Intensive collaborative learning workshop to enhance private teachers' teaching competence
Keywords:
intensive, collaborative, workshop, teacher, competenceAbstract
Teachers’ teaching professionalism urgently needs to be enhanced especially in designing the learning programs and the teaching and assessment practices. This is due to the fact that learning quality is highly dependent on the professionalism of teachers themselves. Teachers’ management skill of learning system needs to be improved continually. The demands of high competencies envisioned in the predesigned syllabus in line with the applicable curriculum. Lesson plans include learning implementation plan, making teaching media, making students’ worksheets and designing performance-based assessments and product based assessment, as well as authentic assessments urgently, needs to be improved. The present collaborative workshops and mentoring programs could positively develop teachers’ professionalism in conducting the learning process. Therefore teachers can provide a more conducive learning atmosphere to the competence of students.
Downloads
References
Anif, S. (2013). Profil Kompetensi Profesional Guru Mapel Biologi Pasca Sertifikasi di Karesidenan Surakarta.
Anif, S., Sutama, S., Prayitno, H. J., & Idrus, N. B. M. (2019). Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum. Jurnal Pendidikan IPA Indonesia, 8(1), 22-31.
Anwar, Y., Rustaman, N. Y., & Widodo, A. (2012). Kemampuan subject specific pedagogy calon guru biologi peserta program pendidikan profesional guru (ppg) yang berlatar belakang basic sains pra dan post workshop. Jurnal Pendidikan IPA Indonesia, 1(2).
Chávez, S. A. R., & Quijije, K. K. B. (2018). A Challenge for Teachers of Inclusive Higher Education. International Research Journal of Management, IT and Social Sciences, 5(2), 129-135.
Competence Test on Biology Teachers: A Case Study in Surakarta. International Journal of Assesment and Evaluation, 25(2), 15-21.
Khaerani, N. C. (2016). Peningkatan Kompetensi Guru dalam Menyusun RPP melalui Kegiatan IHT (in house training). Jurnal Penelitian Tindakan Kelas, 17(1).
Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1-9. https://doi.org/10.29332/ijssh.v1n2.26
Maba, W., & Mantra, I. B. N. (2017). An analysis of assessment models employed by the Indonesian elementary school teachers. International Journal of Social Sciences and Humanities, 1(1), 39-45. https://doi.org/10.29332/ijssh.v1n1.38
Maba, W., Perdata, I. B. K., & Astawa, I. N. (2017). Constructing assessment instrument models for teacher’s performance, welfare and education quality. International Journal of Social Sciences and Humanities, 1(3), 88-96. https://doi.org/10.29332/ijssh.v1n3.59
Maba, W., Perdata, I. B. K., Astawa, I. N., & Mantra, I. B. N. (2018). Conducting assessment instrument models for teacher competence, teacher welfare as an effort to enhance education quality. International Research Journal of Management, IT and Social Sciences, 5(3), 46-52.
Macías, EIP, Cedeño, HAC, & Chávez, GMR (2018). Importance of Improving Resilience in Teaching-Learning Process of Students with Disabilities. International Research Journal of Management, IT and Social Sciences , 5 (2), 120-128.
Mandokhail, S., Khan, F. R., & Malghani, M. (2018). Impact of ESL Learners' Self-Esteem on Their Oral Proficiency. International journal of english linguistics, 8(3), 210-222.
Mantra, I. B. N. (2017). Promoting primary school teachers’ competence through dynamic interactive workshop and partnership. International Journal of Linguistics, Literature and Culture, 3(1), 1-6.
Mata, L. (2014). Pedagogical Competencies for Mother-Tongue Teacher Education. Educational Sciences: Theory and Practice, 14(1), 341-352.
Ozden, M. (2008). The Effect of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Phases of Matters. Educational sciences: theory and practice, 8(2), 633-645.
Sri Widiastuti, I. A. (2017). Md. 2017. Teachers’ Understanding of Formative Assessment. Jurnal Bahasa dan Seni, 45(1).
Widiastuti, I. A. M. S., & Md, I. A. (2016). EFL Teachers’ Beliefs and Practices of Formative Assessment to Promote Active Learning. The ASIAN EFL Journal, 3.
Published
How to Cite
Issue
Section
Articles published in the International Journal of Social Sciences (IJSS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJSS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJSS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
