Rosita Wondal, Maruf Akbar, Asep Supena, Farida Samad. The Effect of Tiered Training and Self Regulated Learning (SRL) on Teacher Pedagogic Competence of Early Childhood Education in North Maluku Province (original) (raw)

The Effect of Tiered Training and Self Regulated Learning (SRL) on Teacher Pedagogic Competence of Early Childhood Education in North Maluku Province

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.

THE EFFECT OF TIERED TRAINING ON PEDAGOGICAL KNOWLEDGE OF EARLY CHILDHOOD TEACHER IN PROVINCE OF NORTH MALUKU.

The aim of this study is to determine the effect of tiered training on pedagogical knowledge of early childhood teachers in the province of North Maluku. This research uses ex post facto research method with Anava and the sample in this research is 90 teachers who follow the advanced, basic and other training in North Maluku province. The result of the research shows that: There is effect of pedagogic education to pedagogic teacher of early childhood teacher, pedagogic knowledge of teacher following advanced training is higher than basic training and other training. The conclusion is that tiered training can improve pedagogical knowledge of early childhood teachers.

Research on Promoting Self-regulated Learning Abilities of Preservice Early Childhood Education Teachers

IJASS JOURNAL, 2023

Self-regulated learning is an active and constructive form of learning. Against the backdrop of China's historical efforts in cultivating exceptional preschool teachers, the self-regulated learning ability of preservice early childhood education teachers holds immense significance, not only for their personal growth but also for the development of preschool children and the overall quality of early childhood education. Therefore, it is essential to place emphasis on fostering self-regulated learning abilities of preservice early childhood education teachers. Various factors, including cognition, emotion, motivation, and environment, play a role in influencing the self-regulated learning process of preservice early childhood education teachers. Keeping this in mind, educators can explore the implementation of the "3W" teaching model (raising doubts, questioning, and resolving uncertainties) to augment the development of self-regulated learning abilities of preservice early childhood education teachers in both online and offline learning settings. Moreover, integrating techniques such as mind mapping and self-questioning can further enhance the effectiveness of this approach.

Improvement of the Competencies of Early Childhood Education Teachers in Bicol Region Through Training

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.

Implementation Result of Basic Tiered Training based Competence by Early Childhood Tutor in Early Childhood Learning Process

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.

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%.

The beliefs of preschool teachers on self-regulated learning in the preschool

Research in Pedagogy, 2021

This paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research...

Development of Early Childhood Education Teachers in the Teaching and Learning Process by Inspectors in an Attempt of Improving Teacher Performance

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018), 2019

Early Childhood Education (PAUD) is very basic education that is highly important in determining the development of children in the future. Given the importance of early childhood education, the government (in this case the Ministry of Education and Culture) seeks to facilitate, supervise, and develop the community to understand why and how to organize early childhood education properly. Based on observations and interviews with inspectors and some early childhood education teachers in the Sub-District of Banjaran, there is an indication for the less than optimal teacher performance. Therefore, the researchers raise the issue of how education inspectors supervise the process of teaching and learning so that teachers can improve their performance. With the supervision and development of early childhood education teachers by inspectors, the research expects an increase in the performance of early childhood teachers to improve the quality of early childhood education in the form of professional services. Departing from the formulated problem, this research employed qualitative analysis with descriptive-analytic method. Data were obtained from observations, interviews, documentary analysis, and field notes prepared by researchers in the research sites, not in the form of numbers. Results of data analysis are in the form of explanations relating to the situations under study and presented in the form of narrative descriptions. With qualitative approach, this research is an effort to describe the influence or relationship of inspector's supervision and teacher's disciplines of knowledge on the quality of teacher's learning management. The unit of analysis in this study included subjects taken from six early childhood education institutions in the Sub-District of Banjaran with 1 or 2 teachers randomly taken from each institution. The implications of this research become the foundation for recommendations expected to be beneficial for the implementation of teacher supervision and development. Data were analysed analytically and descriptively.

Professional and Pedagogical Competence of Early Childhood Education Teachers in Millenial Era

2020

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%.