Teaching in IP Schools: An Analysis of Teachers' Experiences as Input to Pre-Service Teacher Education

The demand to make education inclusive requires assurance that the future teachers of indigenous students are fully equipped to handle multicultural classes. Hence, with an end goal of identifying inputs that could enhance pre-service teacher education, this study was conducted to determine the profile, experiences, knowledge, attitudes, and skills of the randomly selected teachers of indigenous students in the province of Occidental Mindoro. The data were gathered online through a questionnaire that underwent validity and reliability tests. Findings reveal that the teachers are graduates of bachelor of Elementary Education and have been teaching in the IP schools for not more than three years. The teachers frequently experience implementing the curriculum, monitoring student’s progress, and living with the IP community, and occasionally experience travelling to and from the IP community as they embark on the day-to-day activities of teaching their IP students. The knowledge, attitudes, and skills they have acquired from their pre-service teacher education curriculum have prepared them in teaching IP students. Five themes emanate from the teachers’ suggestions on how to enhance the pre-service teacher education curriculum such as inclusion of IP education, awareness program on the culture of Indigenous People, inclusion of IP language, training on how to handle combined or multigrade class, and conducting immersion activities in IP or minority schools. The College of Teacher Education may consider the suggestions of the teachers in reviewing and revising the existing curriculum of pre-service teacher education.

Refirming Understanding About Arabic Curriculum Management: Concept, Characteristics, and Study Area

This article aims to reinforce the understanding of the concepts, characteristics, and scope of studies in Arabic language curriculum management. This type of research includes library research, which is a descriptive qualitative research. The data was collected using the documentation method. Meanwhile, data analysis was carried out through qualitative (non-statistical) analysis methods on the basis of which conclusions were drawn using an inductive frame of mind. The results show that the Arabic language curriculum management is a distinctive process consisting of planning, organizing, directing and controlling actions carried out on the implementation of the Arabic language curriculum by utilizing all existing supporting aspects in order to achieve effective, efficient and optimal goals in accordance with which have been set. The characteristic or characteristic of Arabic language curriculum management is that it contains religious values, either real or cultural values. The scope of operational problems which are the Arabic language curriculum management studies, namely: Management planning and curriculum development; Management of curriculum implementation; Supervision of curriculum implementation; Curriculum monitoring and assessment; Curriculum improvement; Decentralization and curriculum centralization; and labor issues.

Curriculum Management in KZN Rural High Schools

This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.

administrasi kurikulum

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.

Administrasi kurikulum

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.

Administrasi Kurikulum

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.

administrasi kurikulum

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.

Administrasi kurikulum

Curriculum administration is the whole process of planned and deliberately planned and serious activities and continuing coaching of the teaching and learning situation effectively and efficiently in order to help the achievement of educational goals that have been set. In the process of curriculum administration, there are 4 processes that we can find out, namely: curriculum planning, curriculum implementation, curriculum monitoring / development, and evaluation. The role of the teacher in the administration of education, namely: implementers, adapters, developers, researchers.