Measuring Chinese Rural Science Teachers’ Self-Perception Towards Teaching Competencies: Instrument Development

Li, Mengmeng; Cai, Le; Chen, Dimei; Ye, Jianqiang

doi:10.33225/jbse/22.21.1026

Cited by 3 publications

(3 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers are expected to be literate and skilled in using technology to align with educational developments. The skills in using technology and integrating it into teaching are closely related to the success of teachers in creating interactive learning (Li et al, 2021). Teacher competencies and skills will not develop if teachers do not have self-efficacy, so efficacy is emphasized as a key factor in the implementation of teachers' tasks in educational reform (Gordon et al, 2023).…”

Section: Strengthening the Competence Of Tl For The Implementation Of...mentioning

confidence: 99%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia.

show abstract

Section: Strengthening the Competence Of Tl For The Implementation Of...mentioning

confidence: 99%

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Suryawati,

Syafrinal,

Harfal

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Secara teknis, dikenal 3 (tiga) hal yang berkaitan dengan penilaian proses belajar, antara lain: pengukuran, penilaian dan evaluasi. Penilaian mendahului penilaian, dan penilaian mendahului pengukuran (Li et al, 2021). Pengukuran yaitu aktifitas menganalogikan observasi berdasarkan standar, sedangkan penilaian yaitu aktifitas menakwilkan pengukuran, dan evaluasi adalah penetapan nilai atau dampak sikap (Jumaeda, 2022).…”

Section: Pendahuluanunclassified

EVALUASI PROGRAM PEMBELAJARAN MEMBACA AL QUR’AN METODE AL QALAM DENGAN MODEL EVALUASI ROI (Studi di Pesantren Lansia ‘Habibi Ainun’ Puuwatu Kota Kendari)

Qomariyah

Putra

2023

publicuho

View full text Add to dashboard Cite

The purpose of this writing is to evaluate the Qur'an reading learning program using the Al Qalam Method. This program is a collaboration between the Al Qalam Education Foundation and Rumah Zakat by creating the Rumah Qur'an Lansia Pesantren Lansia program 'Habibi Ainun' which is located in Watulondo Village, Puwatu District, Kendari City. The results showed that the Al Qalam Education Foundation did not spend any learning program costs at all. So for the foundation, this program is very beneficial because it helps achieve the foundation's mission, which is to contribute to instilling Islamic values for the people of Kendari City. As for when viewed from Rumah Zakat, Kendari Branch is also beneficial and provides benefits because of the 30 learners, as many as 18 people can attend the graduation of the Al Qalam Method. The 12 people who have not graduated will still be given learning by participants from mothers who have graduated and graduated without spending any more money

show abstract

“…In any case, there is no educational equity when the interests of the weak are compromised by severe inequality. For example, the lack of educational resources in schools, which makes students drop out or perform poorly, is an example of educational inequity caused by educational inequality (Castano et al, 2019;Cuesta & Madrigal, 2014;Gewirtz, 1998;M. Li et al, 2022).…”

Section: Meeting Quality and Equality In Education Is Equitymentioning

confidence: 99%

Types of Quality and Equal Science Education Systems and the Development of Equality in Education

Tao

Jin

et al. 2023

JBSE

View full text Add to dashboard Cite

Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. Keywords: disadvantaged students, educational equity, equality in education, inequality in education, science education

show abstract

Measuring Chinese Rural Science Teachers’ Self-Perception Towards Teaching Competencies: Instrument Development

Cited by 3 publications

References 52 publications

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

Mentor, Observe, Support, Take Action (MOST): a model for continuing professional development of teacher leaders

EVALUASI PROGRAM PEMBELAJARAN MEMBACA AL QUR’AN METODE AL QALAM DENGAN MODEL EVALUASI ROI (Studi di Pesantren Lansia ‘Habibi Ainun’ Puuwatu Kota Kendari)

Types of Quality and Equal Science Education Systems and the Development of Equality in Education

Contact Info

Product

Resources

About