Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies

Hsieh, Fu-Pei; Lin, Huann‐shyang; Liu, Shu‐Chiu; Tsai, Chun-Chin

doi:10.1007/s11165-019-9839-7

Cited by 10 publications

(11 citation statements)

References 37 publications

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“…Opportunities to discover scientific knowledge can provide positive assessments toward scientific knowledge, as stated by Trauth-Nare (2016) that scientific literacy is built by giving broad access to find, debate, and discuss findings, as well as give a positive assessment toward science. Positive assessment toward science depends on the way the teacher uses learning strategies for achieving competence, which is in line with Hsieh, Lin, Liu, & Tsai (2019) who state that selected learning strategies using contextual learning resources from the environment and direct community life are more likely to foster motivation to learn science. Based on the results of preliminary studies and previous research, this research aims to produce standards and measure the readiness of preservice science teachers in Indonesia who have NGSS-oriented teaching skills.…”

Section: Introductionmentioning

confidence: 59%

The readiness of pre-service integrated science teachers toward the next generation science standards

Parmin

Khusniati

2021

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This research examined the readiness of pre-service integrated science teachers in Indonesia in following the dimensions of the next generation science standards. It employed a survey method combined with an examination of the readiness of pre-service integrated science teachers who are currently studying in five colleges in Indonesia. The survey collected the data from 218 respondents, consisting of managers of science education study programs, pre-service science teachers, science education lecturers, science teachers, school principals, and education practitioners. There were 131 pre-service science teachers participating in this study in addition to 40 science teachers with have more than seven years of service as a comparison. The survey instrument was designed and presented in the form of docs.google.com, consisting of 12 questions. Learning evaluation experts validated the instrument before it was administered to the respondents. This study found that pre-service science teachers were not prepared due to three aspects: mastery of concepts; digital literacy and teaching how to apply scientific concepts in life. The achievement of future science teacher criteria for pre-service teachers is higher than teachers, except for aspects of teaching skills and human literacy.

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Section: Introductionmentioning

confidence: 59%

The readiness of pre-service integrated science teachers toward the next generation science standards

Parmin

Khusniati

2021

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“…The four groups of teachers identified in this study give room for adopting situative PD possibilities. Situative PD arrangements such as school‐based study groups/teams; mentoring, coaching, and co‐teaching, as advocated by previous studies like Owen (2004), Hunzicker (2011), Canaran and Mirici (2020), Hsieh et al (2019), and Sebald et al (2022) require consideration. By adopting these job‐embedded PD approaches, teachers can improve their literacy in climate science and other climate change concepts since traditional PD programmes are irregular and inadequate in Nigeria (Ajani, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, this needs assessment report fulfills the first stage of capacity development for teachers (Eze & Nwagu, 2021), which will lead to specific training strategies and actions to fill the gaps and serve as a benchmark for monitoring and evaluation of such capacity‐building efforts (Mataya et al, 2020). Moreover, categories of teachers identified from further analyses could warrant the exploration of situative PD approaches such as mentoring and coaching presented by Owen (2004), Canaran and Mirici (2020), and Hsieh et al (2019).…”

Section: Introductionmentioning

confidence: 99%

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Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

2022

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The assessment of Nigerian teachers' climate science literacy and training needs on climate change concepts (i.e., causes, impacts, and solutions) are absent. This study relates teachers' climate science literacy and their expressed training needs in other climate change concepts and places teachers in groups. Following a descriptive survey design, 410 teachers were randomly sampled from 8338 public secondary school teachers in Enugu State, southeastern Nigeria. A researcher-developed instrument passing validity and reliability tests was used for this study. We implemented frequencies, mean, t test, ANOVA, k-means cluster analyses, and Pearson's correlation for the analyses of collected data and tested all hypotheses at a p < 0.05 level of significance. Teachers reported low to moderate climate science literacy and expressed high training needs on climate change concepts. Lower climate science literacy was related to higher expressed training needs. Four groups of teachers ensued from our cluster analyses. Sadly, teachers who possess little or less climate science literacy and expressed less or no training needs in climate change causes, impacts, and solutions constitute

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“…Guru sekolah menengah kejuruan dituntut memiliki karakteristik tentang pengetahuan yang kuat dan tinggi mengenai materi pelajaran, memiliki keterampilan instruksional, memiliki kemampuan representasional yang efektif dan mengetahui cara menilai pemahaman siswa dalam belajar (Hsieh et al, 2019). Penekanan pada guru untuk memiliki keterampilan pengajaran merupakan dorongan motivasi untuk pembentukan dan pengembangan professional yang berasal dari tuntutan masyarakat modern dan pada individu guru sendiri merupakan pilihan untuk membuat hidup sadar akan kebutuhan pada penguatan kompetensi dalam merancang pembelajaran (Klarin, 2015).…”

Section: Pendahuluanunclassified

Evaluasi implementasi program kerja guru dalam merancang pembelajaran

2021

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This study aims to evaluate the implementation of the teacher's work program in designing learning using mixed methods (mixed methods: quantitative and qualitative). Data was collected by means of interviews, observations, and questionnaires in the form of tests which were distributed to a sample of 10 teachers who teach vocational subjects. Quantitative data analysis used paired test. The results of the study were that teachers in designing effective learning based on the results of the post test (after attending the training) mostly experienced an increase in value and the results of the paired test showed the same value between the pre test and post test with the meaning that there was no difference in scores between before and after participating in the training. . And these findings indicate that teachers are motivated in participating in learning design training as a form of teacher work programs that are needed by teachers in implementing a curriculum that includes cognitive components based on competencies that refer to educational standards. AbstrakPenelitian ini bertujuan untuk mengevaluasi implementasi program kerja guru dalam merancang pembelajaran dengan menggunakan metode mixed methods (metode campuran: kuantitatif dan kualitatif). Pengumpulan data dilakukan dengan wawancara, observasi, dan kuesioner dalam bentuk tes yang disebar ke sampel yang berjumlah 10 orang guru yang mengajar mata pelajaran kejuruan. Analisis data secara kuantitatif menggunakan uji paired test. Hasil penelitian adalah guru dalam merancang pembelajaran sudah efektif berdasarkan hasil post test (setelah mengikuti pelatihan) sebagian besar mengalami peningkatan nilai dan hasil uji paired tes menunjukkan nilai yang sama antara pre test dan post test dengan arti tidak ada perbedaan nilai antara sebelum dan sesudah mengikuti pelatihan. Dan hasil temuan ini memberikan maksud bahwa guru termotivasi dalam mengikuti pelatihan perancangan pembelajaran sebagai wujud dari program kerja guru yang dibutuhkan guru pada penerapan kurikulum yang meliputi komponen kognitif berdasarkan kompetensi yang mengacu pada standar pendidikan. Kata Kunci: program kerja guru; rancangan pembelajaran; pre test; post test; penerapan kurikulum How to Cite: Rismita., Istaryatiningtias., Bunyamin. 2021. Evaluasi program kerja guru dalam merancang pembelajaran.

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Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies

Cited by 10 publications

References 37 publications

The readiness of pre-service integrated science teachers toward the next generation science standards

The readiness of pre-service integrated science teachers toward the next generation science standards

Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development

Evaluasi implementasi program kerja guru dalam merancang pembelajaran

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