A Model for Improving the Competence of Education Teachers through In-Service Training in Malang

Autor/in	Prabowo, Sugeng Listyo
Titel	A Model for Improving the Competence of Education Teachers through In-Service Training in Malang
Quelle	In: Journal of Social Studies Education Research, 13 (2022) 2, S.265-287 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Faculty Development; Teacher Effectiveness; Teacher Competencies; Knowledge Base for Teaching; Inservice Teacher Education; High School Teachers; Foreign Countries; Teacher Attitudes; Phenomenology; Indonesia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerfortbildung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Indonesien
Abstract	This study was conducted with the objective of analyzing the development of teacher competency accomplished through various stages, namely, training needs analysis; training implementation; training outcomes material and evaluation; and the development of an appropriate model for improving teacher competence with in-service training. Qualitative research methods adopted include data collection techniques, namely, documentation and interviews. Documentation involved analyzing the model's role in improving the competence of education teachers and investigating the field's reality. The findings of this study demonstrated inadequate performance of teaching staff in the field of education. This incompetence is attributable to inadequate career development initiatives that are typically less supported by related elements such as evaluation, training, development, knowledge, reproductive skills, and leadership attitudes. The government must prioritize the improvement in teacher knowledge. Furthermore, teachers are personally responsible for their quality, and thus, it is critical for them to expand their knowledge and skills. The study findings are anticipated to be useful for helping educational institutions in developing teacher professionalism, as well as the concept of an appropriate training model for developing PGRI competencies. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01