Competencies for the Classroom Instructional Designer

Haidir Arafah; Ahmad Johari Bin Sihes

doi:doi:10.11648/j.ijsedu.20150302.11

| Peer-Reviewed

Competencies for the Classroom Instructional Designer

Haidir Arafah, Ahmad Johari Bin Sihes

Published in International Journal of Secondary Education (Volume 3, Issue 2)

Received: 28 January 2015 Accepted: 19 February 2015 Published: 2 March 2015

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.

Published in	International Journal of Secondary Education (Volume 3, Issue 2)
DOI	10.11648/j.ijsedu.20150302.11
Page(s)	16-20
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Teachers’ Competence, Instructional Design, Identify

References

[1]	Stein, M., D. Carnine, and R. Dixon, Intervention in School and Clinic, 1998 33.
[2]	R.Nacino-Brown, F.E. Oke, and D.P. Brown, Curriculum And Instruction: An introduction to methods of teaching. 1982, London: The Macmillan Press Ltd.
[3]	Wette, R., Professional knowledge in Action : How experienced ESOL teachers respond to feedback from learners within syllabus and contextual constraints. System, 2010. 38: p. 569-579.
[4]	Kurt D. Squire, et al., Designed Curriculum and Local Culture: Acknowledging the Primacy of Classroom Culture. Wiley InterScience 2003. 87: p. pp.468 – 489.
[5]	Chang, M.C., Mendukung Reformasi Guru di indonesia. 2010, Bank Dunia: Jakarta.
[6]	Hill, H.C., B. Rowan, and D.L. Ball, Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. American Educational Research Journal, 2005. vol. 42: p. pp. 371-406.
[7]	Rockoff, J.E., The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data. The American Economic Review, 2004. vol. 94: p. pp. 247-252.
[8]	Stronge, J.H., T.J. Ward, and L.W. Grant, What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement. Journal of Teacher Education, 2011. vol.62: p. pp.339-355.
[9]	Freeman, D.J. and A.C. Porter, Do The Textbook Determine the Content of Math Instruction in Elementary Schools? American Educational Research journal, 1989. 26: p. 403-421.
[10]	Sosniak, L.A. and C.L. Perlman, Secondary Education by the Book. Journal of Currriculum Studies, 1990. 22: p. 427-442.
[11]	Stodolsky, The Subject Matters. 1989, Chicago: University of Chicago Press.
[12]	Zais, R.S., Curriculum Principles and Foundations. 1976, New York: Thomas Y. Crowell Company, Inc.
[13]	Davis, E.A. and J.S. Krajcik, Designing Educative Curriculum Materials to Promote Teacher Learning. Educational Researcher, 2005. Vol. 34: p. pp. 3–14.
[14]	Parkay, F.W., E.J. Anctil, and G. hass, Curriculum Planning: A Contrary Approach. 8 ed. 2006, United States: Pearson Education, Inc.
[15]	Ho, D.C.W., Teacher Participation in Curriculum and Pedagogical Decisions: Insights into Curriculum Leadership. Educational Management Administration & Leadership, 2010. 38: p. pp.613–624.
[16]	Rio Sumarni, S., Design of Instructional Materials for Teaching and Learning Purposes: Theory Into Practice. MEDC, 2007. vol. 1: p. pp. 97- 110.
[17]	Witzel, B.S. and P.J. Riccomini, Optimizing Math Curriculum to Meet the Learning Needs of Students. Preventing School Failure. Alternative Education for Children and Youth, 2007. vol. 52: p. pp. 13-18.
[18]	Shakir, M., H.D. Aslam, and M.B. Habib, An Evaluation of Secondary School Teachers’ Subject Knowledge Competency International Journal of Learning & Development, 2012. vol.2: p. pp.232-240.
[19]	Fishman, B., et al., Linking Teacher and Student learning to Improve Professional Development in Systemic Reform. Teaching and Teacher Education 2003. vol.19: p. pp.643–658.
[20]	Garbett, D., Developing Pedagogical Practices to Enhance Confidence and Competences in Science Education. Journal Science Teacher Education, 2011. vol.22: p. pp.729-743.
[21]	Pop, M.-C. and C.-A. Mazilescu, Competence-based curricular design for foreign language teaching in the Romanian Technical Universities. Procedia - Social and Behavioral Sciences, 2012. vol. 46: p. pp. 4200 – 4204.
[22]	Bantwini, B.D., How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. International Journal of Educational Development, 2010. vol.30: p. pp.83-90.
[23]	Law, N., Teacher Skills and Knowledge for Technology Integration. Technology and Learning – Teacher Learning, 2010: p. pp. 211-216.
[24]	Yunus, M.M., et al., Pros and Cons of Using ICT in Teaching ESL Reading and Writing. International Education Studies, 2013. Vol. 6.
[25]	Beauchamp, G. and S. Kennewell, The Influence of ICT on the Interactivity of Teaching. Educational Information Technology, 2008. 13: p. 305-315.
[26]	V., B. and C. V., Using thematic analysis in psychology. Qualitative Research Psychology, 2006. vol.3: p. pp. 77–101.

