THE INVESTIGATION OF TEACHERS’ VALUES TENDENCIES IN THE PANDEMIC PERIOD / SINIF ÖĞRETMENLERININ PANDEMİ DÖNEMİNDEKİ DEĞER EĞİLİMLERİNİN İNCELENMESİ

<p>Passing through critical periods can have an impact on value systems. Our values can change in extraordinary periods such as pandemics. When the COVID-19 pandemic that affect the world is considered as one of these extraordinary situations, passing through this period may have an impact on value systems. This study was conducted to determine whether there was a change in the values of classroom teachers during the lockdown in the pandemic period. Data were collected from 224 teachers using Schwartz's Value Survey. The results of the findings analyzed descriptively were compared with the research findings collected from teacher groups using the same scale before the pandemic in the literature. Conformity was found to be the most important value in this research. Conformity value was ranked fifth, on average, in other studies. </p><p> </p><p>Kritik dönemlerden geçmek, değer sistemlerini etkileyebilir. Pandemi gibi olağanüstü dönemlerde değerlerimiz değişebiliyor. Dünyayı etkisi altına alan COVID-19 pandemisi de bu olağanüstü durumlardan biri olarak değerlendirildiğinde, bu dönemden geçmek değer sistemlerini de etkileyebilir. Bu çalışma, pandemi döneminde karantina döneminde sınıf öğretmenlerinin değerlerinde bir değişiklik olup olmadığını belirlemek amacıyla yapılmıştır. 224 öğretmenden Schwartz Değer Anketi kullanılarak veri toplanmıştır. Betimsel olarak incelenen bulguların sonuçları, literatürde pandemi öncesinde aynı ölçeği kullanarak öğretmen gruplarından toplanan araştırma bulguları ile karşılaştırılmıştır. Bu araştırmada en önemli değerin “uyma” olduğu görülmüştür. Uyma değeri, diğer çalışmalarda ortalama olarak beşinci sırada yer aldığı görülmüştür.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0957/a.php" alt="Hit counter" /></p>

How do teachers deal with undemocratic attitudes in secondary school? ‘Evidence’ from Norway

This article is concerned with presenting a qualitative study of teachers dealing with undemocratic attitudes in secondary school. The research question was: how do teachers teach when the aim is to remove undemocratic attitudes and prevent the formation of undemocratic attitudes? The research group which was part of the study established collaboration with two teacher groups at a Norwegian secondary school. This collaboration included two start-up meetings, filming and observation of teaching sessions, as well as group interviews with two different teacher groups about the teaching which had been filmed and observed. The findings were analysed by way of the theory of indirect pedagogy and its different models for teaching, including both direct and indirect approaches of teaching. First, there is the model of direct instruction; second, there is the model of indirect summoning which is specified; and third, there is the model of indirect summoning which is unspecified. A major finding was that the teachers who participated in the study combined direct and indirect approaches in their teaching. While direct approaches and the model of indirect summoning which is specific were mostly used for learning purposes, such as acquiring knowledge of certain concepts (epistemology), the model of indirect summoning which is unspecified was particularly prominent in situations where the purpose was to make students responsible for society and democracy (existence and morality).

The Effects of Computerized Versus Collaborative Professional Development on Teachers’ and Students’ Performance Related to the Concept Anchoring Routine

Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used the software program or to an Actual Workshop (AW) group that participated in a face-to-face workshop that included collaborative activities. The same teaching routine, the Concept Anchoring Routine, was taught to the teachers in both studies. In Study 1, teachers’ scores on a knowledge test about the routine and written plans for using the routine significantly improved from pretest to posttest in both groups. The groups’ posttest scores were not significantly different. Similarly, in Study 2, both groups’ posttest scores with regard to their knowledge of the routine, their written plans for use of the routine, and their implementation of the routine in their classes were significantly higher than their baseline scores. There were no differences between the teacher groups after training. The posttest knowledge scores of the whole groups of students being taught by both groups of teachers were also significantly higher than their pretest scores. Similar significant results were achieved by the students with LD. Moreover, the whole groups of students of VW teachers earned significantly higher posttest scores than the whole groups of students of AW teachers. Both teacher groups were satisfied with the training they received and with the routine. The students of both groups were satisfied with the way their teachers used the routine to help them learn.

