be used. Additional discussion is also focused on the collection of data on the observation sheet, especially about determining the indicator of good teaching – learning process seen from the aspect ofteacher and students. Those indicators are written based on the lesson plan and approaches used to reach out to students during the teaching - learning process. Based on the identification andsolution of the problems, it was carried out into a set of steps consisting of: lesson plan, teaching guide, teaching media, evaluation sheet of teaching process result, and observation sheet. Inthe implementation phase, one of the teacher participants implements the lesson plan while other teachers and expert observe the process using the prepared observation sheet. To support it, the observers videotape the process of the teaching and learning process. In the reflection and revising phase, the teacher who implement the lesson plan is given time to state his feeling during the implementation. Next, time is given to observers, both expert and other teachers, to share the data they collect on the students ‟ activity during the implementation followed by showing of the video. The teacherof presentation, then, is asked to respond the observers ‟ comments. The important thing in reflection is to reconsider the lesson plan developed as the basis to make improvements for the next teaching.
Clearly, above descriptions can be concluded that personnel development for vocational education teachers through professionaldevelopment is meaningful and leads to new knowledge, skills, and practices that will enable them to better serve their students. In the context ofteachers’ professionaldevelopment in Indonesia, including teachers' vocational secondary school, there are three kinds of activities in teachers professionaldevelopment, i.e. self-development, scientific publications, and innovatively work. Self-development is an activity in participating in a functional education and training and in conducting teachers’ board. Publishing activities are to produce scientific papers as the results of their research and to create book’s publication. Innovative work activities are realized in some of activities such as finding an applied technology, creating artistry, create / modify learning facilities, etc. All activities require a variety of information to be able to realize each product. Internet is an appropriate means to suppo rt teachers’
Yusawinur Barella, S89120856. The Roles of English Teachers Working Group (MGMP) to Support TeacherProfessionalDevelopment. (Naturalistic Study at English Teacher Working Group (MGMP) SMP in Kota Pontianak in the Academic Year of 2013 /2014). Thesis. Surakarta: English Education Department, Graduate School, Sebelas Maret University of Surakarta. 2014. First consultant: Dra. Dewi Rochsantiningsih, M.Ed. Ph.D and second consultant: Dr. Sujoko, MA. Professionaldevelopment (PD) is one of the key determinants in improving knowledge, attitudes, and skills of a teacher. The roles of MGMP in improving the teacher’s professionalism is becoming more important when the government is implementing new curriculum. This research aims at finding out the roles of English Teacher Working Group (MGMP Guru Bahasa Inggris) to Support Teacher Professionalism Development to Junior High Schools in Kota Pontianak in the academic year of 2013/2014. The population was the English teachers of SMP, students, the board of management of English MGMP of Junior High School, and Vice-Principles of Curriculum from State Junior High School in Kota Pontianak. The method used is descriptive qualitative. Sampling is done by purposive sampling. Techniques of data collection is done through in-depth interviews, direct observation, document analysis. Data analysis techniques in the form of interactive analysis techniques. Further data have been obtained are done by triangulation method to obtain truly valid data. Based on research data analysis it can be concluded that; (1) English MGMP for Junior High School in Kota Pontianak contribute greatly to the developmentof Junior High School English teacher professionalism in Kota Pontianak in terms of; a) developing the syllabus; b) annual and semester program; c) lesson plan; d) developing teaching method and the innovative learning model; e) developing the use of teaching media and the evaluation system and improving the teachers professional competence; (2) English MGMP in Kota Pontianak still found obstacles in its implementation so that it is needed for solving the problems in order the activities of English MGMP run better for the following years. Finally, English teachers are recommended to participate English MGMP to improve their professional competence. .
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The evaluation process is done by a teacher to know how far a student's ability in understanding the subject matter. So the presence of qualified teachers in teaching and learning activity is required. A study of teacher’s role in learning activity that was done by Algozzine, Gretes and Queen (2007) entitled Beginning Teachers' Perceptions of Their Induction Program Experiences. They stated on Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals ofprofessionaldevelopmentof teachers. High-quality induction programs support qualified teachers for every child. The result of this study is that the existence of a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement.