Cite This Article

Plain Text BibTeX RIS

APA Style

Haidir Arafah, Ahmad Johari Bin Sihes. (2015). Competencies for the Classroom Instructional Designer. International Journal of Secondary Education, 3(2), 16-20. https://doi.org/10.11648/j.ijsedu.20150302.11

Copy | Download

ACS Style

Haidir Arafah; Ahmad Johari Bin Sihes. Competencies for the Classroom Instructional Designer. Int. J. Second. Educ. 2015, 3(2), 16-20. doi: 10.11648/j.ijsedu.20150302.11

Copy | Download

AMA Style

Haidir Arafah, Ahmad Johari Bin Sihes. Competencies for the Classroom Instructional Designer. Int J Second Educ. 2015;3(2):16-20. doi: 10.11648/j.ijsedu.20150302.11

Copy | Download

@article{10.11648/j.ijsedu.20150302.11,
  author = {Haidir Arafah and Ahmad Johari Bin Sihes},
  title = {Competencies for the Classroom Instructional Designer},
  journal = {International Journal of Secondary Education},
  volume = {3},
  number = {2},
  pages = {16-20},
  doi = {10.11648/j.ijsedu.20150302.11},
  url = {https://doi.org/10.11648/j.ijsedu.20150302.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20150302.11},
  abstract = {The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Competencies for the Classroom Instructional Designer
AU  - Haidir Arafah
AU  - Ahmad Johari Bin Sihes
Y1  - 2015/03/02
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20150302.11
DO  - 10.11648/j.ijsedu.20150302.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 16
EP  - 20
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20150302.11
AB  - The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.
VL  - 3
IS  - 2
ER  -

Copy | Download

Author Information

Haidir Arafah

Faculty Education, University Technology Malaysia, Johor Bahru, Malaysia
Ahmad Johari Bin Sihes

Faculty Education, University Technology Malaysia, Johor Bahru, Malaysia

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Haidir Arafah, Ahmad Johari Bin Sihes. (2015). Competencies for the Classroom Instructional Designer. International Journal of Secondary Education, 3(2), 16-20. https://doi.org/10.11648/j.ijsedu.20150302.11

Copy | Download

ACS Style

Haidir Arafah; Ahmad Johari Bin Sihes. Competencies for the Classroom Instructional Designer. Int. J. Second. Educ. 2015, 3(2), 16-20. doi: 10.11648/j.ijsedu.20150302.11

Copy | Download

AMA Style

Haidir Arafah, Ahmad Johari Bin Sihes. Competencies for the Classroom Instructional Designer. Int J Second Educ. 2015;3(2):16-20. doi: 10.11648/j.ijsedu.20150302.11

Copy | Download

@article{10.11648/j.ijsedu.20150302.11,
  author = {Haidir Arafah and Ahmad Johari Bin Sihes},
  title = {Competencies for the Classroom Instructional Designer},
  journal = {International Journal of Secondary Education},
  volume = {3},
  number = {2},
  pages = {16-20},
  doi = {10.11648/j.ijsedu.20150302.11},
  url = {https://doi.org/10.11648/j.ijsedu.20150302.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20150302.11},
  abstract = {The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Competencies for the Classroom Instructional Designer
AU  - Haidir Arafah
AU  - Ahmad Johari Bin Sihes
Y1  - 2015/03/02
PY  - 2015
N1  - https://doi.org/10.11648/j.ijsedu.20150302.11
DO  - 10.11648/j.ijsedu.20150302.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 16
EP  - 20
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20150302.11
AB  - The aim of the present study is to identify the competence needed by secondary schools’ teacher on designing their clasroom insruction. The study was conducted in the province of South Sulawesi Indonesia using qualitative approach. The respondent of the study is 8 persons, consists of school superintendent and teacher trainer selecting form several regencies. In order to find out the competences needed in term of competence in designing instruction, semi-structure interview was used in this study. The thematic analysis is used to get more detail information through indentifying, analysing,and reporting the pattern of competences needed. The research finding showed that there are four major competencies needed by socondary schools’ teacher in designing their instruction, such as competence in subject matter, pedagogical, curriculum, and technology.
VL  - 3
IS  - 2
ER  -

Copy | Download