Teachers’ Use of Specific, Contingent, and Varied Praise

Behavior-specific praise is a research-based classroom management strategy that promotes appropriate student behaviors. Praise specificity, however, may not be the only characteristic of praise that enhances efficacy. The current study examined teacher’s natural use of specific, contingent, and varied praise to understand additional qualities of praise. Praise statements of inservice special education ( n = 12), inservice general education ( n = 13), and dual special education/general education preservice teachers ( n = 17) were observed in natural elementary school settings. Statistical results did not indicate differences between teacher groups and praise characteristics; however, descriptive results demonstrate all teacher groups delivered low rates of general and specific praise. Percentages of praise contingency (average range = 59%–91.2%) suggest teachers did not deliver sufficient praise statements contingent on student behavior. Furthermore, percentages of praise variety (average range = 44.5%–57.7%) show use of repetitive praise statements that may reduce efficacy on student behaviors. These findings and other implications are discussed in the context of future praise research.

Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC

With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

How Finnish teachers understand multilingual learners’ language learning

The number of students whose home language is different from the language of instruction is growing everywhere. Learning a new language while simultaneously learning different subjects in that language, is challenging and requires teacher support. However, research has shown that not all teachers have sufficient knowledge of language learning, how language learning influences the learning of content, or how to support multilingual learners in this context (Sullivan, 2016). In this study, Finnish teachers’ (N = 820) understandings of certain processes related to learning an additional language were examined, including whether there were differences in understandings between different teacher groups. Over 80% of the surveyed teachers were knowledgeable about the aspects related to classroom interaction and language use that can be considered as essential for being a linguistically responsive teacher: for example, they knew that social interaction supports learners’ language development. In this study, the less experience a teacher had in general, the more knowledgeable they were regarding language learning. Further, teachers of language related subjects had a better understanding of certain aspects of language learning compared to other subject teacher groups. Based on these results, professional development targeted at teachers who have been in the profession for several years is recommended.

Pemanfaatan spesimen herbarium sebagai media pembelajaran bagi Guru-Guru IPA/Biologi di Kabupaten Enrekang

Plant diversity is really important to be a good learning media for students to achieve their goals. Presenting objects directly in class is not easy, therefore herbarium specimens are an alternative. The purpose of Program Kemitraan Masyarakat (PKM) is to provide groups of MGMP / Biology MGMP with understanding and skills in utilizing herbarium specimens as learning media in the classroom. This activities are carried out by lecture, demonstration and question and answer method. The lecture was conducted to explain basic knowledge about the herbarium, and its benefits as a media. The demonstration method was carried out by the instructors to demonstrate how to make a herbarium start from plant selection to pressing. Question and answer method if there is material that is not yet clear. The training on making herbarium as a medium that is used in classroom for Science/Biology teachers group in Enrekang is going well and smoothly; 2) Science / Biology teacher groups as trainees can understand the material well and are skilled in making herbariums starting from the sampling of plants, preservation with alcohol, pressing, drying, until attaching.

Lesson Study: analytic stance and depth of noticing in post-lesson discussions

Purpose The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing. Design/methodology/approach The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school. Findings The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing. Research limitations/implications Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing. Practical implications An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing. Originality/value This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.

