Empowering Teachers' Learning to Develop Students' Inspirational Skills
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
This research was based on a project to empower teachers to develop their skills as motivational players for their students. It is one of a series of research projects on 21st century skills which was an operation that recognized the importance of the knowledge-based and digital society. It brought together a variety of perspectives on the development of 21st century skills spreading across the Internet. The gathered data were processed through research methodology leading to the attainment of educational innovations that can be used for the development of people who would later develop their own work for the professional betterment. It was expected that if a person has knowledge and put that knowledge into practice, it would empower that people to work more efficiently. By doing so, a working concept is changed from "knowledge is power" to "knowledge and action is power". From this concept had led to the conceptual framework of Research and Development (R&D) methodology used in this research that encourages the use of educational innovations for teacher empowerment then teachers apply the learned knowledge for the student development. The outcome of this current research is an innovation called an online self-learning program for the teacher empowerment and the development of teachers’ skills as student motivator. The online learning program was attested through the research method and proved to have helped the teachers and the students to attain the following criteria: 1) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' inspirational skill assessment was significantly higher than the pretest score. Based on this finding, it was sufficient to say that the online self-learning program it's efficient to be used for the development of teachers and students in the secondary schools under the jurisdiction of the national commissions of basic education. The application of this online learning program would be beneficial for educational management and encourage freedom of learning where people can learn anywhere anytime.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle