scholarly journals POLÍTICAS DE FORMAÇÃO DOCENTE À LUZ DO PLANO NACIONAL DE EDUCAÇÃO: ENTRE CONQUISTAS E DESAFIOS

2018 ◽  
Vol 15 (3) ◽  
pp. 106-122
Author(s):  
Camila de Fátima Soares dos Santos ◽  
Edite Maria Sudbrack
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Public Education ◽  
Educational Policy ◽  
Economic Crisis ◽  
Education Policies ◽  
National Education ◽  
Training Policy ◽  
Education Plan

This article emerges from a research that aims to reflect and understand the limits and contributions of the National Education Plan 2014-2024, in the process of producing teacher education policies. The research is qualitative in nature, with bibliographical and documentary focus. It presents an analysis of an educational policy for planning: National Education Plan (2014-2024) and legal acts sanctioned after its promulgation, Resolution 2 of July 1, 2015 and Decree 8,752 of May 9 of 2016; so as a method of analysis we opted for the content analysis proposed by Bardin (1977). The PNE envisaged new paths, fueling hope for the implementation of a training policy, aiming at a quality public education. The analysis of the documents made it possible to know the directives of teacher education policies, broadening the debate and understanding of the achievements and challenges that are presented in relation to the current political and economic crisis context.

scholarly journals Políticas públicas atuais no Brasil: o silêncio da educação ambientalCurrent public policies in Brazil: the silence of environmental educationPolíticas públicas actuales en Brasil: el silencio de la educación ambiental

2018 ◽  
pp. 115-127
Author(s):  
Taís Cristine Ernst Frizzo ◽  
Isabel Cristina de Moura Carvalho
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
Educational Policy ◽  
Public Policies ◽  
Environmental Discourse ◽  
Education Policies ◽  
National Education ◽  
Common Base ◽  
Global Environmental ◽  
Education Plan

Nosso objetivo foi analisar a construção de políticas de educação ambiental, que desde o final dos anos1980 viveu uma expansão na categoria de objeto contemplado por diversas políticas públicas, mas que tem sido preterida pelas políticas de educação nos últimos anos. O argumento apresentado mostra a exclusão da educação ambiental dos principais documentos que embasam e regulam as escolas no momento atual. Realizamos uma análise do Plano Nacional de Educação e da Base Nacional Comum Curricular. Os resultados mostraram o silenciamento da educação ambiental nessas que são as principais peças legais das políticas educacionais dos anos recentes. Concluímos, concordando com outros autores, que essas políticas elegeram conceitos do discurso ambiental global como desenvolvimento sustentável, em detrimento da noção de educação ambiental. The objective was to analyze the construction of policies of environmental education. In the late 1980s the theme has experienced an expansion in the category of object contemplated by several public policies, but has been neglected by education policies in recent years. The argument presented shows the exclusion of environmental education from the main documents that regulate schools at the present time. We conducted an analysis of the National Education Plan and the National Curricular Common Base. The results showed the silencing of environmental education in these, which are the main educational policy laws in recent years. We conclude, in agreement with other authors, that these policies elected concepts of global environmental discourse as sustainable development to the detriment of the notion of environmental education. Nuestro objetivo fue analizar la construcción de políticas de educación ambiental, que ha sido preterida por las políticas de educación en Brasil en los últimos años. El argumento presentado muestra la exclusión de la educación ambiental de los principales documentos que regulan las escuelas en el momento actual. Realizamos un análisis del Plan Nacional de Educación y de la Base Nacional Común Curricular. Los resultados mostraron el silenciamiento de la educación ambiental en los principales instrumentos legales de las políticas educativas hoy. Concluimos, concordando con otros autores, que esas políticas eligieron conceptos del discurso ambiental global como desarrollo sostenible, en detrimento de la noción de educación ambiental.

scholarly journals Analysis of Education-Themed Films in the Context of Teacher Education Programs

2017 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Suna Arslan
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Education System ◽  
Teacher Education Programs ◽  
Main Theme ◽  
Education Programs ◽  
Training Policy ◽  
Faculty Of Education ◽  
Film Viewing

The study aims to answer the question: “Is it possible to benefit from education-themed films in teacher training policy?” For this purpose, students of the Faculty of Education were placed in film viewing/interpreting groups and were asked to determine the meanings conveyed in the following films: “Hababam Sınıfı,” “Sınav,” “Elephant,” and “Dead Poets Society.”  The findings obtained through content analysis were themed. Results showed that catchy/effective scenes and cues were grouped under the following main themes: Education, family, society, and adolescence. The most intensely-perceived main theme was the messages on the education system. The fact that education took first place and that this was followed by adolescence, society, and family-themed messages shows that the education phenomenon should be discussed with respect to these concepts.

