The Effect of Tiered Training and Self Regulated Learning (SRL) on Teacher Pedagogic Competence of Early Childhood Education in North Maluku Province (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.
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.
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.
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.
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.
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...
Teacher education must ensure that teachers have the prerequisites to meet different demands in their career entry phase. The presented evaluation study of 241 student teachers in their second semester of pre-service education shows that not only highly rated courses have an impact on the learning outcome of student teachers; the intensity with which student teachers use learning opportunities, their competence in learning strategies, learning orientation, and strategies of selfmotivation and resilience are crucial for high learning outcomes. Results show, that evaluation of courses focusing only the estimation of the quality of the course, doesn't guarantee for a learning outcome. The intensity of usage by the students and their individual characteristics like beliefs and motives are crucial as well. Results of this study point out, that in evaluation studies it seems to be important, to take several factors factors in account to analyse the effect of education. Additional to the quality of the course, also characteristics of the learners and their intensity in dealing with the demands of the course should be taken in account.
Exploring teachers' self-regulated learning in Aceh
2017
The purpose of this study was to explore how teachers in Aceh self-regulate their learning. Realizing that teacher quality is one of the main factors of the quality of education, the Indonesian government is also concerned about this issue. One of the programmes that was initiated by the government is the teachers certification programme. The programme is expected to increase teacher quality and teachers' allowances. However, the results of a research revealed that teacher certification has no impact on student' achievement. In addition, certification is still at the level of increasing teachers' living standard rather than teachers' performance. Also, the requirement to have professional and pedagogical competencies is still far from the minimum average (55). The latest result of the national teacher competency test in 2015 was below the minimum average standard (53), and Aceh was in the three lowest positions out of 34 provinces in Indonesia. Besides the programmes, which were initiated by the government, the ability of teachers to selfregulate their learning is essential to help teachers develop their professionalism. The present case study is a qualitative research conducted in the three districts of Aceh province from the beginning of October to the end of December 2016. The data were collected through face to face semi-structured interviews. 28 teachers from three private schools in Aceh that are under one foundation participated voluntarily in this study. The data were analyzed by firstly coding, based on the elements of self-regulated learning processes, grouping the coded sentences to each thematic phase (forethought, performance, and self-reflection), interpreting and discussing using the theoretical framework underlying self-regulated learning. The results indicated that not all of the teachers in the three schools performed all the phases of self-regulated learning, which were linked to each other. In the forethought phase, the goals set by the teachers were to master the subjects they teach and to have students' understanding. Those who were indicated to set more goals strategically performed their learning and had high selfefficacy. Moreover, they also did reflection on their learning. As teachers' learning in the workplace context cannot be separated from their teaching practice, it is indicated that teachers were not completely self-regulated their learning, but externally self-regulated from the tasks assigned to them. We also found that teachers' experience and gender did not significantly show differences in the way teachers self-regulated their learning.
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.