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.

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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  -