Higher Teacher Education: Raising Awareness toward Constructing Teaching Philosophy Statements

This article focuses on exploring whether teacher educators and teacher students at higher teacher education programs have constructed their teaching philosophy statements, how they implement such philosophy statements, and how they develop and evaluate the contents of the teaching materials related to the courses they are instructing. By following the qualitative case study methodology, the author employed semi-structured interviews with twenty teacher educators and fifteen teacher students from one state higher education institution in Yemen. With the employment of thematic network analysis techniques, the findings report on the lack of awareness concerning the teaching philosophy statements construction, the random process of designing and evaluating teaching materials, and the lack of teaching aids for realizing the teaching philosophies of those with developed teaching statements. For practical implementation, university leaders and administrators are recommended to establish a program that focuses on the professional development of the teaching faculty with a focus on highlighting and providing useful knowledge on the ‘teaching philosophy statements’ construction and ‘materials design and evaluation’ processes. Keywords: teaching philosophy, teacher education, higher education, curriculum design, Yemen

Human rights education and the conscience of mankind: developing didactics of perplexity

The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.

¿Harry Potter en Educación Deportiva? Percepciones del profesor, estudiantes y familias

The goal of this study was to examine teacher, students and parents’ perceptions of a quidditch-muggle Sport Education season at a primary school. Fifty-two sixth-grade students from one primary school participated in the study. A case study research design was followed. One Physical Education specialist with expertise in the Sport Education Model agreed to participate and conducted a season based on the quidditch-muggle sport (17 sessions; 60 minutes/each, two days/week). Finally, forty-five parents, 86.52% of the total sample, agreed to provide their insights on their children’s Harry Potter experience. Several instruments were used to collect qualitative data: teacher’s diary, students’ open-ended question, parents’ open-ended question and students’ discussion groups. From the analysis of all data obtained, four positive categories emerged: enjoyment, novelty, learning and self-construction and one negative: competitiveness. Teacher, students and parents highlighted the usefulness of the SEM despite of the overemphasis on the competition. El objetivo de este estudio fue examinar las percepciones del profesor, estudiantes y familias de una temporada de Educación Deportiva de quidditch-muggle. 52 estudiantes de 6º de Educación Primaria de un colegio participaron en la investigación. Se llevó a cabo un estudio de caso. Un profesor de Educación Física experto en el modelo de Educación Deportiva participó en el estudio y dirigió la temporada de quidditch-muggle (17 sesiones; 60 minutos por sesión, dos días a la semana). Finalmente, 45 familias, esto es un 86,52% del total de la muestra, aceptaron participar y proporcionar sus puntos de vista acerca de la experiencia de Harry Potter de sus hijos. Se utilizaron diferentes instrumentos de recogida de datos: diario del profesor, preguntas abiertas del alumnado, preguntas abierta de las familias y grupos de discusión del alumnado. Del análisis de datos se extrajeron cuatro categorías positivas: diversión, novedad, aprendizaje y autoconstrucción y una negativa: competitividad. El profesor, el alumnado y las familias destacaron la utilidad del modelo a pesar de la competitividad presente.

Digital Literacy Gender Gap in E-Education Through Social Media During the COVID-19 Lockdown in Pakistan and Turkey

The closure of academic institutions as a result of preventative measures towards the distribution of COVID-19 has impacted the academic sector. The approach of switching learning technique to an online structure has currently turned out to be part of several academic organizations around the globe. The purpose of this particular research is to investigate and identify the issues faced by female teacher-students associated towards the situations induced because of e-education system in Pakistan and Turkey. This particular study followed the qualitative research approach. For the collection of data, semi-structured selection interviews were utilized with 10 female teachers and 10 female students from public and private universities in Pakistan and Turkey. In accordance with the results of this research, the following issues are confronted by female instructors: cyberbullying, lack of discipline in class, harassment of female students, as well as lack of technological equipment.

THE UTILIZATION OF A NEUROLINGUISTIC APPROACH TO STUDENTS FOR ARABIC LANGUAGE LEARNING DEVELOPMENT

This study aimed to analyze Arabic language learning with a neurolinguistic approach at SMK Muhammadiyah 3 Yogyakarta. Students have not been able to accept the material presented by the teacher. Students have not responded with their brain intelligence, both in understanding mufradât as well as understanding muhâdatsah. This research used a case study approach, involving the principal, the representative of Ismuba (al-Islam, Kemuhammadiyahan, and Arabic Language) and the Arabic language teacher. Data were collected by observation and in-depth interviews. The results of the study prove that the neurolinguistic approach can understand students in mastering Arabic learning through brain synchronization, both right brain, and left brain. Optimizing Arabic language skills rests on his brain. This neurolinguistic approach can facilitate students in mastering istimâ', kalâm, qirâ'ah, and kitâbah abilities in Arabic learning.

