implement 21st century learning and assessment. There are 4 character skills that must be possessed by teachers which are transferred to students, namely: (1) Critical Thinking and Problem Solving, (2) Creativity and Innovation, (3) Collaboration , and (4) Communications (4C's) (Griffin et al, 2011;Winaryati et al, 2020). Collaboration is at the core of the other three skill characters.…”

Section: Introductionmentioning

confidence: 99%

Improving the quality of learning through strengthening the lesson study community based on "Competition exploration"

Winaryati

Safuan²,

Mulyadi³

et al. 2022

jcse

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Key Performance Indicators no. 7 provide direction for the application of problem-solving learning methods, and recommend implementing project-based group learning (team-based projects). Implementation of collaborative learning activities can be carried out through the Lesson Study for Learning Community method. Collaboratively, all existing LS teams carry out planning, observation, and reflection. This activity was aimed to analyze the improvement of the quality of collaborative learning in lesson study communities in Muhammadiyah schools throughout Central Java based on "Competition Exploration". Implementation of activities in the field begins with Lesson Study workshops, learning models, writing scientific articles and IPR. In order to strengthen the article writing skills for teachers of the Lesson Study Team at Muhammadiyah schools throughout Central Java, this community service activity was followed up with a safari in 6 residencies in Central Java. The activity emphasizes assisting in writing scientific articles and submitting IPRs. From this assistance, 40 scientific articles and 40 HKI proposals, 40 lesson designs, and learning videos were produced. The community service team has produced 1 scientific article in the field of service, and 18 news articles in the mass media. Thus, this activity was successfully implemented and there was an increase in the quality of collaborative learning in the lesson study community.

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Conceptual Framework of Evaluation Model on 4 C'S-Based Learning Supervision

Cited by 8 publications

References 4 publications

Condições de socialização com a docência em Portugal: análise do modelo de formação e perfil de formadores

Condições de socialização com a docência em Portugal: análise do modelo de formação e perfil de formadores

Developing Collaborative-Based Supervision Model Which Accentuates Listening and Responding Skills

Improving the quality of learning through strengthening the lesson study community based on "Competition exploration"

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