Thus, the intended research expects to fill in the missing links and distant gaps that the aforementioned research could not seize. The research is managed to provide significant findings due to four reasons: first, it elaborates teacherprofessionaldevelopment instead of focusing on students‟ outcomes; second, it regards developmental professionalism of teachers through specific identification (more precisely, their teaching ideologies); third, the way how the research judges the development is by employing both visual analysis of grammar to construe ideologies of the pre-service teacher embedded in drawings and conducting classroom observation and interviews; and fourth, the research manifests Indonesian context of pedagogy.
contesting her teacher’s self, repudiating the power possessed by her). Being positioned in the circumstances, the pre-service teacher was re-conceptualizing her teaching ideologies by both reviewing, renewing, and revising her beliefs, attitudes, and values towards her initial ideologies. This reconceptualization then functioned to help narrate the professionaldevelopmentof the pre-service teacher.
Lesson study projects might not necessarily demand a strong financial aid, since there are many affordable instructional tools provided for student learning. Moreover, if lesson study is embedded within the teaching culture, the professionaldevelopment would occur as they teachers work. However, supports like learning aids, computers, comfortable rooms for discussions, travel reimbursements, overtime-work allowances, report writing allowances or open-class allowances would possibly motivate teachers to richer their attention and attendance in the lesson study. It is already in the culture that money does a quality and it is a fact that teacher’s wages are not highly appreciated compared to the other professions. Therefore, if funds can lessen teachers’ burdens during lesson study, it could vary the teaching methods, add resources for students and eventually, improve students’ performances. It will systematically contribute to the wealth of the country as well.
Along the paper section, three models ofprofessionaldevelopment have been addressed. The so- called regular training, scaffolding, and the TBS model were able to develop teachers‟ content knowledge significantly. However, the TBS model attained the highest gain in comparison to the other two since the model was conducted on the basis ofteacher‟s need guided by the assigned expert, providing group facilitation and peer mentoring, as well as confirming the existence of assessment and feedback extension. Ultimately, this may be of help for teachers to be more active in developing content knowledge in a continuous and independent way. However, teachers ‟ issue in developing countries has not only been devoted to teachers content knowledge, but also other areas such as their pedagogical content knowledge, government policies in professionaldevelopment programs, as well as stake holders involvement. In future research, the TBS could be also probed as an alternative and have offered chances overtly to develop teachers‟ pedagogical content knowledge (PCK).
Teachers are the frontline of any educational endeavour, which means that teacher quality is paramount to its implementation. Thus, the Ministry of Education invested heavily in building the teacher workforce and enhancing its quality in pursuit of the desired educational outcomes. Increased and sustained teacher recruitment enlarged the teacher workforce. Stringent criteria were used to select suitably qualified applicants who went through intensive pre-service teacher training at Singapore’s sole teacher training institute, the National Institute of Education. Several policies were put in place to enable in-service teachers to continually develop and upgrade themselves professionally. For instance, every teacher was entitled to 100 hours per year ofprofessionaldevelopment. A multi-prong approach was deployed to encourage teachers’ participation in professional training and development. These included workshops or short courses for deepening knowledge of subjects taught and for enhancing pedagogical skills, and conference or seminar attendance for sharing teaching practices and broadening experiences. Teachers were also initiated into “life-long learning” with various sponsorship schemes to pursue masters or doctoral level studies. On the belief that an educational system is as good as the quality of its teachers, this paper concludes with a discussion of Singapore education’s continuing journey towards innovations in teacherdevelopment.