Extraneous Cognitive Load (ECL) Mahasiswa Calon Guru dalam Pelaksanaan Perkuliahan Pendidikan Biologi

This study aims to determine the ECL of prospective teacher students during lectures. ECL is obtained from the mental effort of students in attending lectures or teaching and learning processes because it will affect the process of constructing students' cognitive schemas from the information received during the learning process. Learning activities are effective and efficient if the ECL of students is in the low category. Data collection was carried out on biology education students who attended group lectures for pedagogic courses and biological science content in the odd semester 2020/2021. This is a descriptive study which was conducted in March-September 2021, with the determination of the sample, namely purposive random sampling. ECL was measured using a mental effort questionnaire in each course in the learning process. The data obtained were analyzed in the conversion of low to high scores, then compared between semester levels to provide an overview of student ECL. The results showed that the mental effort of prospective teacher students was in the low category. The ECL of prospective biology education teacher students is low.

EXAMINING THE RELATIONSHIP BETWEEN MORAL REASONING AND CRITICAL THINKING IN TEACHER STUDY PROGRAMMES IN SLOVAKIA

Introduction: Since both components critical thinking and moral reasoning are considered to be major phenomena, the development of which is a priority of all world education policies, they are paid a lot of attention in foreign countries. However, foreign studies have only made a little mention of examining their relationship and integrity as well as until recently, each dimension has been examined separately in Slovakia and there is no piece of evidence showing the relationship between them. Based on this, we have formulated the following scientific problem: Is there a relationship between critical thinking and moral reasoning? Methods and respondents: The basic measurement tool of our research was the Watson-Glaser Critical Thinking Appraisal used to determine the level of critical thinking. The level of moral reasoning was investigated by Lind´s Moral Competence Test. The examined sample consisted of the available selection of the 2nd and 3rd year teacher study programme students for lower and upper secondary education at the University of Prešov in Prešov (N = 241) and the testing itself was realized in the academic year 2020/2021. Results: Our research shows that the average value of the gross score in critical thinking of the teacher students is M = 43.26 (SD = 5.09) and the achieved average numeric value of moral judgment expressed by the C-score is M = 21.15 (SD = 12.88). Based on the Pearson Correlation results, we were discussing whether the calculated value of the correlation coefficient indicates the relationship between critical thinking and moral reasoning and whether there is a relationship between moral reasoning and individual cognitive components of critical thinking and the results of the research show interesting findings about the relationship between critical and moral reasoning of teacher students. Conclusion: The conclusions of the research lead us to redesign the undergraduate training of future teachers in the context of the World Economic Forum challenges and the support for minds of the future according to H. Gardner - critical, creative, disciplined, ethical and tolerant - as a critical and moral integrity.

CAPACITY BUILDING OF STATE ELEMENTARY SCHOOL 206 TEACHER GROUPS IN IMPLEMENTING THE BANDUNG MASAGI PILAR LOVE FOR THE ENVIRONMENT PROGRAM IN THE CITY OF BANDUNG

The existence of partners who will be selected by the implementing team are teachers who teach at STATE ELEMENTARY SCHOOL (SDN) 206 Putraco Indah Bandung. Partners were chosen because they have not fully implemented the Bandung city government program, namely "Bandung Masagi Pillar of Love for the Environment" as an effort to reforest and organize the environment in every school in the city. The problem faced by partners is that there are no funds to carry out the program and the environmental arrangement is not yet complete, especially the back of the school, then teachers have difficulty finding methods to educate students because almost 75% of the students are Children with Special Needs to thoroughly instill knowledge about Environmental Education ( PLH). The students not only memorize theories, but also implement their knowledge in daily behavior and self character. So that the solution that will be carried out is by providing guidance on making preparation plans for environmental thematic learning then school greening practices which include improving hygiene facilities such as toilets, sinks, and empowering teacher-students in maintaining gardens, composters and waste banks as well as environmental stewardship that is representative. The training providers are a combination of experts from BPLH and PGSD UNPAS. The activities that will be carried out are providing training in making environmental thematic lesson plans, then carrying out school greening and cleaning school facilities. The results of monitoring can be scientific publications in ISSN journals/Proceedings and publications in print/online/repocitory mass media. From this assistance, it is hoped that the teacher's ability to develop PLH RPP for elementary school students will increase so that it is more attractive and becomes good behavior for aspects of environmental protection. In addition, teachers are expected to be able to make modules for learning PLH that are interesting and increase the attractiveness of the environment to students' daily lives. In addition to these two elementary schools, they also have problems with environmental hygiene and sanitation facilities that do not meet health standards. This PKM will provide solutions by improving cleaning facilities such as toilets, sinks, improving the environment, and empowering teachers and students in maintaining gardens, composters and waste banks. The activity of making lesson plans (RPP) for Elementary School (SD) teachers must be thematic. So that the arrangement of the school environment can create a beautiful, cool, clean, healthy atmosphere and can support the process of implementing KBM. A conducive school environment is needed in producing a comfortable learning process. A conducive school environment will contribute to the realization of a quality lifestyle which is currently very much needed in increasing educational productivity.

