Using Digital Media to Assess and Promote School and Adult Education Teacher Competence

Voss, Thamar; Goeze, Annika; Marx, Christian; Hoehne, Verena; Klotz, Viola Katharina; Schrader, Josef

doi:10.1007/978-3-319-64274-1_6

Cited by 5 publications

(4 citation statements)

References 44 publications

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“…5, No. 2, Bln Februari, Thn 2020, Hal 243-255 Kemampuan mengembangkan rencana pelaksanaan pembelajaran merupakan kompetensi guru yang esensial (Rahmatullah, 2016;Voss, 2017). Mengajar tanpa persiapan sama halnya dengan berjalan tanpa tujuan.…”

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Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

Supriyanto

Ds²,

Herdianto

2020

Jur.Pend.Teo.Pen.Peng.

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<pre>Abstrack: This School Action Research aims to uncover and describe teacher competencies in developing Lesson Plans, and implementing lesson studies. This SAR was designed with the Mc Taggart's classroom action research design in two action cycles. The research subjects were 11 elementary school teachers. The research instrument was developed by researchers in the form of work tables 1-5 to collect teacher competency data designing 10 components of lesson plans, and field notes to record the implementation of lesson study. The data collected was reduced to two main data, analyzed qualitatively and quantitatively using the mean and percentage techniques. The results of SAR cycle 1 showed that the competence to design the components of the lesson plan with a C value was 50%, a competence with a B value was, and the rest of 10% need further guidance. The results of SAR cycle 2 showed that 100% of teacher could achieve B value in designing lesson plans. Thus, it is proven that lesson study can improve teacher competence in developing lesson plans. </pre>Abstrak: Penelitian Tindakan Sekolah ini bertujuan mengungkap dan mendeskripsikan kompetensi guru mengembangkan Rencana Pelaksanaan Pembelajaran dan pelaksanaan lesson study. Penelitian Tindakan Sekolah ini dirancang dengan rancangan penelitian tindakan kelas model Mc.Taggart dalam dua siklus tindakan. Subjek penelitian 11 orang guru SD. Instrumen penelitian dikembangkan oleh peneliti berupa tabel kerja 1-5, untuk menghimpun data kompetensi guru merancang 10 komponen RPP, dan catatan lapangan untuk mencatat pelaksanaan lesson study. Data yang terkumpul direduksi menjadi dua data utama, dianalisis secara kualitatif dan kuantitatif dengan teknik rerata dan persentase. Hasil PTS siklus I menunjukkan 50% kompetensi merancang komponen RPP dengan nilai C, 40 % nilai B, 10% nilai dengan predikat perlu bimbingan. Hasil Penelitian Tindakan Sekolah siklus II 100% kompetensi merancang komponen RPP dengan nilai B. Jadi, terbukti lesson study dapat meningkatkan kompetensi guru mengembangkan RPP.

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Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

Supriyanto

Ds²,

Herdianto

2020

Jur.Pend.Teo.Pen.Peng.

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“…Das Modell der professionellen Kompetenz von Lehrkräften nach Baumert und Kunter (2011) unterscheidet, basierend auf der Kompetenzdefinition von Weinert (2001), in Überzeugungen und Werthaltungen, Selbstregulation und motivationale Orientierungen und integriert die Unterscheidung des professionellen Wissens in Fachwissen, fachdidaktisches Wissen und pädagogisch-psychologisches Wissen (Shulman 1986). Dieses Rahmenmodell liegt auch dem Projekt ThinK zugrunde, in dem das Wissen über Lehr-Lernmethoden und -konzepte als Teil des pädagogischpsychologischen Wissens (PPK) 2 konzeptualisiert wird und ein Instrument zur fachund bildungsbereichsübergreifenden Erfassung des PPK von Lehrkräften verschiedener Bildungsbereiche entwickelt wird (Marx et al 2017(Marx et al , 2014bVoss et al 2017Voss et al , 2015. Ziel des Projekts ThinK war es, die Grundlagen zu legen für die Untersuchung 1 "Using Digital Media to Assess Generic Aspects of Teachers' Professional Knowledge in Different Educational Contexts" (ThinK) ist ein Projekt-Cluster des WissenschaftsCampus Tübingen, das vom Deutschen Institut für Erwachsenenbildung -Leibniz-Zentrum für Lebenslanges Lernen e. V. in Bonn und dem Hector-Institut für Empirische Bildungsforschung in Tübingen bearbeitet wird.…”

