Development of Training and Strategies for Strengthening Literature Skills for Female Teachers in Special School
- DOI
- 10.2991/assehr.k.220304.028How to use a DOI?
- Keywords
- Training Program; Literacy; Female Teachers; Special School
- Abstract
Improved literacy skills can be improved with a good literacy movement. The role of the teacher is essential for the success of this literacy movement. Meanwhile, in Malang City, 61% percent of female teachers focus on the literacy movement. However, due to the low literacy skills of teachers, training programs are needed that can improve teacher literacy skills. The training program follows a three-stage model: preparation, implementation, and follow-up training program. The first stage is developing the structure and training materials. The training materials developed include 1) Increasing general literacy skills, 2) Increasing teacher competence in teaching literacy to students with special needs, 3) Increasing teacher competence in teaching literacy to students with physical and motoric barriers, 4) easy way to publish an article in mass media. Then the material and structure proved to be valid and reliable. The second stage was the training program. The training program was attended by 15 female teachers at special schools in Malang City. In the third stage, follow-up was carried out, namely evaluating and monitoring the program. The training results proved that the three works of the participants were ready to be published in the mass media.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Wiwik Dwi Hatuti AU - Ediyanto Ediyanto AU - Dimas Arif Dewantoro AU - Rizqi Fajar Pradipta AU - Arif Fathoni PY - 2022 DA - 2022/03/28 TI - Development of Training and Strategies for Strengthening Literature Skills for Female Teachers in Special School BT - Proceedings of the 2nd World Conference on Gender Studies (WCGS 2021) PB - Atlantis Press SP - 198 EP - 201 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220304.028 DO - 10.2991/assehr.k.220304.028 ID - Hatuti2022 ER -