Experiencing (from) the inside – Mediated perspectives in kindergartens

This paper presents a case study of preservice kindergarten teachers’ use of new form of digital imagery. The paper introduces spherical cameras and digital microscopes and discusses their affordances when introduced in practical use in in teacher education and in kindergartens. The use in kindergartens was introduced through a class of 34 teacher students in kindergarten education. The students were special­izing in Arts and design at Western Norway University of Applied Sciences. The use of images from spherical cameras and digital microscopes is discussed and analysed, based on data from student responses through two questionnaires, group presentations and discussions in class, and an analysis of various media material produced by students.

Penerapan Pembelajaran Terpadu Model Integrated Dalam Meningkatkan Minat Dan Prestasi Belajar Bahasa Indonesia Siswa Kelas V-C SD Negeri Beroanging Kecamatan Tallo Kota Makassar

Tujuan yang ingin dicapai dalam penelitin ini adalah (1) Mendekripsikan peningkatan minat belajar bahasa Indonesia siswa kelas V-C SD Negeri Beroanging Kecamatan Tallo Kota Makassar setelah penerapan pembelajaran terpadu model integrated; dan (2) mendeskripsikan peningkatan prestasi belajar Bahasa Indonesia siswa kelas V-C SD Negeri Beroanging Kecamatan Tallo Kota Makassar setelah penerapan. Pembelajaran terpadu model integrated. Jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK) dengan menggunakan desain penelitian PTK, yang meliputi: perencanaan tindakan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Hasil penelitian ini menyimpulkan bahwa (1) minat belajar bahasa Indonesia siswa kelas V-C SD Negeri Beroanging Kecamatan Tallo Kota Makassar mengalami peningkatan setelah menggunakan pembelajaran terpadu model integrated. Minat belajar Bahasa Indonesia siswa kelas V-C SD Negeri Beroanging Kecamatan Tallo Kota Makassar mengalami peningkatan setelah menggunakan pembelajaran terpadu model integrated. Hal ini ditunjukkan oleh cepatnya siswa datang ke sekolah; selalu mengerjakan PR; suka mngerjakan soal dan latihan, baik di sekolah maupun di rumah; tidak suka membolos; suka mengulangi pelajaran di rumah; selalu memperhatikan penjelasan guru; aktif bertanya; aktif menjawab; aktif berdiskusi, bersungguh-sungguh dalam belajar, aktif mengerjakan tugas di kelas; aktif bekerja sama dalam belajar; saling melengkapi jawaban dalam diskusi; menjaga sopan santun dan tata krama, serta disiplin dalam bekerja/mengerjakan tugas; dan (2) prestasi belajar bahasa Indonesia siswa kelas V.C - SD Negeri Beroanging Kecamatan Tallo Kota Makassar mengalami peningkatan setelah menggunakan pembelajaran terpadu model integrated, yang ditunjukkan oleh nilai hasil belajar pada siklus I baru mencapai 34,78 % (8 orang) yang mencapai ketuntasan belajar berdasarkan Kriteria Ketuntasan Minimal (KKM) dengan nilai 80, kemudian mengalami peningkatan yang sangat signifikan pada siklus II menjadi 100 % (23 orang siswa). Dengan demikian, pada siklus II tidak ada siswa yang tidak tuntas berdasarkan KKM, sehingga prestasi helajar siswa mengalami peningkatan yang sangat tinggi. The objectives that will be achieved in this research are : (1) to describe the improvement of the students’ interest in learning Indonesian language at the grade V-C students of SD Negeri Beroanging, Tallo District, Makassar City using the application of the integrated learning model; and (2) describe the improvement of Indonesian language learning achievement of the grade V-C students of SD Negeri Beroanging, Tallo District, Makassar City using the application of the integrated learning model. This study is classroom action research (CAR), which includes: planning action, action implementation, observation and evaluation, and reflection. The results of this research concludes that: (1) the interest in learning Indonesian language of the grade V-C students of SD Negeri Beroanging, Tallo District, Makassar City, improved after the use of the integrated learning model. This can be seen from the improvement of students’ interest and the enthusiasm of students’ learning, students’ achievement, students’ interest in discussing and expressing opinions, students’ interest in deepening or expanding to understand the material presented by the teacher, students’ interest in reading other books as a support in indonesian language learning, and students' interest in doing assignments or homework; and (2) Indonesian language learning achievement of the grade V-C students of SD Negeri Beroanging, Tallo District, Makassar City, increased after the use of the integrated learning model. This can be seen from the learning outcomes in the first cycle only reaching 34.78% (8 people) who achieve mastery learning based on the Minimum Completeness Criteria (KKM) with a value of 80, then this figure experienced a significant increase in the second cycle to 100% (23 students). Thus, in the second cycle there were no students who did not complete based on the KKM, so that the students' learning achievement experienced a dramatically high improvement.