THE EFFECT OF TIERED TRAINING ON PEDAGOGICAL KNOWLEDGE OF EARLY CHILDHOOD TEACHER IN PROVINCE OF NORTH MALUKU. (original) (raw)
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The purpose of this study is to determine the effect of tiered training and Self-Regulated Learning (SRL) on pedagogical competence of early childhood education teachers in North Maluku Province. Which training is suitable to be implemented by considering the teacher SRL so as to press the budget and get the maximum results. The results showed that: the influence of tiered training and self regulated learning (SRL) on pedagogic competence of the early childhood teachers in North Maluku Province. Teachers with a high level of self regulated learning (SRL) suitable to follow the advanced training of early childhood, where the requirement for advanced training is higher than the basic training and PAUD SKB training. Thereby to improve pedagogic competence, teachers should follow the tiered training, but take notice to teacher's level of SRL.
International Journal of Vocational Education and Training Research
The purpose of this study is to determine the effect of tiered training and Self-Regulated Learning (SRL) on pedagogical competence of early childhood education teachers in North Maluku Province. Which training is suitable to be implemented by considering the teacher SRL so as to press the budget and get the maximum results. The results showed that: the influence of tiered training and self regulated learning (SRL) on pedagogic competence of the early childhood teachers in North Maluku Province. Teachers with a high level of self regulated learning (SRL) suitable to follow the advanced training of early childhood, where the requirement for advanced training is higher than the basic training and PAUD SKB training. Thereby to improve pedagogic competence, teachers should follow the tiered training, but take notice to teacher's level of SRL.
Asia Pacific Journal of Education, Arts and Sciences, 2014
Socio-demographic profile, teaching methods, strategies used and training needs of Early Child Preschool Teachers (PSTs) and Day Care Workers (DCWs) in Region V (Camarines Sur, Camarines Norte, and Albay) were studied. The level of improvement in the teaching competencies of PSTs and DCWs in Camarines Sur before and after the capability enhancement training was determined. Half of the PSTs were young (19 -30 years old). Almost all (92.5%) of PSTs are female. Half are married and half are single in status. Their monthly salary ranged from Php 3,000.00- Php 4,000.00. All of them finished college but lack specialization in early childhood education. Half of them had one to three years teaching experience. Contrary to the above findings, the DCWs belonged to the middle-age group (31-40 years old). Most of them are female and married. More than half of them received Php 1,000.00 – Php 2,000.00 monthly honorarium and are college graduates who lack early childhood education units. The rest are college undergraduate, high school graduate and high school undergraduate. More than half have worked as DCW for seven to 15 years and above. Early education teachers used demonstration method and behavioral modeling. Computer assisted instruction was never used. Their training needs were on framing behavioral objectives, lesson planning, teaching methodologies, development of instructional materials, and skills in music, arts and drama. Both PSTs and DCWs have fair level of teaching competency (LTC) and have developing level of teachers professional development (LTPD) along lesson planning, teaching methodologies and development of instructional materials before the training except for framing behavioral objectives among PSTs which was satisfactory and skills in music, arts and drama among DCWs was satisfactory. The LTC of PSTs and DCWs in all teaching competencies was high and have expert level of LTPD after the training except for lesson planning among DCWs which was satisfactory. Significant differences were observed in the level of improvement in all teaching competencies of PSTs and DCWs after the training.
ANALYSIS OF TEACHER PEDAGOGIC COMPETENCY IN THE KINDERGATEN PERTIWI I KANTOR GUBERNUR KOTA PADANG
Early childhood education is the initial basis of education for a child. Therefore it is necessary that professional teachers, who have competencies that will be able to develop all the potential that exists in children. An educator at a child's educational institution must be eligible to become an ECD educator. One of the competencies teachers must possess is pedagogic competence. This research uses descriptive qualitative research method, which aims to know pedagogic competence of kindergarten teacher of Pertiwi I Office of Governor covering comprehension to learners, designing, implementation of learning, evaluation of learning and development of learners. The results of this study obtained the average percentage of pedagogic competence is 81.2%.
Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience
International Journal of Academic Research in Progressive Education and Development
Pedagogical knowledge is closely linked to effective teaching and learning process. Teachers with good pedagogical knowledge can make a connection between theories and practice in the classroom. This research aimed to examine Malaysian kindergarten teachers' pedagogical knowledge and its relationship with teaching experience. The survey research design and quantitative approach were used in this research. A simple random sampling technique was employed in the sample selection process, and a total of 300 teachers from a private kindergarten participated in this research. The data were collected using an adapted questionnaire from previous research. Descriptive and inferential statistics were performed to analyze the data. The data analysis shows that kindergarten teachers have an excellent pedagogical knowledge with M = 4.32 and SD = 0.54. Pearson correlation test shows that there is a weak, but positive relationship between teachers' teaching experience and pedagogical knowledge. This finding suggests that longer teaching experience contributes to higher pedagogical knowledge. The result of this study shows that private kindergarten teachers have good pedagogical knowledge, and they have received excellent in-house training courses throughout the service period.