Section: Das Wissen üBer Lehr-lernmethoden Und -Konzepte Als Facette unclassified

Teachers and trainers in adult and further education: relations between their educational background and teaching experience with their knowledge about teaching methods

Marx

Goeze

Kelava

et al. 2018

ZfW

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Zusammenfassung Das Wissen über Lehr-Lernmethoden und-konzepte gilt als ein wichtiger Aspekt des pädagogisch-psychologischen Wissens von Lehrkräften in der Erwachsenen-und Weiterbildung (EB/WB) für die Gestaltung von Lehr-Lernsituationen. Der Beitrag untersucht, ob und inwiefern dieses Wissen mit der Vorbildung und der Erfahrung von N = 212 Lehrkräften aus der EB/WB zusammenhängt. Die Ergebnisse weisen darauf hin, dass der Umfang an Fort-und Weiterbildungen zum Thema Lehren und Lernen/Methodik/Didaktik in einem positiven Zusammenhang mit dem erfassten Wissen steht und Lehrkräfte, die in der beruflich-betrieblichen Weiterbildung tätig sind, im Vergleich betrachtet über relativ viel Wissen verfügen. Keine (direkten) Zusammenhänge zu diesem Wissen zeigten sich entgegen der Annahmen zur Lehrerfahrung sowie einem absolvierten erziehungs-und bildungswissenschaftlichen Studium. Die Befunde, insbesondere letzterer, werden hinsichtlich ihrer Belastbarkeit und Reichweite kritisch diskutiert und an den aktuellen Diskurs der EB/WB angeschlossen. Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…For this purpose, he/she should precisely understand the ay his/her professional competences are implemented. There is no sense in analyzing the way the teacher's preparation (Voss, 2017;Alles et al, 2019). So, the most relevant is the opinion, according to which a teacher should increase his/her pedagogical competencies that may be called institutional in practice (Mrnjaus, 2012;Hahl and Mikulec, 2018).…”

Section: Introductionmentioning

confidence: 99%

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

Gridina¹,

Chekanushkina²,

Kismetov³

et al. 2019

PTQ

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The relevance of the study is in the fact that modern school and university teachers are limited by the frameworks of one discipline and thus their professional growth is only limited by the gradual recitation of the provisions of one or another subject in the senior school not allowing them developing interdisciplinary courses. The authors of the paper consider the problem much deeper and define that the teachers’ opportunity to increase their professional knowledge is based on the provision of the necessary preparation of teachers in order to not only let them teach their own discipline but also to let them implement the interdisciplinary approach. The novelty of the paper is in the fact that it does not say that the teacher should give several courses and thus have the idea of the structure of some or other discipline. For the authors of the paper, the main component is the need in the preparation of the senior school teacher of both technical and humanitarian disciplines, which allows precisely demonstrating the interdisciplinary connections in the process of education. The paper reveals the parameters of such qualification and presents the model that allows assessing the extent teachers may apply the obtained knowledge in practice. The implementation of the paper’s provision in the field of the pedagogical practice is seen by the authors in the development of the programs of the professional preparation of teachers in the process of their work and further improvement of their professional knowledge.

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Using Digital Media to Assess and Promote School and Adult Education Teacher Competence

Cited by 5 publications

References 44 publications

Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

Peningkatan Kompetensi Mengembangkan RPP melalui Lesson Study bagi Guru SD Laboratorium

Teachers and trainers in adult and further education: relations between their educational background and teaching experience with their knowledge about teaching methods

Professional Preparation of Teachers in the Usa From the Perspective of Professionalism and Competence

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