scholarly journals PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU

10.54090/mu.3 ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 31-39
Author(s):  
P Praptiningsih
Keyword(s):  
Teacher Development ◽  
Professional Education ◽  
Educational Goals ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Study Program ◽  
The World ◽  
Professional Teacher ◽  
Teacher Professional ◽  
Training Institute

This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).

scholarly journals Pengaruh Persepsi Mahasiswa Tentang Status Sosial Guru Dan Pendidikan Profesi Guru (PPG) Terhadap Motivasi Menjadi Guru Sekolah Dasar

MADRASAH ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 140-153
Author(s):  
Dyah Indraswati ◽  
Prihma Sinta Utami ◽  
Suyitno Suyitno ◽  
Dodik Kariadi
Keyword(s):  
Linear Regression ◽  
Significant Influence ◽  
Professional Education ◽  
Student Motivation ◽  
Education Programs ◽  
Study Program ◽  
Ex Post ◽  
Regression Test ◽  
Teacher Professional ◽  
Linearity Test

This study aims to determine: (1) the effect of students' perceptions of the teacher's sosial status on student motivation to become a Primary Teachers; (2) the effect of students' perceptions about teacher professional education programs (PPG) on student motivation to become teachers; (3) the effect of students' perceptions about the sosial status of teachers and teacher professional education programs (PPG) on student motivation to become teachers. This research is an ex post facto research with a quantitative approach. The subjects in this study were the 7th-semester students of the University of Mataram's PGSD study program, amounting to 315, then samples were taken using the Slovin formula so that 177 students were obtained. The data collection method uses a questionnaire. Data analysis uses descriptive statistical analysis; analysis prerequisite test consisting of normality test, linearity test, and multicollinearity test; and regression analysis consisting of a simple linear regression test and multiple linear regression test. The results showed: (1) There was a positive and significant influence of students' perceptions about the teacher's sosial status on motivation to become a teacher. (2) There is a positive and significant influence of students' perceptions about PPG on motivation to become a teacher. (3) There is a positive and significant influence of students' perceptions about the sosial status of teachers and PPG simultaneously on the motivation of students to become teachers.

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.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

The disobedient professional: Applying a nomadic imagination toward radical non-compliance

2018 ◽  
Vol 19 (2) ◽  
pp. 187-198 ◽  
Author(s):  
Sheri Leafgren
Keyword(s):  
Teacher Education ◽  
Professional Life ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Teacher ◽  
Standing Up ◽  
The Face

“Professionalism was basically a ton of petty shit, nothing ever to do with standing up for children in the face of harmful rules, curriculum, other teachers, administrators, etc. It was basically how to comply.” As the student quoted here makes clear, a “professional” teacher must learn to comply, even when doing so does harm to children. This article serves to disrupt the narrow and striated notions of professionalism promoted in many teacher education programs—notions that beg clarity on what is really believed about teaching, children, and what really matters. In school(ed) places, accepting—even welcoming—constraints and blinders that serve to sustain the broader injustices, inequities, and ignorance that infect society is common practice and is often shrouded in the cloak of professionalism. In examining the consequences of compliance disguised as professionalism, it becomes clear that what is necessary to reimagine school places is a nomadic and radical non-compliance. Radicalizing a teacher’s professional life requires deep inquiry, skepticism, integrity, and a nomad’s willingness to challenge and disrupt. Included in this article are examples of critique in the context of reimagining school spaces as spaces of joy, generosity, and justice; of creative maladjustments in the face of mundane mandates; and of the ways in which teachers can radically and nomadically non-comply in order smooth the striations of school(ed) spaces.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

scholarly journals «CLASSROOM ACTION RESEARCH» ՄՈՏԵՑՈՒՄԸ ՈՐՊԵՍ ԴԱՍԱՎԱՆԴՈՂԻ ՇԱՐՈՒՆԱԿԱԿԱՆ ԿՐԹՈՒԹՅԱՆ ԱՐԴՅՈՒՆԱՎԵՏՈՒԹՅԱՆ ԳՈՐԾԻՔ/CLASSROOM ACTION RESEARCH: AN EFFECTIVE TOOL OF CONTINUOUS PROFESSIONAL TEACHER DEVELOPMENT/ИССЛЕДОВАТЕЛЬСКАЯ ДЕЯТЕЛЬНОСТЬ В КЛАССЕ - ЭФФЕКТИВНЫЙ ИНСТРУМЕНТ НЕПРЕРЫВНОГО ПРОФЕССИОНАЛЬНОГО ПОВЫШЕНИЯ КВАЛИФИКАЦИИ ПРЕПОДАВАТЕЛЕЙ

