Forms of resistance: Insights into beginning teacher development

Morettini, Brianne W.

doi:10.1016/j.ijedro.2021.100041

Cited by 2 publications

(2 citation statements)

References 42 publications

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“…Therefore, to support government programs in developing teacher competence, teachers must improve their ability to use technology in online learning (Diery et al, 2021), (Pardede, 2020). The way teachers deliver knowledge must be designed with a mature strategy, considering that teacher creativity and innovation are needed so that the teaching process is interesting (Morettini, 2021). Teachers must be able to let go of the learning system in schools by using not only lecture methods that seem rigid.…”

Section: Religious Valuementioning

confidence: 99%

Teacher Professionality of Al-Islam and Kemuhammadiyahan (Aik) in Implementing Religious Values for Students at Muhammadiyah Nitikan Sd Yogyakarta During the Covid-19 Pandemic

Yusutria

Yuzarion

Charles

et al. 2022

Primary: Jurnal Pendidikan Guru Sekolah Dasar

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Lack of students' ability to read and understand Islamic teachings well, practice religious values and daily life, feelings of insecurity, individualistic, and hedonistic attitudes during the covid-19 pandemic are still found. The study described in this article is aimed to determine the teacher professionality of Al-Islam and Kemuhammadiyahan (AIK) in instilling religious values for students and teacher professionality in instilling religious values for students at SD Muhammadiyah Nitikan Yogyakarta during the Covid-19 pandemic. The type of research was descriptive qualitative research. The data sources were primary data and secondary data. Data were obtained through interviews, observation, and documentation. The data analysis used was data reduction, data presentation, and conclusion drawing. The results showed that the teacher professionality of Al-Islam and Kemuhammadiyahan (AIK) instilled religious values, had an educational background, and Muhammadiyahan as an organizational cadre who understood the vision, mission, and goals of schools and organizations. In addition, they had pedagogical, professional, personality, and social competence. They also could integrate religious values into the material contained in the lesson plans, using exemplary and habituation methods, and establishing good cooperation with parents and the community in controlling students.

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Section: Religious Valuementioning

confidence: 99%

Teacher Professionality of Al-Islam and Kemuhammadiyahan (Aik) in Implementing Religious Values for Students at Muhammadiyah Nitikan Sd Yogyakarta During the Covid-19 Pandemic

Yusutria

Yuzarion

Charles

et al. 2022

Primary: Jurnal Pendidikan Guru Sekolah Dasar

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“…Por ello, con el propósito de garantizar que la educación responda a las necesidades sociales que emergen, se han establecido diversos espacios destinados a alcanzar los objetivos planteados en el ámbito educativo. Uno de los más destacados, es la escuela (Morettini, 2021); ya que en este espacio se construyen las primeras bases hacia la justicia social (Hansen et al, 2024;Paz-Maldonado, 2023).Sin embargo, contrario a lo expuesto, es precisamente en la escuela, el lugar que evidencia desafíos (Corral-Granados et al, 2023), particularmente, alrededor de la atención de estudiantes con diversidad funcional, quienes están en alto riesgo de ser excluidos de los procesos educativos (Nketsia et al, 2020).…”

Section: Introductionunclassified

Formación docente y práctica pedagógica en la educación inclusiva: revisión sistemática

Gordillo,

Prado

2024

cyed

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Las demandas de atención que emergen en el marco de la diversidad funcional de los estudiantes son desatendidas y en la actualidad exigen fortalecer los procesos de formación docente. Esta revisión sistemática propone identificar los planteamientos actuales sobre formación docente y su incidencia en la práctica pedagógica desde la educación inclusiva. Se realiza un análisis cualitativo de publicaciones científicas entre el año 2019 al primer trimestre del 2024 mediante la metodología PRISMA, consultando Scopus, Science Direct y WoS. Tras la identificación, selección y cribado, se hallaron 43 artículos. Los resultados revelan que conceptos como didáctica, educación inclusiva y sensibilización del ser permiten que la formación docente impacte en la práctica pedagógica, teniendo como eje central la educación inclusiva. Este estudio sugiere investigar alrededor de la formación de maestros en ejercicio y se invita a explorar nuevas estrategias que promuevan una educación inclusiva en las aulas.

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Forms of resistance: Insights into beginning teacher development

Cited by 2 publications

References 42 publications

Teacher Professionality of Al-Islam and Kemuhammadiyahan (Aik) in Implementing Religious Values for Students at Muhammadiyah Nitikan Sd Yogyakarta During the Covid-19 Pandemic

Teacher Professionality of Al-Islam and Kemuhammadiyahan (Aik) in Implementing Religious Values for Students at Muhammadiyah Nitikan Sd Yogyakarta During the Covid-19 Pandemic

Formación docente y práctica pedagógica en la educación inclusiva: revisión sistemática

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