Science and Nonscience Students’ Ideas about Basic Astronomy Concepts in Preservice Training for Elementary School Teachers

2007 ◽  
Vol 6 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Hüseyin Kalkan ◽  
Kasim Kiroglu
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Preservice Training ◽  
Astronomy Concepts ◽  
Nonscience Students

scholarly journals Literacy Skills as a Barrier to Inservice Training

1970 ◽  
Vol 3 (3) ◽  
pp. 9-12 ◽  
Author(s):  
Robert H. Geeslin ◽  
Patricia W. York
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Study ◽  
Literacy Skills ◽  
Inservice Training ◽  
Summer Institute ◽  
School Teachers ◽  
Preservice Training ◽  
Functional Literacy ◽  
Teacher Trainer

This article presents the results of the administration of the Nelson-Denny Reading Test to three populations: (1) two groups of elementary school teachers assigned for inservice training, (2) elementary school teachers who volunteered for inservice training and also volunteered to participate in a research study, and (3) teachers participating in a summer institute. Findings indicate minimum functional literacy skills among some teachers assigned to inservice training, and evidence that even some participants in teacher trainer institutes function at levels barely literate. These findings indicate the necessity for more strict evaluation of persons completing preservice training, applying for teacher certification, applying for continuing contracts, and serving in the classroom.

Reviews and Evaluations

1969 ◽  
Vol 62 (6) ◽  
pp. 511-513
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Mathematics ◽  
School Teachers ◽  
Preservice Training ◽  
Elementary School Mathematics ◽  
Introductory Course ◽  
Modern Mathematics

The author states (p, ix): “The purpose of this book is to prepare teachers to teach the modern elementary school mathematics pro grams. … The book is designed primarily as an introductory course in modern mathematics for the in-service and preservice training of elementary school teachers.”

TINGKAT STRES KERJA DAN STRATEGI KOPING GURU SD DALAM IMPLEMENTASI KURIKULUM 2013

2019 ◽  
Vol 9 (2) ◽  
pp. 155-164
Author(s):  
Nadia Yuli Pertiwi ◽  
Ice Yulia Wardani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Coping Strategy ◽  
School Teachers ◽  
Cross Sectional ◽  
Central District ◽  
And Coping ◽  
Moderate Stress

Kualitas guru sangat mempengaruhi pendidikan pada setiap jenjangnya termasuk jenjang sekolah dasar. Profesi guru termasuk salah satu pekerjaan yang memiliki tingkat stres kerja yang tinggi. Salah satu penyebab stres adalah kurikulum pendidikan.Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres kerja dan strategi koping guru sekolah dasar negeri dalam implementasi kurikulum 2013 di Kecamatan Bogor Tengah Kota Bogor. Penelitian ini menggunakan desain penelitian deskriptif kuantitatif sederhana dengan pendekatan cross sectional. Penelitian ini melibatkan 222 guru di sekolah dasar negeri Kecamatan Bogor Tengah yang dipilih menggunakan purposive sampling. Hasil penelitian ini menggambarkan bahwa sebesar (81,5%) guru mengalami stres sedang. Penjabaran dari dimensi stres kerja yaitu dimensi peran kerja individu (ORQ), dimensi beban kerja individu (PSQ), dan dimensi sumber daya yang dimiliki (PRQ) menunjukkan bahwa mayoritas guru mengalami stres sedang pada ketiga kategori tersebut. Adapun jenis strategi koping yang paling sering digunakan adalah problem focused coping (54,6%). Hasil penelitian ini diharapkan agar perawat dapat bekerja sama dengan pihak sekolah dasar negeri untuk memfasilitasi kegiatan yang dapat meminimalkan kejadian stres kerja dengan penggunaan strategi koping yang tepat.   Kata kunci: Guru sekolah dasar negeri, stres kerja, kurikulum 2013, strategi koping   THE LEVEL OF STRESS AND COPING STRATEGY OF ELEMENTARY SCHOOL TEACHERS IN IMPLEMENTATION OF CURRICULUM 2013   ABSTRACT Teachers quality is greatly influence education at the whole level of education including elementary school level. Teachers are one of the jobs with high levels of work stress. One of the causes of work stress is  educational curriculum. This study aims to determine the level of stress and coping strategy of elementary school teachers in implementation of curriculum 2013 in Bogor Central District, Bogor. The design in this research used descriptive quantitative with cross sectional approach. This study involved 222 elementary schools teachers in Bogor Central District selected by purposive sampling. The results of this study illustrate the majority of elementary schools teachers in Bogor Central District (81,5%) experience moderate stress. Each dimension of work stress, occupational role (ORQ), personal strain (PSQ) and personal resources (PRQ) show that the majority of teachers experience moderate stress. The type of coping strategy that is most often used by elementary schools teachers in Bogor Central Districtis is problem focused coping (54,6%). The results of this study recommend nurses to be able for collaboration with school to facilitate activities that could reduce stress and use appropriate coping strategies.   Keywords: Elementary School Teacher, work stress, curriculum 2013, coping strategy

PELAKSANAAN SUPERVISI AKADEMIK PENGAWAS SEKOLAH DALAM MENINGKATKAN KINERJA GURU SEKOLAH DASAR DI KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 763
Author(s):  
Asniarny Asniarny
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Action Research ◽  
Elementary School Teachers ◽  
Research Design ◽  
Teacher Performance ◽  
School Teachers ◽  
Average Percentage ◽  
Planning Implementation ◽  
The City

This research is motivated by poor teacher performance. For this reason the aim of this research is to improve teacher performance by carrying out academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, reflection. This research was conducted at the target schools in Dumai city from March 4 to April 27. The subjects of this study were grade IV elementary school teachers totaling 11 people. Data analysis instruments use observation sheets that are analyzed and described according to the criteria set. The results showed that the teacher's performance in the first cycle had an average percentage of 65% with sufficient criteria, classically the number of teachers who achieved the indicator of success was 3 people (27%). After repairs with academic supervision, the performance of teachers in the second cycle increased with a percentage of 81% with sufficient criteria. Classically the number of teachers who achieved good performance was 9 people (81%). The conclusion of this study is the implementation of academic supervision can improve the performance of elementary school teachers in the city of Dumai.

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