The professionaldevelopmentof teachers through MGMP could effectively improve the competency of teachers. However, it was not all MGMP in every district and city in Indonesia ran well due to the diversity ofteachers’ salaries, motivation, and geographical conditions of the schools. The problem is the lack of core school facilities, lack of funding, the tight schedule of teachers, the long distance of schools, and low motivation of teachers. Therefore, it is necessary to do the followings to relieve the problems, such as membership fees, effectively useful activities on the schools’ days off, BOS funding, involvement of the school committees, cooperation with the teacher education institutions, and a boost for teachers ’ motivation .
This award is then able to attract other lecturers to compete fairly to be the best lecturer. This competition, in fact, drives lecturers to do professionaldevelopment. Besides, this award is able to fulfill lecturers’ need in form of self-esteem. This need is crucial to facilitate since it can encourage people to do the best and to explore their own aptitude. According to Martin & Loomis (2007), Maslow’s hierarch y of needs consists of seven categories of basic needs namely 1) psychological needs; 2) safety and security needs; 3) love and belongingness needs; 4) self- worth and self-esteem needs; 5) need to know and understand; 6) aesthetic needs; 7) self- actualization needs. According to Maslow’s hierarchy of needs above, self-esteem is the 4th needs and is categorized as the deficiency needs which are essential to be satisfied before the lecturer seeks upper level experiences.
A teacher prepared well himself to teach. He can be a center of the tecahing- learning process. He transfer the knowledge that students need. Teacher is a giver and students are receivers. The capability of the teacher will be proved. He is a knowledge source and education medium at class. The new paradigma is how can students study well and continually. The approach of student‘s acitivity in learning is conducted actively by teacher. Teacher is able to deve lop kinds of students‘ learning experience like identify, do observation, analyze data, do test, do drill, etcetera.
The students’ positive attitude is noteworthy. They valued their classroom experiences and their teachers highly. The high and positive ratings of students’ attitudes may be cultur- ally-based. ‘Total obedience, unquestioning mind, and the belief … that the teacher can do no wrong normally portray the learning atmosphere in many classrooms’ (Marcellino 2008, 58). Such classes rarely criticise teachers but respect their teaching. Indonesian students particularly those in remote areas, do not normally have demanding expectations for their teachers, their learning experiences, and the school’s resources. This situation is related to the value of peace loving which instructs students to have ‘attitudes, speech, and actions that cause other people to feel happy and secure due to one’s presence’ as prescribed by the MoEC (Kemendiknas 2010). Students in rural areas also tend to be more appreciative and respectful of their teachers than their counterparts in big cities. Thus, the students’ positive attitude towards their teachers and learning experiences should not be interpreted as an indicator of teaching effectiveness and may not always be associated with enhanced learning outcomes. This cultural context, however, may be a very conducive environment for learning and performing if teachers can be encouraged further to apply what they have been trained. The students’ positive attitude can be a starting point for active learning to happen and to achieve higher learning outcomes.
the impact ofteacher certification in developing countries on student performance is very rarely found in literature. One of the research result about quality teacher in Indonesia revealed that the teacher certification program in Indonesia has not seriously impacted the improvement of student learning outcomes, so TPD models are needed that are more effective in equipping teachers to be competent in all their professional duties . In the context of preparing professional teachers in Indonesia, currently the teacherprofessional education program (PPG) has been implemented in the form ofprofessionalteacher learning to improve teacher knowledge and skills in supporting increasingly complex skills that students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem solving, effective communication and collaboration, and self-direction. Thus, an effective teacherprofessionaldevelopment model is needed to help teachers learn and refine the pedagogical knowledge and skills needed to teach these skills . However, many studies show that the TPD initiative model that emerges is not effective in supporting changes in teacher learning practices and student learning outcomes. The causes are very diverse why the TPD implementation process is not successful including the implementation of TPD has not been based on an analysis ofteacher needs, initial knowledge, the involvement of teachers in the previous TPD, and the teacher's expectations in developing himself as a professionalteacher. While the entire domain ofprofessional knowledge, professional practice and professional involvement, as well as the teacher's expectations about professionaldevelopment greatly determine the success of the implementation of the