2021 ◽  
pp. 134-143
Author(s):  
Sona Hakobyan
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teacher Development ◽  
Teaching Methodologies ◽  
Novel Studies ◽  
The World ◽  
Professional Teacher ◽  
Classroom Action Research ◽  
International English ◽  
Development Outlook

The article discusses some issues concerning teacher and lesson efficiency of being paramount in amending programs on pedagogy and teaching methodologies. Lately, Classroom Action Research (CAR) has become an object of novel studies in the scope of improving class quality and efficiency. Actually, this approach is a professional development outlook in which teachers critically study their action data and seek to find improvement trends. The approach is spread early all over the world, however, for Armenian research context it is a comparatively new sphere. As a matter of fact, the article represents the effectiveness of the method and its applicability for the professional development of teachers. Accordingly, the need of implementing the discussing method has been highlighted on the sample of SOIE – School of International English.

scholarly journals Peningkatan Kualitas Pendidikan: Program Pendidikan Profesi Guru Prajabatan dalam Pemenuhan Kebutuhan Guru Profesional di Indonesia

2019 ◽  
Vol 10 (1) ◽  
pp. 1-17
Author(s):  
Fieka Nurul Arifa ◽  
Ujianto Singgih Prayitno
Keyword(s):  
Professional Education ◽  
Education Institution ◽  
Education Programs ◽  
Education Standards ◽  
National Education ◽  
Educational Personnel ◽  
Library Research ◽  
Teacher Professional ◽  
Pre Service Teacher

The quality of education of a nation is determined by the quality of educators. Teachers as implementers of education at the basic, secondary and early age levels must have competencies and qualifications that meet national education standards. The Pre-service Teacher Professional Education Programs is a breakthrough to prepare certified professional teacher candidates. Teacher's requirements for academic qualifications are at least bachelor and must also have an educator certificate obtained through a certification program. With the end of certification through Teacher Professional Education and Training Programs, the entire certification process is taken through Teacher Professional Education Programs. This study uses a qualitative approach with library research method to find out ways in which the Pre-service Teacher Professional Education Programs policy meet the needs of professional teachers in Indonesia. In the implementation of Pre-service Teacher Professional Education Programs, there are still some challenges, namely: (1) the quality of Educational Personnel Education Institution, (2) the qualifications of prospective students, and (3) distribution of graduates. There need to be improvements in terms of governance and regulation to improve the effectiveness of the Pre-service Teacher Professional Education Programs.AbtrakKualitas pendidikan suatu bangsa ditentukan oleh kualitas pendidik. Guru sebagai pelaksana pendidikan pada jenjang dasar, menengah dan usia dini harus memiliki kompetensi dan kualifikasi yang memenuhi standar nasional pendidikan. Program Pendidikan Profesi Guru Prajabatan merupakan terobosan untuk menyiapkan calon guru profesional yang telah tersertifikasi. Persyaratan kualifikasi akademik guru setidaknya S-1 dan harus memiliki sertifikat pendidik yang diperoleh melalui program sertifikasi. Dengan berakhirnya sertifikasi melalui Program Pendidikan dan Latihan Profesi Guru maka seluruh proses sertifikasi ditempuh melalui Pendidikan Profesi Guru. Kajian ini menggunakan pendekatan kualitatif dengan metode kepustakaan (library research) untuk mengetahui bagaimana kebijakan Pendidikan Profesi Guru Prajabatan dalam pemenuhan kebutuhan guru profesional di Indonesia. Dalam pelaksanaannya Pendidikan Profesi Guru Prajabatan masih terkendala: (1) kualitas Lembaga Pendidikan Tenaga Kependidikan, (2) kualifikasi calon peserta didik, dan (3) penyerapan lulusan. Perlu adanya perbaikan dari sisi tata kelola dan regulasi guna meningkatkan efektivitas penyelenggaraan Pendidikan Profesi Guru Prajabatan.

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