Development of trainee teachers' analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers

Trends of Teacher Professional Development Strategies: A Systematic Review

“…Becker et al (2019) focused on teaching basic skills and providing to "transmit traditions of successful teaching." Ploeger et al (2019) focused on teachers' analytical competence. Xu and Ko (2019) centered on professional development to make strides their information of how to advance self-regulated learning (SRL) agreeing to the standards of Communities of Practice (CoP).…”

“…The previous studies about professional development showed various strategies on professional development programs (Wetzel et al, 2019;Becker et al, 2019;Walshe and Driver, 2019;Ploeger et al, 2019) and showed various learning outcomes which developed through professional development programs (van Schaik et al, 2019;Akiba et al, 2019;Dirk et al, 2019;Thomson et al, 2019). Three different types of PD are based on a level and function of activities (Thurlings & Brok, 2017); a) coaching, wherein development in an experienced person which individual support another individual such as peer coaching and peer feedback (Huston & Weaver, 2008), b) collaborating, wherein larger groups collaborate on a shared goal and/or product eac other such as a community of practice, lesson study (Patton & Parker, 2017;Coenders & Verhoef, 2018) and c) assessment, assessment in either formative or summative ways, the collaboration involved in the learning process in the appraisal of their learning such as peer assessment and peer review (Sluijsmans et al, 2002).…”

Principal’s Strategy in Developing Teacher’s Pedagogic Competencies in the Distance Learning

“…74 of 2008 on Teachers in Article 3 Paragraph 4, pedagogic competence is the ability of teachers to manage learning which has indictors of ability including an understanding of educational insights or foundations, understanding student characteristics, curriculum or syllabus development, learning design, implementation of educational learning, utilization of technology learning, evaluating learning outcomes, and developing students to actualize their various potentials (Barnawi & Arifin, 2012;Ramadhani, S. P., & Anggraeni, D. 2022;Sunanto, et al, 2022). Plöger et al (2019) & Fitria (2022 state that pedagogical knowledge has a broad meaning including effective teaching and learning knowledge, curricular knowledge, knowledge related to the educational context, and knowledge of understanding students and their characteristics. Likewise, Ryegard in Citrowati & Nurhafizah (2019) defines pedagogic competence as the ability of teachers reflected through attitudes, knowledge, and skills, which are then realized to create and carry out learning activities in the best way for their students (Yolanda, A. T., & Kailola, L. G. 2021;Khadijah, 2022).…”

Priority directions of research activity in the history of the Department of Pedagogy of Belgorod State National Research University: a retrospective view

“…Целесообразность проведения данного семинара вполне очевидна: происходит профессиональное обсуждение методологических, теоретических, технологических проблем современного образования на разных ступенях обучения, в разных государственных системах образования. Для молодых ученых -это действительно школа профессионального становления, диалогового общения, приобретения опыта обсуждения научных проблем, отстаивания собственной исследовательской позиции (Healey, 2015;Ploger, 2019 В рассматриваемый период на кафедре успешно продолжалось научно-педагогическое сопровождение сельских школкомплексов, которые к 2008 году стали называться в Белгородской области социально-культурными комплексами. Это произошло в связи с изменением социальноэкономических отношений, форм собственности, изменением уклада жизни села.…”