Pendampingan kelompok guru SD di kecamatan Genuk tentang pemahaman metodologi penelitian pendidikan (action research & experiment) dan penyusunan artikel jurnal

AbstrakKenaikan pangkat dan golongan bagi Guru PNS menjadi hal yang penting, namun yang harus dilakukan diantaranya adanya publikasi kegiatan ilmiah sebagaimana Permen PAN dan Reformasi Birokrasi Nomor 16 Tahun 2009. Bentuk publikasi ilmiah dapat berasal dari penelitian action research dan eksperimen. Pengetahuan Guru SD tentang metodologi penelitian action research dan penelitian eksperimen serta penulisan artikel ilmiah pada jurnal yang masih minim menjadi masalah tersendiri bagi guru tersebut. Pengabdian Masyarakat tersebut bekerja sama dengan kelompok guru di kecamatan Genuk kota Semarang Provinsi Jawa Tengah. Pelaksanaan pengabdian masayarakat, dalam bentuk kegiatan pelatihan, workshop, pendampingan penelitian dan menyusun artikel jurnal. Artikel jurnal dari peserta pengabdian yang sudah memenuhi syarat maka akan berkesempatan untuk di-publish pada jurnal pendidikan dasar PGSD UNISSULA. Pelaksanaan pengabdian dilakukan dengan mitra kelompok guru di kecamatan Genuk, namun pada pelaksanaannya tim pengabdian disarankan langsung terjun ke SD di lingkungan UPTD Genuk, sehingga tim pengabdian memilih 2 SD di lingkungan UPTD Genuk yaitu SDN Gebangsari 03 dan SDN Genuksari 02. Peserta terdiri dari guru-guru di SD tersebut sejumlah 50 peserta. Tingkat antusiasme dalam mengikuti kegiatan pengabdian sangatlah tinggi. Adapun materi yang diberikan saat pelatihan meliputi Penelitian Tindakan Kelas (PTK), penelitian eksperimen, teknik submit artikel jurnal melalui OJS. Kegiatan pengabdian berlangsung selama 2 bulan di tiap SD yakni pelaksanaan di SDN Gebangsari 03 pada bulan Juli sampai Agustus 2018 sedangkan di SDN Genuksari 02 dilaksanakan dalam Bulan September sampai Oktober 2018 dimulai dari observasi ke lokasi pengabdian, identifikasi masalah sampai dengan pelatihan dan pendampingan pembuatan penelitian dan artikel jurnal. Dari kegiatan pengabdian yang sudah dilaksanakan ada harapan dari pihak mitra untuk menindaklanjuti kegiatan ini dengan kegiatan pelatihan PTS atau penelitian tindakan sekolah bagi kalangan kepala sekolah.Kata kunci: Action research; artikel jurnal; kelompok guru SD; pendampingan metodologi penelitian.AbstractThe promotion and class for PNS teachers is important, but what must be done is the publication of scientific activities such as the Permen PAN and Bureaucratic Reform Number 16 of 2009. Forms of scientific publications can come from action research and experiments. The knowledge of elementary teachers about the methodology of action research and experimental research and the writing of scientific articles in journals that are still minimal is a problem for the teacher. Community Service is working with teacher groups in the sub-district of Genuk, Semarang, Central Java Province. Implementation of community service, in the form of training activities, workshops, research assistance and compiling journal articles. Journal articles from service participants who have fulfilled the requirements will have the opportunity to be published in the PGSD UNISSULA basic education journal. The implementation of service is done with teacher group partners in Genuk sub-district, but in the implementation the service team is advised to directly go to elementary school in Genuk UPTD, so the team the service chose 2 elementary schools in the Genuk UPTD namely SD Gebangsari 03 and SD Genuksari 02. Participants consisted of 50 elementary school teachers. The level of enthusiasm in participating in service activities is very high. The material provided during the training included classroom action research (CAR), experimental research, techniques for submitting journal articles through OJS. The service activities lasted for 2 months in each elementary school, namely the implementation of SD Gebangsari 03 in July to August 2018 while at SD Genuksari 02 held in September to October 2018 starting from observation to the service location, identifying problems up to training and mentoring making research and journal article. From the service activities that have been carried out there is hope from the partners to follow up this activity with PTS training activities or school action research for school principals.Keywords: Action research; journal articles; SD teacher groups; mentoring research methodology