Training and Mentoring on Best Practice Writing Based on Creative and Innovative Learning for Teachers

Ida Ayu Made Wedasuwari; Teguh Alfaidzin; Duratul Nadhirah; Eka Yudi Tama

doi:10.61987/communautaire.v5i1.2106

Authors

Ida Ayu Made Wedasuwari Universitas Mahasaraswati Denpasar
Teguh Alfaidzin Universitas Mahasaraswati Denpasar
Duratul Nadhirah Universitas Mahasaraswati Denpasar
Eka Yudi Tama Universitas Mahasaraswati Denpasar

DOI:

https://doi.org/10.61987/communautaire.v5i1.2106

Keywords:

Best Practice Writing, Creative Learning, Innovative Learning, Professional Competence, Teacher Training

Abstract

This community service program aimed to enhance teachers’ competencies in writing best practices based on creative and innovative learning experiences. Many teachers encountered difficulties in systematically documenting innovative instructional practices due to limited academic writing skills and the absence of structured mentoring. The program employed a participatory training and mentoring approach consisting of five stages: identification of teachers’ needs, program preparation, training implementation, evaluation, and continuous mentoring. Data were collected through observations, questionnaires, and pretest-posttest assessments to measure participants’ understanding and writing abilities. The findings revealed a significant improvement in teachers’ competencies, as indicated by a 9.32% increase in pretest and posttest scores. In addition, participants demonstrated greater confidence and motivation in documenting and disseminating their innovative teaching experiences in written form. The program implies that systematic training and mentoring in best practice writing can strengthen teachers’ professional competencies, promote reflective teaching practices, and encourage the broader dissemination of innovative learning models in educational settings.

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