The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Zakaria, Zuhkhriyan; Setyosari, Punaji; Sulton, Sulton; Kuswandi, Dedi

doi:10.17478/jegys.606963

Cited by 18 publications

(15 citation statements)

References 31 publications

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“…In conclusion, the development of pre-service teachers in educational institutions for students in Physical Education, Faculty of Education, a 4-year course, that can be used in practice by implementing the management in four aspects, namely (a) management of the Faculty of Education, (b) organizing the curriculum before teaching practice, (c) developing the students' key competencies, and (d) evaluation and feedback. This result corresponds to Zakaria et al (2019). Moreover, a practical micro-teaching component in teacher training programs could help pre-service teachers acquire basic teaching skills and develop self-confidence to avoid the challenges encountered by the participants in this study.…”

Section: Discussionsupporting

confidence: 53%

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

Khajornsilp¹,

Sukdee²,

Kenjaturas³

2021

WJE

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The purpose of this research was to develop a pre-service teachers model in educational institutions of students in the field of physical education, Faculty of Education, a four-year program, using EDFR (Ethnographic Delphi Futures Research) techniques and focus group teaching techniques conducted by 18 experts and 12 group discussion participants with knowledge and abilities and acting as supervisors, mentors, and heads of professional experience training. The research instruments consisted of a semi-structured interview, questionnaires and group discussion guides. The statistics used in the research were median, mode and interquartile range. The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students’ competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback.

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Section: Discussionsupporting

confidence: 53%

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

Khajornsilp¹,

Sukdee²,

Kenjaturas³

2021

WJE

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“…This component should be included throughout the LS teacher training curriculum. An increased focus on practical implementation would allow LS pre-service teachers to develop teaching and classroom management skills before engaging with the final teaching practicum (Zakaria et al 2019). Including a practical micro-teaching component in the teacher training programmes could help pre-service teachers to acquire basic teaching skills and develop selfconfidence to avoid the challenges encountered by the participants of this study.…”

Section: Recommendationsmentioning

confidence: 99%

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Arasomwan

Mashiya

2021

South African Journal of Childhood Education

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Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands.Aim: The study is aimed to explore the experiences of pre-service FPLS teachers during their teaching practice.Setting: This qualitative case study was conducted in the FP department of a teacher-training institution at a South African university.Methods: Twenty final-year pre-service teachers were purposively selected to participate in semi-structured interviews and reflective writing exercises. Thematic analysis was used to analyse the data, and the classification of the emerging themes was informed by Vygotsky’s sociocultural theory.Results: The findings revealed pre-service teachers’ experience of support from mentors, a struggle with implementation of FP curriculum, realities of classroom interaction, inefficient language of interaction for the FP classroom, and a lack of awareness of the importance of LS as a subject.Conclusion: The study argues that to improve the pedagogy of future LS teachers, a review and reform of the LS teacher-training curriculum are necessary. This curriculum needs to provide more extensive micro-teaching that promotes teachers’ general proficiency in the home languages of their learners and equips them with effective teaching strategies. The implementation of the LS curriculum needs to be regularly evaluated to ensure that these skills are imparted to young learners for their individual benefit and for the benefit of society.

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“…Factors that influence children in reading include the type or medium of reading and instructions from the teacher, (Conner et al, 2009). Students' talent and interest in reading can be directed by making something big but easy to do, easy to adapt, and using new simulations, (Zuhkriyan et al, 2019). Students will be motivated to read when learning there are new innovations and technologies to meet student needs.…”

Section: Discussionmentioning

confidence: 99%

Problem-Based Learning Model Assisted by Lift The Flap Book: Enhancing on Reading Motivation of 3rd Grade Students

Triyanto

Mustadi

2020

Journal for the Education of Gifted Young Scientists

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The development of language, especially reading, needs to develop starting from early grade students in primary schools because it is one of the language skills. The purpose of this research was to determine the effect of the model of problembased learning assisted by the lift flap book on the ability to tell of first-grade students in primary schools. The design chosen is quasi-experimental with a nonequivalent control group. The experimental group was given treatment, while the control group was without treatment. The population used in this research is thirdgrade students of Group 5 of Puren Public Primary School in Depok sub-district. The research subjects are 54 students with the details of 28 control class students and 26 experimental class students. Third-grade students at Puren Public Primary School and Ngringin Public Primary School are as research samples. Sampling uses a purposive sampling technique because sampling is based on certain objectives. Data were obtained through direct observation to school with observations of reading motivation which was analyzed with the t-test variants. The results show that the tarithmetic is 3.488, ttable with reference to the formula (a/2); (df) equals (0.05/2); (54) equals 0.025; 54, then the value of ttable = 2.00488, thus tarithmetic > ttable 3.814 > 2.005. Therefore, Ho is rejected while Ha is accepted, meaning that learning with problem-based learning assisted by the lift flap book influences students' reading motivation.

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The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Cited by 18 publications

References 31 publications

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

Problem-Based Learning Model Assisted by Lift The Flap Book: Enhancing on Reading Motivation of 3rd Grade Students

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