scholarly journals MEMERDEKAKAN PEMBELAJAR DI TENGAH TERGERUSNYA ROH PENDIDIKAN

2020 ◽  
Vol 6 (2) ◽  
pp. 87-97
Author(s):  
Mustafa Hizkia Simatupang
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Professional Education ◽  
National Curriculum ◽  
Current Development ◽  
Community Resistance ◽  
National Education ◽  
Teacher Students ◽  
Teacher Professional ◽  
New Policies

Abstract: Public expectations for improvement of the National Curriculum rise up again, while a positive response to the appointment of the Minister of Education and Culture from the millennial generation. Fundamental improvements in the educational system appear to be more in line with the demands of the works and the current development. The liberating education is closely related to the strategy of liberated learning. Community resistance related to new policies in primary and secondary education as well as high education is regarded as a reasonable reaction as the changes constantly intersect with the unaccommodated interests of certain groups. However, regulatory breakthroughs are vital to the effort of leapfrogging progress. In order to promote national education, it must be accompanied by an increase in teacher competency. It requires some considerations such as, a) the quality of students; b) whether it is concise, measurable and expandable; c) evidence-based and research results; d) refers to the role of teachers and e) whether it is adaptive to the current development. Offsetting the development of digital science and technology in this third millennial era, the teacher’s competence model must also be flexible to the changes. The categories that need to get a touch of the teacher’s competency model include: 1) Professional Knowledge Mastery; 2) Professional Learning Practices, and 3) Sustainable Professional Development. Teacher Professional Education Program (PPG) is able to increase the professionalism of teachers. Improving teacher’s competence and quality training is able to cause to emerge or refine the motivation and passion of teachership. Regular and programmed training and continuous monitoring/evaluation will liberate the teacher and encourage students to reason that is the spirit of liberating education.Keywords:  Liberating, Liberated Learning, The Spirit of Education, Professional Teacher, Students.

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

scholarly journals Language teacher professional education:

2021 ◽  
Vol 9 (4) ◽  
pp. 304-317
Author(s):  
Kátia Muck ◽  
Denise Cristina Kluge
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Professional Education ◽  
Sociocultural Perspective ◽  
Language Teacher ◽  
Use Of Technology ◽  
Teacher Professional

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

scholarly journals THE INFLUENCE OF TEACHER’S ATTITUDE, READINESS AND SELF- EFFICACY ON PROFESSIONAL LEARNING COMMUNITY (PLC)

2020 ◽  
Vol 2 (7) ◽  
pp. 76-89
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Path Analysis ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Self Efficacy ◽  
Structural Model ◽  
Teacher Professionalism ◽  
Survey Method ◽  
New Policies ◽  
High Level

The purpose of this study was to examine the direct and indirect effects of teacher’s attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) at urban secondary school teachers in Sabah. Quantitative studies using the survey method were used in this study which involved the total number of 360 teachers as the respondents in this study. Questionnaires were used as the instrument to collect the data. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS) Version 25.0 and AMOS. The statistical analysis used were descriptive statistics involving frequency and percentage while inferential statistics involving multiple regression and SEM (path analysis) were used. The results of the structural model of path analysis showed that all three predictor variables were significantly affected by the criterion variable with 18.8%. Teacher’s self-efficacy was found to have the greatest direct impact on the implementation of PLC with the beta value of 0.30. The implications of this study are to increase the level of attitude and readiness of teachers towards the implementation of PLC so that the teachers will possess a high level of self-efficacy. It is hoped that this study will help to formulate new policies related to teacher professionalism development.

Chain Reaction

2019 ◽  
pp. 47-69
Author(s):  
John O'Reilly ◽  
Liam Guilfoyle ◽  
Louise Lehane
Keyword(s):  
Learning Community ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
School System ◽  
Professional Collaboration ◽  
Chain Reaction ◽  
Irish Context ◽  
Teacher Professional ◽  
Student Reflections

This chapter presents a case study of the experience of the Irish Chain Reaction (CR) team, which took place during a time of significant curriculum change in the lower secondary school system. As such, it is hoped that those interested in teacher professional development will find the case of interest while acknowledging the varied cultural, material and structural resources, and limitations that influence the context of any educational change process. The authors have placed a significant focus on describing the Irish context to begin this chapter, initially comparing the old science syllabus with the new “specification,” with thought given to the existing modalities of student learning and the nature of teacher professional collaboration and the developments that will be required by the new curriculum. The authors then summarize the plan for CR implementation through a professional learning community (PLC) focused on supporting teacher agency and autonomy in the design of inquiry-based science education (IBSE) classes. Teacher and student reflections of experience are presented.

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

2021 ◽  
pp. 637-657
Author(s):  
Kean Wah Lee ◽  
Cynthia C. James
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Immigrant Teachers ◽  
Technology In Teaching ◽  
Language Classrooms ◽  
Professional Development Model ◽  
Develop Technology ◽  
Teacher Professional ◽  
Set Up

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms

2018 ◽  
Vol 8 (4) ◽  
pp. 13-31 ◽  
Author(s):  
Kean Wah Lee ◽  
Cynthia C. James
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
21St Century ◽  
Immigrant Teachers ◽  
Technology In Teaching ◽  
Language Classrooms ◽  
Professional Development Model ◽  
Develop Technology ◽  
Teacher Professional ◽  
Set Up

A 21st century teacher must communicate in the language and style of their students to ensure that their learning is meaningful. However, this is challenging, especially for teachers who are less familiar with using technology in teaching. To inspire a group of ESL ‘digital immigrant' teachers, a professional learning community (PLC) was set up. PLC consisted of both pre-service teachers (digital natives) and in-service teachers (digital immigrants). The two groups exchanged knowledge through a series of sharing sessions to demonstrate the technical aspects of technology, as well as to provide an understanding that technology has affordances and constraints. This case study investigates a group of in-service teachers who adopted the IDDIRR instructional design model (introduce, demonstrate, develop, implement, reflect, revise) to develop technology-based lessons for their ESL classrooms. The data for this study were collected through three main instruments: surveys, interviews and written reflections. The survey data was descriptively analysed using SPSS Version 24, while the reflection and interview data were assessed using thematic analysis. The findings suggest that the IDDIRR-TPACK + PLC model, along with a supportive PLC environment and the presence of more knowledgeable peers (MKO), helped enhance teachers' TPACK and inspired them to integrate more technology in their classrooms.

Sign in / Sign up

Export Citation Format

Share Document