Training and Mentoring: Improving Pedagogical Competence of Catholic Religious Education Teachers

Din Oloan Sihotang, Johannes Sohirimon Lumbanbatu, Ermina waruwu, Mariana Siregar, Fransiskus Tarigan

Abstract


Improving the pedagogical competence of Catholic Religious Education teachers in Karo District's elementary schools is typically carried out through Teacher Working Groups (KKG) or workshops. Workshops for teachers usually focus on developing instructional materials. The implementation of Community Service (PkM) aims to enhance the pedagogical competence of teachers in planning and conducting lessons, organizing educational teaching methods, and utilizing information technology in teaching. The PkM activities consist of a two-day training session followed by two months of mentoring. The results show a significant improvement in the indicators of teachers' pedagogical competence, while partner satisfaction evaluations reflect the positive impact of these activities. It is expected that the Director General of Catholic Religious Affairs will ensure that each teacher competency improvement program includes concrete steps and a continuous monitoring and evaluation system to ensure the effective sustainability of pedagogical competence enhancement.

Full Text:

PDF

References


Astriani, A., & Alfahnum, F. (2022). The role of pedagogical competence in effective teaching. Journal of Educational Research, 36(2), 145-162.

Baker, S., & Bea, B., et al. (2023). The impact of collaborative learning on individual participation. Group Dynamics: Theory, Research, and Practice, 27(1), 45-58.

Clark, M. (2020). Collaborative learning in teacher education. Journal of Teacher Education, 41(2), 210-225.

Cullen, S. (2019). The Religious Education of the Religion Teacher in Catholic Schools. In: Buchanan, M., Gellel, AM. (eds) Global Perspectives on Catholic Religious Education in Schools. Springer, Singapore. https://doi.org/10.1007/978-981-13-6127-2_7

Dewi, R., & Sihotang, D. O. (2020, November). Become a Professional Teacher in the Future. In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020) (pp. 214-218). Atlantis Press.

Gallup Education (2023). Religion and Spirituality: Tools for Better Wellbeing? Retrieved from https://news.gallup.com/opinion/gallup/512216/religion-spirituality-tools-better-wellbeing.aspx

Gillies, R., & Boyle, M. (2010). Teachers' reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933-940.

Harmer, J. (2007). The Practice of English Language Teaching. Pearson Education.

Kia, M. (2019). Effective classroom management: Strategies for teachers. Routledge.

Martina, S., et al. (2020). Facilitating student learning: A comprehensive guide for teachers. Educational Psychology Review, 24(3), 321-345.

Nailah, N., & Afifa, A. (2022). The teacher's role in controlling, organizing, and evaluating the learning process. International Journal of Education and Learning, 5(1), 78-92.

Noer, A. (2020). Teacher training for professional development. Journal of Professional Development in Education, 46(3), 398-413.

Pew Research Center. (2023). Religious diversity in contemporary society. Retrieved from [https://www.pewresearch.org/]

Qalyubi, Q., et al. (2017). Human resource development through training programs. International Journal of Human Resource Management, 28(5), 789-804.

Siswati, S., et al. (2023). Enhancing intellectual and pedagogical competencies in teaching. Teaching and Teacher Education, 55, 102-118.

Sihotang, D. O. (2019). Optimalisasi penggunaan google class room dalam peningkatan minat belajar bahasa inggris siswa di era revolusi industri 4.0 (Studi Kasus di SMK Swasta Arina Sidikalang). Jurnal Teknologi Kesehatan Dan Ilmu Sosial (Tekesnos), 1(1), 77-81.

Sulistiyani, S., & Rosidah, R. (2021). The goals of teacher training: A comprehensive review. Journal of Teacher Education and Development, 45(6), 789-805.

Tyagita, T. (2019). Lifelong learning and the relevance of pedagogical competence. Journal of Lifelong Learning, 42(4), 511-528.

Wiwi, R. (2016). Challenges and responsibilities of being a teacher. Journal of Teacher Education, 40(4), 567-580.




DOI: https://doi.org/10.32502/altifani.v4i1.7536

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Altifani Journal: International Journal of Community Engagement



Indexed by:

       

 

Altifani Journal: International Journal of Community Engagement
Diterbitkan oleh Fakultas Pertanian, Universitas Muhammadiyah Palembang

Contact Person:
Rika Puspita Sari, M.Si (HP/WA: +62 822-8016-9666)
Klinik Publikasi Pertanian, Faculty of Agriculture, Universitas Muhamamdiyah Palembang
JL. Jend.A.Yani 13 Ulu Palembang, South Sumatra, Indonesia
Tel. (+62)711-511731; Email: kppfpump@gmail.com; Website: https://jurnal.um-palembang.ac.id/altifani

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.