Getting a Grip on the Classroom: From Psychological to Phenomenological Curriculum Development in Teacher Education Programs

Garcia, Justin A.; Lewis, Tyson E.

doi:10.1111/curi.12042

Cited by 21 publications

(9 citation statements)

References 23 publications

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“…Dimensi mental adalah asumsi-asumsi yang terkadang membuat seseorang takut untuk melakukan perubahan. Berbagai asumsi dan ketakutan ini tidak hanya dialami oleh peserta namun juga oleh guru (Garcia & Lewis, 2014;Jonnaert & Therriault, 2013). Penciptaan kondisi lingkungan yang aman dan suportif diharapkan dapat mengatasi berbagai hambatan yang terkait dengan dimensi mental (Kisfalvi & Oliver, 2015;Schmidt, 2018;Wanless, 2016) Melalui proses refleksi, setiap guru juga dimungkinkan untuk dapat saling menyemangati dan memupuk komitmen untuk dapat beradaptasi dengan segala perubahan (Clarkeburn & Kettula, 2012;Kurniawan & Toharudin, 2017;Mulyasa, 2013).…”

Section: Metodeunclassified

Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Haq

Murdiono

2019

civ.

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Tujuan penelitian adalah untuk mengetahui masalah yang dialami guru dan upaya yang dapat dilakukan untuk mengatasi hambatan dalam penerapan pendekatan saintifik pada pembelajaran PPKn. Penelitian ini merupakan penelitian deskriptif kualitatif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa masalah guru dalam penerapan pendekatan saintifik, antara lain:(1) keterbatasan kompetensi guru; (2) ketimpangan sarana dan prasarana;(3) keterbatasan waktu dan biaya; (4) minimnya kreativitas dan inovasi; (5) kurangnya antusiasme, motivasi, dan rasa ingin tahu peserta didik; (6) rendahnya kemampuan berpikir kritis, menyelesaikan masalah, dan mengambil keputusan; (7) kurangnya kemampuan komunikasi dan kolaborasi; (8) rendahnya minat baca; (9) kurangnya literasi informasi; (10) rendahnya literasi teknologi informasi dan komunikasi (TIK); (11) keterbatasan pelatihan dan sosialisasi mengenai perencanaan, proses, maupun evaluasi pembelajaran. Solusi yang dilakukan antara lain: (1) mengikuti seminar, pelatihan, dan kegiatan MGMP; (2) menjalin kerja sama dengan kepala sekolah, waka kurikulum, dan rekan sejawat; serta (3) membangun hubungan kemitraan antara guru dengan wali murid. Kata kunci:Problematika guru Pendekatan saintifik Saintifik inkuiri Proses pembelajaran PPkn ABSTRACT Keywords: teachers' problems scientific approach scientific inquiry learning process civics and citizenship educationThis study aimed to reveal the problems experienced by teachers and the efforts that can made to overcome obstacles in implementing the scientific approach toward civics and citizenship education. This study used qualitative descriptive method. Data collected through interviews, observation, and documentation. The results of the study showed that the teachers' problems in applying the scientific approach included: (1) the limitations of the teachers competency; (2) inequality of facilities and infrastructure; (3) time and cost limitations; (4) lack of creativity and innovation, (5) lack of enthusiasm, motivation and curiosity of the students; (6) lack of critical thinking, problem-solving, and decisionmaking skills; (7) lack of communication and collaboration skills; (8) low interest in reading; (9) lack of information literacy; (10) little information and communication technology literacy (ICT); (11) limited training and socialization regarding learning planning, process and evaluation. The solutions included: (1) attending seminars, training programs, and MGMP activities; (2) collaborating with the principal, the vice-principal, and colleagues, (3) and fostering collaboration between teachers and parents. PendahuluanKurikulum dalam sistem pendidikan bersifat dinamis serta harus dilakukan perubahan dan pengembangan, agar dapat memenuhi tantangan zaman. Memasuki abad ke-21, ada tiga tantangan utama yang dihadapi warga negara, yakni globalisasi ekonomi, perkembangan teknologi dan komunikasi,

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Section: Metodeunclassified

Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Haq

Murdiono

2019

civ.

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“…The poem, thus, teaches us that moments of profundity are available to teachers if teachers surrender to profound moments as they appear; however, the inclination to prioritize government mandated subject matter outcomes over lived experience sabotages these revelations. When teachers regard textbooks and lesson plans as more real than their own intuition and affect, teachers may be hijacking the flow of their own experience (Garcia & Lewis, 2014;Latta & Field, 2005;Uhrmacher, Moroye, & Conrad, 2016 (Patterson, 2017).…”

Section: "Love In the Classroom" By Al Zolynasmentioning

confidence: 99%

Knowing Teaching Poetically

Zimmerman

Greenlees

Isidiro

et al. 2019

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In this article, we present a set of poems that have helped us to come to know teaching in particular ways. We argue that the artistic medium of poetry can provide unique and important insights into what it is like to live through classroom moments. Using connoisseurship as our mode of inquiry, we share these poems, our interpretations of these poems, and our justification for why poetry is a valid way of knowing teaching. We invite our readers to join us in exploring the aesthetic dimension of teaching.

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“…lection is diverse and even has a specifically critical position such as the study of Garcia and Lewis (2014), who understand the primacy of reflection as a hindrance to the work of a teacher. It remains problematic because in various uses of the term reflection it is often not very clear, what method of reflection is meant (Hebert, 2015) and which level of reflection is discussed (Larrivee, 2006).…”

Section: Confusing Terms Associated With Supportive Teacher-student-rmentioning

confidence: 99%

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

Steins¹,

Behravan²

2017

PSYCH

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How teachers are best educated is a question that has been discussed for a long time. One perspective to this debate focuses particularly on dovetailing theoretical knowledge with practice. The present research is devoted to the specific exploration of this dovetailing: Three projects are presented that allow a direct transfer of knowledge into practice. The critical knowledge in the projects focuses explicitly on creating a supportive teacher-student-relationship. In the theoretical part of this contribution, the relevance of a supportive teacherstudent-relationship is discussed according to the background of teacher students' apprenticeship of observation. The research question is if the projects deliver strategies, ways and solutions to challenge the contents of apprenticeship of observation and accordingly to transfer empirically-based knowledge into action of teachers with regard to creating a supportive teacher-studentrelationship. Project 1 refers to accompanied sponsorships between teacher students and pupils (N = 15), project 2 combines classroom management knowledge with teaching social learning in a class (N = 13) and project 3 refers to the reintegration of mentally ill students back to school (N = 10). Qualitative analysis of knowledge transfer grounds on self-reports of teacher students and partly observation of teacher educators. The results hint to the value of action in academic education and are discussed in relation to their effects of gaining competencies and their feasibility.

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Getting a Grip on the Classroom: From Psychological to Phenomenological Curriculum Development in Teacher Education Programs

Cited by 21 publications

References 23 publications

Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Problematika guru dalam penerapan pendekatan saintifik pada pembelajaran PPKn

Knowing Teaching Poetically

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

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