Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education

Upaya Kepala Sekolah dalam Meningkatan Pembelajaran Guru di Era Revolusi Industri 4.0

“…Salah satunya adalah kepala sekolah dapat membangun kemitraan yang baik dengan guru di sekolahnya. Kemitraan antara kepala sekolah dan guru dalam kegiatan supervisi dibentuk secara terstruktur dan sangat membantu guru dalam menyelesaikan persoalan dengan posisi kepala sekolah sebagai pendorong utama perubahan (Allen, dkk., 2017). Selain itu, dapat pula dengan supervisi klinis.…”

Professional experience in initial teacher education: keeping abreast of change in the 21st century

“…Mentoring has been shown internationally to be most effective when strong partnership arrangements between universities and schools are established (Allen, Howells, & Radford, 2013;Allen, White, & Sim, 2017;Darling-Hammond, 2017;Rachamim & Orland-Barak, 2018). There is nothing surprising in this, given the common understandings that need to be reached between higher education providers and schools about a range of matters, including the aims and purpose of a particular professional experience endeavour (according to its sequence in the ITE program), the learning and assessment outcomes involved, the functions of those involved in both sectors to best support those in pre-service, and communication requirements (see, e.g.…”

Status of the teaching profession – attracting and retaining teachers

“…The authors explore the impact of mentoring on pre-service drama teachers' developing pedagogy, arguing that highly effective mentoring is essential in developing confidence and competence in beginning teachers who are then more likely to stay in the profession. There is a substantial evidence base on mentoring during the practicum (e.g., Allen, White, & Sim, 2017;Ambrosetti, Dekkers, & Knight, 2017), but much less that focuses on pre-service drama teachers. This paper makes a welcome contribution to the latter.…”