scholarly journals Transcendence and Immanence: Teacher Professionalism in Islamic Religious Perspectives

Nadwa ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 205
Author(s):  
Soufian Hady
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Dual Task ◽  
Professional Education ◽  
Future Teacher ◽  
Teacher Professionalism ◽  
Library Research ◽  
Professional Teacher ◽  
Religious Perspectives ◽  
Teacher Professional

<p>The purpose of this research is to describe what is essence of professionalism teacher in Islamic perspective. This research uses library research. The results showed that the professionalism of teachers in Islam is based on two basic criteria, namely a call of life (Abdullah<em>; </em>transcendence) and expertise (<em>khalifatullah;</em> immanence). Therefore, the Professional teachers in Islam have the dual task of being carriers of religious (trancendence) and scientific missions (immanence). The first mission of professional teacher is to convey the da'wah and values of religious teachings to students, so students can live their lives in accordance with religious norms and have an awareness that all their actions are worthy of pure worship only for their Lord. While the second mission (immanence) of a teacher is to bring students to be intelligent student and master the latest knowledge according to students' interests. Hopefully this idea can be the spirit of future teacher professional development such as the implementation of Teacher Professional Education (TPE / PPG).</p><p><strong>Keywords: t</strong>ranscendence; immanence: teacher professionalism; Islamic religious; Teacher Professional Education; TPE</p><p><strong> </strong><strong>Abstrak</strong></p><p>Tujuan penelitian ini adalah untuk mendeskripsikan esensi profesionalisme dalam perspektif Islam. Metode penelitian menggunakan studi kepustakaan. Hasil penelitian menunjukkan bahwa profesionalisme guru dalam Islam pada dasarnya didasarkan pada dua kriteria dasar, yaitu panggilan hidup (transendensi Abdillah) dan keahlian (khalifatullah immanence). Oleh karena itu, para guru profesional dalam Islam memiliki tugas ganda yaitu menjadi pembawa misi keagamaan (trancendence) dan misi ilmiah (imanensi). Misi pertama guru profesional adalah untuk menyampaikan dakwah dan nilai-nilai ajaran agama kepada siswa, sehingga siswa dapat menjalani kehidupan mereka sesuai dengan norma-norma agama dan memiliki kesadaran bahwa semua tindakan mereka layak ibadah murni hanya untuk Tuhan mereka. Sedangkan misi kedua (imanensi) seorang guru adalah membawa siswa menjadi siswa yang cerdas dan menguasai pengetahuan terbaru sesuai dengan minat siswa.</p><p>Kiranya hal ini bisa menjadi semangat pengembangan profesi guru mendatang seperti pelaksanaan Pendidikan Profesi Guru (PPG).</p><strong>Kata Kunci: </strong>transendensi; imanensi: profesionalisme guru; agam Islam; Pendidikan Profesi Guru (PPG)<br /><p><em><br /></em><em></em></p>

scholarly journals Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре

2020 ◽  
Vol 47 (3) ◽  
pp. 59-69
Author(s):  
Елена Фёдоровна МАТВЕЕВА
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Professional Education ◽  
Work Organization ◽  
Teacher Qualifications ◽  
Effective System ◽  
Teacher Professional

В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного профессионального образования. В итоге сравнительного анализа делается вывод о том, что опыт Сингапура по созданию и развитию системы непрерывного повышения профессионализма учителя через профессиональные обучающиеся сообщества может заслуживать более пристального внимания со стороны, как учёных-теоретиков, так и учителей-практиков и управленцев школ в России. The article touches upon the issue of management of teacher professional development in Russia and Singapore. The author refers to the experience of organization of teacher continual professional development through professional learning communities in Singaporean schools as one of the most effective in the world. The paper provides insight into their work organization and principles of operation, as well as describes the history of their development. The phases of teachers’ participation in professional learning communities in Singaporean schools are viewed within the present studies. Concurrently, the issues of teacher professional development in Russia, the emerging experience of teacher qualifications upgrading in regional practices and informal teacher communities, innovative practices of teacher complementary professional education are updated in a comparative manner. The author reveals some difficulties and achievements in this area. In the end of the comparative analysis it is stated that the experience achieved by Singapore in creating a highly effective system of teacher professional learning communities needs a more focused attention from academics, as well as from practicing teachers and school managers.

