Empowering Education: Exploring Teachers’ Classroom Practices in Vocational Schools

AlTalim Pub Date : 2020-07-30 DOI:10.15548/jt.v27i2.628
T. Zulfikar, Emawati Emawati, Hidayat Al-Azmi
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引用次数: 0

Abstract

Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachers’ ways of classroom practices is the first step for teachers’ professional development. Therefore, it is timely to conduct a classroom research to explore teachers’ performance, and thus this research explored teachers’ classroom practices in six vocational schools in Aceh. The data was collected mainly through observation of the instructional process in the classroom and in the workshop. The research found several effective attributes of teachers, such as creative, interactive, democratic, intelligent, smart, and well-prepared teachers. The study also identified ‘negative’ teachers’ attributes, such as authoritative, dominated, and withdrawn teachers.
赋能教育:职业学校教师课堂实践探索
教学确实是一项复杂的工作,它要求教师在许多方面都有能力。他们应该对所教的科目非常了解;他们还应该掌握转移主题的技能;他们需要熟练的课堂管理,有能力设计和开发教材。因此,教师应该始终从事专业发展,以保证他们的最佳表现。了解教师的课堂实践方式是教师专业发展的第一步。因此,进行课堂研究来探讨教师的绩效是及时的,因此本研究对亚齐省六所职业学校教师的课堂实践进行了研究。数据主要是通过观察课堂和工作坊的教学过程来收集的。研究发现了教师的几个有效属性,如创造性、互动性、民主、智慧、聪明和准备充分的教师。该研究还确定了“消极”教师的特征,如权威型、支配型和孤僻型教师。
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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