Roles of Teachers in the SDG4 Age: An Introductory Note

“Teachers are the key to achieving all of the SDG4-Education 2030 agenda.” (Education 2030 Framework for Action, p. 21). This note reviews how teacher-related issues are addressed in Sustainable Development Goal 4 (SDG4) on education, and at each of the key steps since the preparation for the post 2015 education agenda in 2013 leading up to the adoption of SDG4. The note makes a comparative review on how teacher roles have been addressed in major global education agenda documents to shed light on features of SDG4 and how teacher roles are spelled out in it

KOMPETENSI DALAM MENENTUKAN PROFESIONALISME GURU VOKASIONAL DI MALAYSIA: CABARAN KE ARAH PEMBANGUNAN PROFESIONALISME GURU TVET

Teachers are the key to the educational system where professional standards of teaching are used as a set of criteria in determining professionalism of technical teachers. This article discusses the elements of competence in the development of technical teachers' professionalism in Malaysia. Competence can be divided into three elements such as knowledge, skills and attitudes that need to be improved in line with the government's desire to empower Vocational Education. Based on literature review and pilot findings, the need for leadership elements towards the teaching profession is an important aspect of strengthening the teacher's competence in the development of technical and vocational teacher professionalism to be more systematic in support of current and future Quality Education efforts

Implementing inclusive education in South Africa: teachers’ attitudes and experiences

The central argument is that the creation of inclusive schools will require more than merely the implementation of new policies. Practising teachers are the key to the successful implementation of an inclusive system and they will need time, ongoing support and in-service training. Real change therefore requires a long-term commitment to professional development. This article presents a comparative analysis of the findings of three independent studies aimed at identifying and describing teachers’ attitudes to and experiences in implementing inclusive education in South Africa. The main themes identified in all three studies include inadequate knowledge, skills and training for the implementation of inclusive education; lack of educational and teacher support; insufficient facilities and resources, and the potential effects of inclusive education on learners

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Research on the Internet Capital and Its Promotion of Rural Teachers in Western China from the Perspective of New Digital Divide

Teachers are the key to education formalization. The study found that the Internet capital of rural teachers in western China is obviously insufficient. Compared with teachers in developed areas, there are significant differences in network facilities, information technology knowledge, online learning and information literacy. The backwardness of network facilities and the lack of information technology knowledge are the important reasons for the lack of Internet capital of rural teachers in western China. Therefore, it is necessary to improve the Internet capital of rural teachers in western China from the aspects of network facilities construction, network knowledge transfer, online learning support and online learning reflection. The proposal of these measures has certain reference value for promoting the improvement of rural teachers’ Internet ability in western China and narrowing the gap with teachers in developed areas

Engaging busy teachers of young learners in in-service English training

Highly qualified and competent teachers are the key for outstanding education systems. Teachers, however, are too busy with administrative work. Accordingly conducting engaging in-service training for them is a relief, as well as a way to improve their teaching skills. The aim of this research is to report the in-service English training in a bilingual school in Yogyakarta Special Province, Indonesia, which the outcome is to improve the English skills of the teachers as a means of teaching (EMI – English as a Medium of Instruction). Questionnaires, interviews, and written reflections were the techniques of collecting the data. The result of the training shows that through some light hands-on activities, the teachers’ motivation and engagement improved. This improvement resulted in the increase in using classroom language instructions

Keterampilan Mengajar Guru IPA Di SMPN 1 Gatak Sukoharjo Tahun Ajaran 2017/2018

Teachers are the key to the success of an educational institution. Professional teachers should have the skills and skills, not enough to learn the subject matter should also be able to nurture students and always motivate students to be better. Teacher's teaching skills are one of the kinds of skills teachers have to master. By having the skills to teach, teachers can manage the learning process well that has implications for improving the quality of school graduates. The purpose of this research is to know the teaching skill of science teacher at SMPN 1 Gatak Sukoharjo academic year 2017/2018. The type of this research is descriptive that describes the teaching skill of science teachers at SMPN 1 Gatak Sukoharjo academic year 2017/2018. Sampling technique in this research is purposive sampling. Based on the research that has been done, the result shows that the teaching skill of science teachers at SMPN 1 Gatak Sukoharjo is categorized as good (69%)

The Implementation of Problem-Based Learning on Multiplication and Division Lessons in Improving Elementary School Students’ Learning Motivation

This study aims at increasing elementary school students’ learning motivation in multiplication and division lessons by implementing problem-based learning. This study was qualitative research. Furthermore, the research subjects were elementary school students. Results indicated that students experienced an increased motivation in multiplication and division lessons after implementing problem-based learning because they felt happy during the learning process. In addition, observations, interviews, and documentation studies showed that, with problem-based learning, many students better understood the concepts of multiplication & division and applied them in their daily life. Moreover, students thought critically in solving problems when the learning process was carried out in discussion or groups. This study proves that teachers are the key to success in a learning process and the increased student motivation. Therefore, teachers must be able to choose the right learning method for students to encourage their enthusiasm for learning.

Employment of American and British first language textbooks as a foreign language resource in private schools in South Lebanon

This article presents the findings of research that examined how teachers employed first language textbooks to teach English as a foreign language and to develop the intercultural competences of their students. The research employed semi-structured phenomenological interviews and questionnaires with eight South Lebanese educators. The findings demonstrates how in relation to language learning, the employment of foreign textbooks produces successful results. The research though also details how teachers have to work hard to bridge the cultural gaps between their students and the ‘alien’ cultures detailed in the textbooks. Problematic, it would appear to the development of inter cultural competence is that in South Lebanon some cultures, noticeably that of Judaism, and some topics, such as sexuality, that schools, teachers but moreover parents control how and indeed if, students are inculcated into wider cultures and debates. The conclusion of the research details how in the development of intercultural competence that teachers are the key mediators of students’ responses to cultures and practices other than their own