scholarly journals Effectiveness of Project Based Learning on Empowerment Critical Thinking Skill toward Preservice Teacher on Primary Teacher Education Program

2017 ◽  
Author(s):  
Kartika Suryandari ◽  
Prof Sajidan ◽  
Sentot Budi ◽  
Zuhdan Kun
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Preservice Teacher ◽  
Education Program ◽  
Teacher Education Program ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Primary Teacher Education

scholarly journals The Use of Bilingual Methods through Scientific Approach at Integrated Subject to Improve the Student’s English Skills

2018 ◽  
Vol 42 ◽  
pp. 00040
Author(s):  
Cholifah Tur Rosidah ◽  
Suryaman
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Action Observation ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Scientific Approach ◽  
The Subject ◽  
Planning Action

This study was aimed to know the PGRI Adi Buana Surabaya primary teacher education program student’s English skill after being applied through scientific approach at integrated subject. Therefore, this study was conducted to support the student’s readiness in facing globalization era and international challenge, also created competent, superior, and high character. This study was an action research which conducted in two cycles. There were four steps namely planning, action, observation or evaluation and reflection. The subject of this study was 40 students of C class 2015. The data obtained was analyzed through descriptive analytic static. The result showed that there was 32, 74% enhancement of the student’s English skills after applied bilingual method through scientific approach. That enhancement could be seen on the average result of the cycle I which showed 47, 58% as a low category and increased to 80, 32% at cycle II as good category.

scholarly journals The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using Nomor Acak Learning Model

2019 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Zufriady Zufriady ◽  
Otang Kurniaman
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Learning Model ◽  
Primary Teacher ◽  
Education Students ◽  
Primary Teacher Education ◽  
Basic Concepts ◽  
Teacher Education Students

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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