scholarly journals Developing Professional Teacher to Improve Madrasah Student Character

2021 ◽  
Vol 7 (2) ◽  
pp. 229-242
Author(s):  
Muhammad Komarudin
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Lesson Plan ◽  
Model Development ◽  
Development Program ◽  
Learning Activity ◽  
Design Development ◽  
Research Subjects ◽  
Professional Teacher ◽  
Teacher Professional

This study was aimed at investigating research and development (R&D) model applied to Akidah-Akhlak subject teachers in strengthening their students’ character in madrasah in South Jakarta. This research applied R&D using ADDIE version which consisted of: analysis, design, development, implementation, and evaluation. The research subjects were selected purposively involving 30 teachers.  The results of the study show that the training model for the teachers was carried out with an emphasis on empowering the teachers’ professionalism. The development program was implemented through training and mentoring based on the modules. The results of the module-based teacher professional development can build the students’ character. The syntax for the training program started from preliminary studies, model descriptions compilation, model development, and professional teacher outcomes (compiling lesson plan, carrying out learning activities, conducting classroom action research). The implementation of the module-based teacher professional development had a significant impact on increasing the teachers’ pedagogic competence. They demonstrated a teaching vision that emphasized the importance of teaching the subject to their students. Teaching and learning activity which is based on the teachers’ professionalism can build students’ positive character in madrasah in South Jakarta.

scholarly journals Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

2015 ◽  
Vol 5 (1) ◽  
pp. 120-126 ◽  
Author(s):  
Ludmyla Kostina
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Professional Education ◽  
Professional Growth ◽  
School Teacher ◽  
Professional Associations ◽  
Secondary School Teacher ◽  
Teacher Professional

Abstract Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

scholarly journals PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY

2020 ◽  
Vol 20 (1) ◽  
pp. 95-110
Author(s):  
Angga Dwi Cahyo Andar Diputro ◽  
Pratnyawati Nuridi Suwarso
Keyword(s):  
Professional Development ◽  
Narrative Inquiry ◽  
Teacher Professional Development ◽  
Development Program ◽  
Teacher Professionalism ◽  
Teacher Roles ◽  
Development Programs ◽  
Teacher Competencies ◽  
Teacher Professional ◽  
The Law

Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, triangulation of source and methodology was conducted. The results show that the PSTs thought that it has to be more flexible and practical. They also revealed that teacher roles, teacher competencies and teacher professional development program are the determiners of teacher professionalism as what is explained in the law. However, they considered that teacher roles can be supportive aspect towards teacher competencies performed in the classroom. Thus, teacher competencies are the most dominant factor that can influence and determine teacher professionalism. Further, professional teacher certification consisting various professional development programs is needed to improve their competencies. 

scholarly journals Continuing Education as a Condition of the Modern Teacher Professional Development

2015 ◽  
Vol 4 ◽  
pp. 48
Author(s):  
Olga Korjakovceva ◽  
Irina Tarhanova
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Teacher Professional Development ◽  
Professional Education ◽  
Educational Process ◽  
Main Condition ◽  
Pedagogical Competence ◽  
Teacher Professional ◽  
Management Students ◽  
The University

<p><em><span lang="EN-US">The article discusses the professional development of the teacher as the main condition for the effectiveness of educational process in higher school. The basis of the professionalism of the teacher, the author considers the psycho-pedagogical competence, it reveals the types and defines their role in the process of learning management students. In the framework of the system of additional professional education of the University presents the possible stages in the development of psycho-pedagogical competence, offers innovative approaches to the organization of continuous professional education of teachers. </span></em></p>

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