Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Teacher Motivation Based on Gender, Tenure and Level of Education

100%
Triyanto, Handayani R. a. D.
The New Educational Review
|
2016
|
vol. 45
199-209
EN
Teacher motivation plays an important role in the success of education, which is influenced by many factors. Therefore, this article examines how gender, tenure, and level of education influence teacher motivation. Data were collected with the use of questionnaires of 135 Indonesian teacher respondents, in-dept interviews, and observations. Numeric data were analyzed by means of Statistical Package for the Social Sciences (SPSS analysis). The research showed that male teachers are more motivated than female teachers. Junior teachers have a higher motivation than senior teachers. Teachers with a bachelor’s degree are more motivated than teachers with a master’s degree.
2
Publication available in full text mode
Content available

Exploring Peer Feedback Behaviour in Online Teaching Practice Classroom: Case of Learning Design

100%
Triyanto, Handayani R. a. D.
The New Educational Review
|
2023
|
vol. 74
139-149
EN
This study aims to explore teachers’ peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers’ performance. Peer feedback connects teachers’ ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers’ pedagogical competence in teacher professional curricula.
3
Publication available in full text mode
Content available

Adopting Lesson Study to Enhance Pre-Service Teachers’ Pedagogical Knowledge

100%
Triyanto, Handayani R. a. D.
The New Educational Review
|
2019
|
vol. 56
244-254
EN
Most pre-service teachers work individually in preparing their teaching and learning activities and rarely work closely with others. The purpose of this research was to investigate pre-service teacher pedagogical knowledge through lesson study. Data were collected with the use of an interview and observation. Qualitative data were analyzed in four stages: organizing data, exploring and sorting data, descriptive analysis, invention interpretation, and validation. Results indicated that lesson study enhanced pedagogical knowledge of the pre-service teacher in planning, preparation, teaching strategies, problem-solving, classroom management, questioning skills, and assessment. Lesson study enhanced the pre-service teacher’s experience by comprehensively focusing on all facets of school in learning and teaching settings offering learning experiences.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.