Collaborative professional practice for strengthening teacher educator identities in Eritrea

Posti-Ahokas, Hanna; Idriss, Khalid; Hassan, Meriem; Isotalo, Sara

doi:10.1080/02607476.2021.1994838

Cited by 11 publications

(5 citation statements)

References 21 publications

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“…Within years of implementing various technology initiatives in Eritrean education systems [5], reported that teachers' level of digital competency and readiness was still low. In general, there are not many studies in Eritrea context on in-service teachers' digital competency in teaching and learning [6,15,39]. However, the proposed study also aimed to look into the teachers' levels of ICT skills.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Eritrean teachers’ challenges of their enthusiasm for digital competency and its impact on teaching performance

Elias,

Musengamana,

Mebrahtu

2023

Discov Educ

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The interaction of education and digital technology today is one of the key characteristics of development. Many industrialized nations place a high value on digital learning practices and have created several national strategic plans to encourage and support the use of digital practices in education. In its reform and development of education, Eritrea has also made the strategic decision to assist educational modernization using a clear digital policy. Eritrea has made significant advancements in the creation of technology infrastructure, the use of digital resources, innovative teaching methods, and technology-supported educational management to date. However, there are still issues with execution brought on by teachers' preparation, public spending, and human resources. The study collected useful information from n = 141 active student-teachers participating in post-graduate diploma (PGD) practice at Asmara College of Education utilizing both qualitative and quantitative research methodologies. Results have been reported using special and original quotes together with both descriptive and inferential statistics. The study's conclusions show that teachers' enthusiasm for using ICT in the classroom will have a favorable effect on their ability to teach, assisting them in becoming aware of the modernized world and adjusting to its expectations. The knowledge of the teachers has a big impact on digital activities. Additionally, the research has revealed that Eritrean school instructors have little knowledge of using ICT in teaching and learning to improve student performance. The perception of teachers' preparation for digital competency is positive, even though a noteworthy problem is being highlighted that prevents teaching and learning from succeeding. They have a very high and favorable opinion of how the use of technology has affected their ability to teach.

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Section: Statement Of the Problemmentioning

confidence: 99%

Eritrean teachers’ challenges of their enthusiasm for digital competency and its impact on teaching performance

Elias,

Musengamana,

Mebrahtu

2023

Discov Educ

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“…práctica pedagógica se convierte en uno de los elementos vitales para la educación (Gutiérrez, 2021;. Es importante de mejorar la identidad y formación de los docentes para desarrollar cambios en la educación, que se pueden mejorar a través de la práctica profesional colaborativa, como identificar los principales factores que en la formación de identidades y comprender el fortalecimiento de las prácticas colaborativas (Posti et al, 2021).…”

Section: Desarrollo Y Discusiónunclassified

Las buenas prácticas del docente en la educación

Aparicio

2023

revistahorizontes

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Los educadores en el desarrollo de sus funciones, deben estar aptos para asumir retos, desarrollándose de manera profesional y personal, cumpliendo las expectativas y necesidades en el estudiante y campo educativo. El objetivo del estudio fue analizar las buenas prácticas del docente en la educación a través de una revisión sistemática. En referencia a la metodología, esta se realizó mediante un análisis de revisión sistemática, considerando 50 artículos. A partir de los resultados infieren que las buenas prácticas pedagógicas favorecen directamente el desarrollo del motor de aprendizaje y que son necesarias en el quehacer educativo. Se concluye que para ejercer buenas prácticas utilizan métodos de enseñanza se deben enfocar en estrategias basados en los medios tecnológicos, recursos didácticos y capacidad del estudiante para mejorar las experiencias educativas.

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“…Guru mempunyai peran penting dalam reformasi pendidikan sehingga mendapatkan banyak perhatian yang terus mengalami peningkatan khusunya dalam kaitannya dengan kualitas guru. Hal ini menjadi tantangan utama bagi pendidikan guna mewujudkan pedidikan yang berkualitas (Posti-Ahokas et al, 2022). Guru sebagai pendidik mempunyai tantangan untuk berkembang secara profesional.…”

Section: Pendahuluanunclassified

Penerapan Aspek-Aspek Behavioristik (Burhus Frederic Skinner) dalam Pembelajaran Hafalan Nazam ‘Aqidatul ‘Awwam pada Santri MTs Salafiyah

Kusdi

Ratnasari

2022

jiip

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Penelitian ini berlandaskan tradisi menghafal Na?am ‘Aq?datul ‘Awwam tiga tahun terakhir di MTs Pondok Tremas yang menunjukkan output positif, dimana santri kelas isti’dad banyak yang hafal Na?am. namun masih ada beberapa santri yang malas, kurang semangat, dan kurang termotivasi dalam melakukan muraja’ah. Penelitian ini bertujuan untuk mendiskripsikan dan menganalisis secara kritis tentang penerapan aspek-aspek Behavioristik dalam pembelajaran hafalan Na?am ‘Aq?datul ‘Awwam, kendala dan solusinya, serta Implikasi penerapannya. Penelitian ini merupakan penelitian lapangan dan bersifat kualitatif. Temuan hasil penelitian ini menunjukkan bahwa; Pertama, Penerapan aspek-aspek Behavioristik dalam pembelajaran hafalan Na?am ‘Aq?datul ‘Awwam menggunakan konsep Reinforcement, Punishment, dan Shaping. Kedua, Kendala penerapan behavioristik yaitu: kompetensi pedagogik guru yang kurang piawai , semangat santri, lingkungan, kurangnya pendidikan yang baik dari orang tua, kurangnya durasi waktu menghafal, kecemburuan sosial sebab pemberian punishment, kurang adanya kerja sama antara guru dan orang tua. solusinya adalah menggunakan metode yang bervariasi, pemberian reward, melakukan pembiasaan budaya religious dalam keluarga, solusinya menambah jam pertemuan sepulang madrasah, adanya reward, menjalin komunikasi yang baik dengan orang tua santri. Ketiga, Implikasi penerapan aspek Behavioristik yaitu: meningkatnya semangat dalam pembiasaan perilaku religious, peningkatan terhadap kecintaan dalam mendalami kitab kuning, peningkatan perilaku sikap sopan, peningkatan terhadap kekuatan daya ingat, pembelajaran yang komunikatif, peningkatan terhadap perilaku disiplin santri, dan peningkatan terhadap perilaku tanggung jawab santri.

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Collaborative professional practice for strengthening teacher educator identities in Eritrea

Cited by 11 publications

References 21 publications

Eritrean teachers’ challenges of their enthusiasm for digital competency and its impact on teaching performance

Eritrean teachers’ challenges of their enthusiasm for digital competency and its impact on teaching performance

Las buenas prácticas del docente en la educación

Penerapan Aspek-Aspek Behavioristik (Burhus Frederic Skinner) dalam Pembelajaran Hafalan Nazam ‘Aqidatul ‘Awwam pada Santri MTs Salafiyah

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