Productive marketing teacher have done reflection action with involving self and other. This thing able to look from several implementation indicators of reflective action that done by teacher. Research in field finds proves that teacher awareness in order to do reflection to improve learning. Teacher realize that need to implemented competency improvement continuously, especially in IT field and in- depth subject matter for supporting teacher profession task. Reflective activity can use certain document that able to represent teacher performance. Fact in the field shows that teacher have self-reflective document, which is: 1) learning journal, 2) TPA result document, 3) EPT (Employee Performance Target), and 4) student’s study result. But not all teacher aware and use those documents as foundation to know teacher performance. Implementation of CPD activity based on reflective and teacher performance assessment result which done previously with assessor contribution. Just like found in the field that Teacher Performance Assessment (TPA) activity implemented 2 (two) times, which is TPA Formative and Summative. The weakness is subjectivity assessment so probably there is assessment that not representative enough. This thing can overcome with assessor and teacher awareness in order to implement TPA just like guideline and instrument from government. Main foundation that used by productive marketing teacher as reflective foundation is result/score of student learning. If there is student score that below KKM productive marketing (SKM 70.00), it means that teacher need to implement reflection. Reflective material includes teaching method, learning approach, difficulty of student learning, material syntax, and difficulty level of test question.
At the outset we would like to thank four persons – Angi Malderez, Martin Wedell, Rod Bolitho and Tony Wright – who inspired us to take up the fascinating journey of (self-)discovery on the path ofteacherdevelopment. They were there to guide our baby steps, and are still with us as experienced and reassuring co-travellers. Rod Bolitho deserves special thanks for patiently and painstakingly going through the irst draft and helping us improve it with very valuable feedback. We are also grateful to Prof. N. S. Prabhu, Prof. M. L. Tickoo and Dr. Sudhakar Marathe, who in various ways showed us glimpses of the complexity and eccentricities of the Indian ELT. They brought home to us the value and the need for any local teacherdevelopment endeavour to be rooted in the Indian context. This bibliography is one of the fruits of the seeds these people have sown. We express our sincere thanks to the British Council for believing in this work and publishing it. Our special thanks are due to Alison Barrett who was enthusiastic about the idea right from the beginning and convinced us that the efforts were worth making. Finally, we would like to acknowledge the immense though implicit contribution of those scores of committed small-town teachers, who eagerly and trustingly joined us on the journey ofprofessionaldevelopment and taught us so much through their experimentation and experiences.
Abstract: Teacher quality entails the enhancement of the schools, the society and eventually the whole nation. Realizing this, the Indonesian government has done some efforts to make sure that there are sufficient qualified teachers for students. Since 2006 Indonesian government has established educational reform of upgrading teacher quality by administering teacher certification program supported with teacherprofessionaldevelopment. They have to examine what they think teaching and learning are, who their students are, and of course, what their subject is. Considering the key role ofteacher quality, this study has its main concern on revealing the teachers’ reasons of being teachers and the teachers’ view on their profession values with regards to their self, student, and subject. This study involved 24 teachers at Elementary School, Junior High, and Senior High Schools. The data of this study are a narrative self-evaluation of the participants’ teaching life. The findings of this study reveal two kinds of motivation driving one to be a teacher: the fundamental reasons which are altruistic and the extrinsic reasons from family members, friends, and former teachers. Further, this study finds the three characteristics of Palmer’s (1997) a good teacher. Conclusion and suggestion end the study.
• Looking ahead our professional organizations and membership in a professional organization, such as the Association of Physics Teachers Indonesia (AGFI), became an Inevitable and Necessary Efforts. An organization's needs, as an independent institution, not only important for the improvement and developmentof academic staff competence, but also can not be avoided for the Indonesian nation in the world arena. Reflected in the Law 19 of 2005, which is related to the accreditation and certification. Both things are done for assurance and quality control of education in accordance with the SNP (Article 2 (2)) whose authority is conducted by an independent institution (Article 86, (2)).