@article {1255,
	title = {THE ESTIMATION OF TEACHING PROFESSION EDUCATION (TPE) PARTICIPANTS{\textquoteright} ABILITY IN INDONESIA: AN ASSESSMENT MODEL WITH PARTIAL SCORING},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {790-805},
	abstract = {The ability of TPE participants in arranging lesson plans is essential to be mastered as an indicator of pedagogical competence which should be possessed before conducting a teaching process in the class. This research aimed to analyze the estimation of TPE participants{\textquoteright} ability in composing a lesson plan which uses the assessment with partial scoring. This research used quantitative descriptive explorative approach. Data were collected through document study of lesson plan made by TPE participants assessed by lecturers in a workshop. In the sample were 236 respondents selected by using purposive sampling technique. The data analysis was performed to estimate participants{\textquoteright} skill using Item Response Theory through Partial Credit Model (PCM). The estimation result produced the interpretation of items with 5 categories of scoring 0, 1, 2, 3, 4 and has 4 thresholds such as the threshold of category 0 to category 1, category 1 to category 2, category 2 to category 3, and from category 3 to category 4. Besides that the information function value of the instrument and Standard Error of Measurement based on the analysis obtained items in the instrument which have higher information function value compared to the mistakes of the measurement or the estimation of measurement which has relatively small errors, so it can be stated that learning model is using accurate partial scoring to estimate the ability of TPE participants in composing lesson plans. },
	keywords = {item response model, partial credit model, partial scoring, teaching profession},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.790},
	url = {http://oaji.net/articles/2019/457-1575642821.pdf},
	author = {Lian Gafar Otaya and Badrun Kartowagiran and Heri Retnawati}
}
@article {1194,
	title = {THE STATUS OF THE TEACHING PROFESSION IN LATVIA: VIEWS OF THE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {126-141},
	abstract = {Professionals who are respected in the wider community can influence public opinion and shape societal value system. While in a number of European countries teaching profession is popular and respected, in many other including Latvia its prestige is rather low. There is an ongoing debate in Latvia how to raise it; therefore, the aim of this research was to study teachers{\textquoteright} views about the status and prestige of their occupation. The quantitative research design was developed. The web survey of teachers (n=1773) confirmed that teachers perceived their occupational prestige in Latvia as low and believed that in other European countries it is much higher. Teachers did not feel assessed adequately to their contribution. In general, teachers were concerned about their professional autonomy and freedom as they felt frustrated, overloaded and over-controlled from different sides. The respondents believed that teachers are authorities and opinion leaders also outside school that indicated positive aspects of occupational prestige. They admitted that teachers should have an ability to adapt in order to respond on contemporary societal and technological changes. Some suggestions were developed on how to improve occupational prestige: from a system perspective, more positive and supportive attitude towards education system and teachers is expected from municipalities, policy makers and the line ministry. Meanwhile great part of the respondents believed that teachers themselves should be responsible for the forming of positive image of their profession and should communicate with society more effectively on the specificity of teaching and challenges they face in contemporary conditions.},
	keywords = {occupational prestige, teaching profession, teaching status, trade union},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.126},
	url = {http://oaji.net/articles/2019/457-1550425348.pdf},
	author = {Liga  Paula and Ilze Pri{\v z}evoite}
}
@article {1135,
	title = {THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {364-379},
	abstract = {Entering teaching profession is considered as the most determining stage in a teacher{\textquoteright}s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers{\textquoteright} professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. 
Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher{\textquoteright}s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers{\textquoteright} support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession.
},
	keywords = {mentoring, novice teachers, professional socialization, teacher retention, teaching profession},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.364},
	url = {http://oaji.net/articles/2017/457-1529089806.pdf},
	author = {Liga  Paula and Aiga Grinfelde}
}
