experienced teachers
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Several researchers studied the impact of collaboration between the learners, but few studies have been carried out on the impact of collaboration between teachers. In the previous work, the authors have studied the impact of the collaboration among the learners with a specific collaborative CEHL(K. Boussaha et al.,2015). In this work, the authors focused on the impact of collaboration on both teachers and learners. This paper aims to present a Computer-Supported Collaborative Coaching System called C.S. C.C.S. This system aims to create a virtual space based on the exchange of information and experiences between pre-experienced teachers to help new recruits or those who have difficulties and try to encourage, motivate, and provide them with needed experiences to help them escape isolation and use their solid information to guide their learners. To achieve the main task of our theme which is collaboration, we adopted the concept of groups. To demonstrate the effectiveness of the developed system an experiment was conducted. The results were highly satisfying and very encouraging.

In this paper, we present a structured approach to developing an outreach program aimed at improving the coding abilities of pre- and in-service teachers. The paper presents the design and development decisions made using the ADDIE model. External evaluators assessed the material's quality, confirmed the estimated workload, and examined the material's relevance to the educational goals. Learners’ active participation was encouraged through multiple quizzes, and learners were assisted in their learning activities by means of practical examples. Based on the number of people who actually logged into the course, a completion rate of 70.84 percent is achieved. The paper presents and discusses the findings of an evaluation conducted with the assistance of experienced teachers and course participants.

AbstractAlthough strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.

One of the factors leading to success in learning is the teacher’s lesson plan. The more well-developed the lesson plan is, the better the result. Recent findings suggest some teachers in Indonesia neglect the development of their lesson plans. Their planning may be superficial, and their documents may be prepared merely to satisfy educational administrators. The research reported on in this paper analyses how far the development model of character-based lesson planning reflects the internalization of local cultural values. Technically, this research utilizes a descriptive-qualitative approach, specifically collecting data from teachers who span the Senior High School and are dispersed in all regions of Indonesia. Data collection in this study was made by interview, observation, and documentation. The data analysis then includes four phases, such as data reduction, display, analysis, and concluding and verification. This study concludes that (1) Junior teachers were more cautious and idealistic or rigid in their formulation of lesson plans than experienced teachers, and (2) the development of character-based lesson plans could be carried out through internalization of local cultural values.

<p class="contenttable"><strong>Abstract</strong><strong>:</strong> This study was intended to investigate the current needs of continuous professional development viewed from the eyes of novice and experienced teachers in Malang senior high schools. The study was conducted through a descriptive survey study. The results identified some similarities and differences of needs between the novice and experienced teachers. Based on the order of importance, novice teachers agree that they need professional development in (1) knowledge and understanding of learner’s characteristics and (2) pedagogical competencies in teaching the subject field, (3) knowledge about curriculum or syllabus, (4) teacher’s communication skill in the classroom, and (5) teaching and learning approaches. Meanwhile, the experienced teachers need CPD about (1) knowledge and understanding of learner’s characteristics, (2) pedagogical competencies in the subject, (3) Information and Communication Technology, (4) students’ evaluation and assessment, and (5) teaching and learning approaches. Knowing the findings above, policy makers are suggested to arrange CPD programs based on the teachers’ needs and learning styles. The suitability and effectiveness of the program must be put into consideration.</p><strong>Abstrak</strong><strong>:</strong><em> </em>Penelitian ini mengungkap kebutuhan Pengembangan Keprofesian Berkelanjutan guru dilihat dari sudut pandang guru pemula dan berpengalaman di sekolah menengah atas di wilayah Malang. Penelitian menggunakan metode survei deskriptif. dan hasilnya menemukan bahwa terdapat persamaan dan perbedaan kebutuhan diantara guru pemula dan berpengalaman. Berdasarkan tingkat prioritas, PKB yang diperlukan guru pemula saat ini (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) pengetahuan tentang kurikulum atau silabus, (4) keterampilan berkomunikasi di kelas, (5) pendekatan belajar pembelajaran. Di lain pihak, guru berpengalaman memerlukan PKB tentang (1) pengetahuan tentang karakter peserta didik, (2) kompetensi pedagogik dalam mengajar, (3) penggunaan TI di dalam pengajaran, (4) penilaian peserta didik, (5) pendekatan belajar pembelajaran. Dengan mengetahui hal-hal diatas hendaknya pembuat kebijakan merancang program PKB berdasarkan kebutuhan dan gaya belajar masing-masing guru. Aspek kecocokan dan keefektivitasan program Pengembangan Keprofesian Berkelanjutan perlu diperhatikan.

We are two experienced teachers looking to make a small contribution to the Classics community.

Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of students of color, which has consequences for equitable teacher assignments and teacher attrition.