The study aimed to identify the degree of practicing the basic educational competencies of kindergarten teachers from the point of view of the teachers themselves. The study sample consisted of 125 randomly selected teachers. The researcher used the questionnaire as a tool of study consisting of 50 paragraphs divided into five areas (personal competencies, competencies for the management of the classroom and interaction with children, competencies of teaching skills, educational competencies for human relations, and the field of professional growth). After the statistical analysis was performed, the study reached the following results: There were statistically significant differences at 05. 0 between the bachelor degree on the one hand and the diploma and postgraduate studies on the other hand. The differences were in favor of Bachelor of personal competencies. Also, there is the existence of statistical significant difference (05. 0 ) between 10 years and more and 5-10 years. This difference is based on the benefit of 10 years and more educational competencies for the field of human relations. The researcher recommended that training courses should be organized as this would contribute to increasing the efficiency and skills of kindergarten teachers.
Early Childhood Teacher's Pedagogical Competence
Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia
The safety activity learning model has been widely applied at the early childhood education level, but the practice in the classroom is not based on these learning stages. Efforts to explore the implementation of safety activities need to be done to provide useful information for practitioners and related parties. This qualitative descriptive research identifies data through an interview mechanism supported by observation and document study. The collected data is then analyzed using several stages, namely: data collection, data reduction, data display, and conclusion drawing. Based on the results of the study, it can be concluded that the teachers at PAUD Mutiara Hati Bola consist of 4 non-PAUD S1 teachers and 1 high school graduate teacher. The professionalism of Mutiara Hati Bola Manggarai Indonesia PAUD teachers in terms of their pedagogical competence needs to be supported by their ability to make learning tools, carry out learning, create learning media, and manage the results of learning assessments.
Professional and Pedagogical Competence of Early Childhood Education Teachers in Millenial Era
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This research is based on current problems that occur in kindergarten teachers in Pariangan DistrictThis research is a quantitative study using descriptive methods with ex post facto research design on the subject of research namely kindergarten teachers in Pariangan sub-district. The data collection technique in this study was a questionnaire, then the data analysis used was a descriptive statistical test. The results showed that the description of the professional competence of kindergarten teachers in the millennial era was already in the high category of 74.26%. And the kindergarten teachers pedagogical competence in this millennial era in the Pariangan sub-district is already in the high category of 76.92%, but the indicators of taking reflective, corrective and innovative actions in improving the quality of the process and the results of early childhood development need to be increased again because they are in the category just 51%.
Teacher Education for Early Childhood Care and Education
EPRA international journal of multidisciplinary research, 2024
A teacher plays an important role to mould the behaviour of the students. To maintain the quality of School Education is only possible by the support of good teacher. Teacher education is the only the way to maintain the good quality of teacher's training. Teacher learning or training is a continuous never-ending process which promotes teacher's teaching skills, master novel knowledge; develop better or newer proficiency, which in return assists in improving student's learning. Teaching is that profession which promote the qualitative preparation of teachers the at all stages of education, including at the Early Childhood Stage which requires special attention and creation of a learning environment for children which is joyful, play based and developmentally appropriate. This full length paper define the concept of teacher and teacher education and also highlighted the importance of of early child care and education. this paper also describe the challenges faced by teacher of early education.
Proceedings of the 3rd NFE Conference on Lifelong Learning (NFE 2016), 2017
The aims of the research is to know the implementation result of basic tiered training based competence for Tutor PAUD in early childhood learning process that was held by HIMPAUDI in Tasikmalaya. The research uses qualitative approach with grounded theory method. Based on data analysis and research findings there are The Implementation of basic tiered training is quite good signed by the planning of basic tiered training referred to the 2015 training guide. The Preparation of Lesson plans in which the tutor can make daily and weekly learning plan better than before. The implementation of early childhood learning strategy in which PAUD Ihya Assunnah used Beyond Circle and Center method meanwhile PAUD Ghifari used Singing Method. The assessment of early childhood learning by direct observation through seeing each children development objectively. The participant of the research consists of 7 people including the base informant and source informant. The implementation of basic tiered training result based competence by Early Childhood Tutor succeeded developing the aims of development aspect, got positive result proving that basic tiered training they followed could improve early childhood learning process.