Analysis of Pedagogic Competence of Elementary School Teachers Based on Regional Characteristics

R. Jusuf, W. Sopandi, A. R. Wulan, U. Sa’ud
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Abstract

The ability of elementary school teachers to understand pedagogical competencies is absolutely necessary to carry out their duties as professional educators. The purpose of this study was to determine the pedagogical competence of elementary school teachers in understanding creative thinking assessment based on the characteristics of the city. This study involved 14 teachers who served in public elementary schools in the downtown, semi-urban, and suburban areas. The test and non-test instruments used to determine the pedagogical abilities of elementary school teachers are questions of creative thinking in the form of multiple choice and interviews. Data are analyzed qualitatively and quantitatively. The results of the study indicate that the ability of elementary school teachers is very different from the characteristics of the region, namely; Teachers who work in public elementary schools in the downtown area have an average capability of 63,2%, which is in the category of "Good", semi-urban areas at 71,6%, and suburban area at 70,0%. The main factors that can influence these differences are teaching practice and academic qualifications, while regional factors have less influence on the ability of teachers to understand the concept of science creative thinking assessment. This can be seen from the results above, teachers who work in public elementary schools in semi-urban and suburban areas that have good knowledge compared to those in the downtown area.
基于地域特征的小学教师教学能力分析
小学教师理解教学能力的能力对于履行其作为专业教育者的职责是绝对必要的。摘要本研究旨在探讨基于城市特征的小学教师理解创造性思维评估的教学能力。这项研究涉及14名在市中心、半城市和郊区的公立小学任教的教师。用于确定小学教师教学能力的测试和非测试工具是选择题和访谈形式的创造性思维问题。对数据进行定性和定量分析。研究结果表明,小学教师的能力与区域特征存在较大差异,即;在首都圈公立小学工作的教师的平均能力为63.2%,处于“良好”水平,半城市地区为71.6%,郊区为70%。影响这些差异的主要因素是教学实践和学历,而区域因素对教师理解科学创造性思维评价概念能力的影响较小。从上面的结果可以看出,在半城市和郊区的公立小学工作的老师比在市中心的老师有更好的知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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