| dc.contributor.advisor | FITRIA RAHMAWATI | |
| dc.contributor.author | LESTARI, PUTRI DIAN | |
| dc.date.accessioned | 2017-01-05T03:16:48Z | |
| dc.date.available | 2017-01-05T03:16:48Z | |
| dc.date.issued | 2016 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/7861 | |
| dc.description | Pedagogical competence is important to be mastered by teachers, besides
personal competence, social competence and professional competence. As a
teacher educational institution, English Education Department of Universitas
Muhammadiyah Yogyakarta (EED of UMY) facilitates their student-teachers to
master this competence by conducting an internship program. This study aims to
reveal supervising-teachers’ perceptions on EED of UMY’s student-teachers’
pedagogical competence in an internship program. The perceptions cover ten
aspects of pedagogical competence, those are understanding characteristic of
students, mastering teaching theories and principle, developing lesson plan,
conducting teaching activity, using technology, facilitating students to actualize
students’ potential, communicating to students, conducting assessment and
evaluation, utilizing the assessment and evaluation result, and doing teaching
reflection.
This study used qualitative research design and specifically employed case
study research. The researcher involved five supervising teachers from five senior
high schools as participants. Purposive sampling was used by the researcher to
choose the participants. The researcher used in-depth interview to gather the data
and used member checking to validate the data. In analizing the data, the
researcher used open coding, axial coding and selective coding.
The findings of this study show that supervising teachers had various
perceptions on EED of UMY’s student-teachers’ pedagogical competence in an
internship program. From the ten aspects of pedagogical competence, the
perceptions indicated that EED of UMY’s student-teachers were competent in
three aspects of pedagogical competence. Those are in using technology,
conducting assessment and evaluation, and doing teaching reflection. All
supervising teachers had good perceptions on those three pedagogical aspects. In
understanding characteristic of students, mastering teaching theories and
principles, developing lesson plan, conducting teaching activity, facilitating
students to actualize their potential, and communicating to students, supervising
teachers had different perceptions. Some of them argued that EED of UMY’s
student-teachers had good competence, the others perceptions indicated that EED
of UMY’s student-teachers had less competence. Then, in utilizing the assessment
and evaluation result, one supervising teacher had good perception on the EED of
UMY’s student-teachers’ competence. The others had no perception because EED
of UMY’s student-teachers not conduct this activity. | en_US |
| dc.description.abstract | Pedagogical competence is important to be mastered by teachers, besides
personal competence, social competence and professional competence. As a
teacher educational institution, English Education Department of Universitas
Muhammadiyah Yogyakarta (EED of UMY) facilitates their student-teachers to
master this competence by conducting an internship program. This study aims to
reveal supervising-teachers’ perceptions on EED of UMY’s student-teachers’
pedagogical competence in an internship program. The perceptions cover ten
aspects of pedagogical competence, those are understanding characteristic of
students, mastering teaching theories and principle, developing lesson plan,
conducting teaching activity, using technology, facilitating students to actualize
students’ potential, communicating to students, conducting assessment and
evaluation, utilizing the assessment and evaluation result, and doing teaching
reflection.
This study used qualitative research design and specifically employed case
study research. The researcher involved five supervising teachers from five senior
high schools as participants. Purposive sampling was used by the researcher to
choose the participants. The researcher used in-depth interview to gather the data
and used member checking to validate the data. In analizing the data, the
researcher used open coding, axial coding and selective coding.
The findings of this study show that supervising teachers had various
perceptions on EED of UMY’s student-teachers’ pedagogical competence in an
internship program. From the ten aspects of pedagogical competence, the
perceptions indicated that EED of UMY’s student-teachers were competent in
three aspects of pedagogical competence. Those are in using technology,
conducting assessment and evaluation, and doing teaching reflection. All
supervising teachers had good perceptions on those three pedagogical aspects. In
understanding characteristic of students, mastering teaching theories and
principles, developing lesson plan, conducting teaching activity, facilitating
students to actualize their potential, and communicating to students, supervising
teachers had different perceptions. Some of them argued that EED of UMY’s
student-teachers had good competence, the others perceptions indicated that EED
of UMY’s student-teachers had less competence. Then, in utilizing the assessment
and evaluation result, one supervising teacher had good perception on the EED of
UMY’s student-teachers’ competence. The others had no perception because EED
of UMY’s student-teachers not conduct this activity. | en_US |
| dc.language.iso | other | en_US |
| dc.publisher | FAKULTAS BAHASA UMY | en_US |
| dc.subject | PEDAGOGICAL COMPETENCE | en_US |
| dc.subject | ASPECTS OF PEDAGOGICAL COMPETENCE | en_US |
| dc.subject | INTERNSHIP PROGRAM | en_US |
| dc.subject | SUPERVISING TEACHERS | en_US |
| dc.title | SUPERVISING TEACHERS’ PERCEPTIONS ON PEDAGOGICAL COMPETENCE OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA’S STUDENT-TEACHERS IN AN INTERNSHIP PROGRAM | en_US |
| dc.type | Thesis
SKR
FPB
89 | en_US |
