The Effectiveness of Mindful Teaching and Cognitive Training
DOI:
https://doi.org/10.59890/ijacs.v1i1.1389Keywords:
Teacher competency, information processing, mindful teaching, cognitive strategies.Abstract
This article aims to describe the imporvement of the cognitive strategy skills of elementary and junior high school teachers in Bandung City with the concept of teachers learning independently and becoming learning facilitators. This research method uses quantitative descriptive analysis involving 121 teacher participants consisting of 61 elementary school level teachers and 60 junior high school level teachers in Bandung City. The results of the research show variations in increasing teacher competence regarding information processing, differences in information processing competence based on the teacher's teaching level and differences in information processing competence based on teacher gender.
References
Butnaru, G. I., Haller, A. P., Dragolea, L. L., Anichiti, A., & Hârșan, G. D. T. (2021). Students’ wellbeing during transition from onsite to online education: Are there risks arising from social isolation? International Journal of Environmental Research and Public Health, 18(18). https://doi.org/10.3390/ijerph18189665
Chen, H., Liu, F., Pang, L., Liu, F., Fang, T., Wen, Y., Chen, S., Xie, Z., Zhang, X., Zhao, Y., & Gu, X. (2020). Are you tired of working amid the pandemic? The role of professional identity and job satisfaction against job burnout. International Journal of Environmental Research and Public Health, 17(24), 1–14. https://doi.org/10.3390/ijerph17249188
Demirkasimoglu, N. (2010). Defining “teacher professionalism” from different perspectives. Procedia - Social and Behavioral Sciences, 9, 2047–2051. https://doi.org/10.1016/j.sbspro.2010.12.444
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. Journal of Positive Psychology, 4(6), 540–547. https://doi.org/10.1080/17439760903157232
Farhah, I., Saleh, A. Y., & Safitri, S. (2021). The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience. Journal of Education and Learning (EduLearn), 15(2), 267–274. https://doi.org/10.11591/edulearn.v15i2.18330
Habibullah, A. (2012). Kompetensi Pedagogik Guru. Edukasi, 10(3). https://doi.org/10.32729/edukasi.v10i3.169
Kurbanoğlu, N. İ., Demirtaş, Z., & Batur, A. (2023). The Role of Student-Teacher Relation on Science Self-Efficacy and Science Anxiety in Face-to-Face and Distance Education. SAGE Open, 13(3), 1–9. https://doi.org/10.1177/21582440231194408
Labone, E., & Long, J. (2016). Features of effective professional learning: a case study of the implementation of a system-based professional learning model. Professional Development in Education, 42(1), 54–77. https://doi.org/10.1080/19415257.2014.948689
Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary School Language Teachers’ Online Learning Engagement during The Covid-19 Pandemic in Indonesia. Journal of Information Technology Education Research, 19, 803–832. https://doi.org/https://doi.org/10.28945/4626
Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 17(21), 1–29. https://doi.org/10.3390/ijerph17218002
Pollard, A. (2014). Reflective Teaching. In Reflective Teaching. Bloomsbury Academic. https://doi.org/10.4324/9780203822289
Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 40(1), 66–87. https://doi.org/10.1177/0143034318807743
Pribowo, fitroh setyo putro. (2017). Analisis Kemampuan Guru Sd Terhadap Teknologi Informasi Dan Komunikasi. Elementary School Education Journal), 1(1), 1–7.
Ragoonaden, K. (2015). Mindful Teaching and Learning. Lexongton Books.
Sumaryanta, Mardapi, D., Sugiman, & Herawan, T. (2018). Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability. Journal of Teacher Education for Sustainability, 20(1), 106–123. https://doi.org/10.2478/jtes-2018-0007
Vargas Rubilar, N., & Oros, L. B. (2021). Stress and Burnout in Teachers During Times of Pandemic. Frontiers in Psychology, 12(November), 1–12. https://doi.org/10.3389/fpsyg.2021.756007
Zou, H., Yao, J., Zhang, Y., & Huang, X. (2024). The influence of teachers’ intrinsic motivation on students’ intrinsic motivation: The mediating role of teachers’ motivating style and teacher-student relationships. Psychology in the Schools, 61(1), 272–286. https://doi.org/https://doi.org/10.1002/pits.23050
Zuo, L., Dillman, D., & Miller Juvé, A. (2020). Learning at home during COVID-19: A multi-institutional virtual learning collaboration. Medical Education, 54(7), 664–665. https://doi.org/10.1111/medu.14194
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Tina Hayati Dahlan, Agung Alamsyah, Juke Roosjati Siregar, Rahayu Ginintasasi, Faiz Fatihul Alwan, Ayu Ulivia
This work is licensed under a Creative Commons Attribution 4.0 International License.