scholarly journals PERMANÊNCIAS, RUPTURAS E DESAFIOS NA EDUCAÇÃO BRASILEIRA

2021 ◽  
Vol 28 (1) ◽  
pp. 186
Author(s):  
Maria Lília Imbiriba Sousa Colares ◽  
Anselmo Alencar Colares ◽  
Maria José Pires Barros Cardozo
Keyword(s):  
Public Education ◽  
Educational Policies ◽  
National Education ◽  
Class Society ◽  
Legal Texts ◽  
History Of ◽  
Education Plan

Este artigo aborda questões referentes à educação brasileira na contemporaneidade, destacando os desafios que marcam as proposições de políticas educacionais, assim como as rupturas e as permanências históricas. Resulta de pesquisa bibliográfica e documental, com aportes teóricos da historiografia educacional em textos legais. Discorre-se sobre as permanências que marcam a educação brasileira, com ênfase para o dualismo estrutural, fruto da sociedade de classes; apontamos alguns avanços conquistados e os desafios que se apresentam como possibilidades de superação dos problemas. Será dada a ênfase ao Plano Nacional de Educação em vigência (Lei nº 13.005 de 2014), para exemplificar permanências, rupturas e desafios. Após uma sucinta “viagem” pela história da educacional iniciando na colonização, e passando pelos diversos períodos subsequentes, conclui-se que a educação brasileira é marcada pelas contradições estruturais da sociedade e que, em determinados momentos conjunturais, as contradições acirram-se em virtude das correlações de forças marcadas pelos interesses de classe que limitam a efetivação da educação pública como direito social.Palavras-chave: Educação Brasileira. Políticas Educacionais. Contradições. Permanências. Desafios.PERMANENCES, RUPTURES AND CHALLENGES IN BRAZILIAN EDUCATIONAbstractThis article addresses issues related to Brazilian education in contemporary times, highlighting the challenges that mark the propositions of educational policies, as well as the ruptures and historical permanences. It results from bibliographic and documentary research, with theoretical contributions of educational historiography in legal texts. It discusses the permanences that mark Brazilian education, with emphasis on structural dualism, the fruit of class society; we point out some advances achieved and the challenges that present themselves as possibilities to overcome the problems. Emphasis will be placed on the National Education Plan in force (Law Nº. 13,005 of 2014), to exemplify permanence, ruptures and challenges. After a brief "journey" through the history of the educational beginning in colonization, and going through the various subsequent periods, it is concluded that Brazilian education is marked by the structural contradictions of society and that, at certain conjuncture moments, the contradictions intensify due to the correlations of forces marked by class interests that limit the effectiveness of public education as a social right.Keywords: Brazilian Education. Educational Policies. Contradictions. Stays. Challenges.PERMANENCIAS, RUPTURAS Y DESAFÍOS EN LA EDUCACIÓN BRASILEÑAResumenEste artículo aborda temas relacionados con la educación brasileña en tiempos contemporáneos, destacando los desafíos que marcan las propuestas de las políticas educativas, así como las rupturas y permanencias históricas. Es el resultado de la investigación bibliográfica y documental, con contribuciones teóricas de la historiografía educativa en textos jurídicos. Analiza las permanencias que marcan la educación brasileña, con énfasis en el dualismo estructural, fruto de la sociedad de clase; señalamos algunos avances logrados y los desafíos que se presentan como posibilidades para superar los problemas. Se hará hincapié en el Plan Nacional de Educación vigente (Ley Nº 13.005 de 2014), para ejemplificar la permanencia, las rupturas y los desafíos. Después de un breve "viaje" a través de la historia de lo educativo comenzando en la colonización, y pasando por los diversos períodos posteriores, se concluye que la educación brasileña está marcada por las contradicciones estructurales de la sociedad y que, en ciertos momentos de conjunción, las contradicciones se intensifican debido a las correlaciones de fuerzas marcadas por intereses de clase que limitan la eficacia de la educación pública como un derecho social.Palabras clave: Educación Brasileña. Políticas Educativas. Contradicciones. Estancias. Desafíos. 

scholarly journals Educação e Direitos Humanos: A Experiência Pedagógica na Formação Docente

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Solange Martins Oliveira Magalhães
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Public Universities ◽  
Fundamental Rights ◽  
Universal Declaration ◽  
Human Rights Education ◽  
National Education ◽  
Education Plan

A compreensão, propagação e prática de uma educação em direitos humanos vêm exigindo, sobretudo das universidades públicas, maior discussão e posicionamento a respeito dos temas abordados na formação docente, principalmente, em relação aos temas transversais, como os direitos humanos e sua interdisciplinaridade. A formação de professores e, posteriormente, a educação, se configuram como espaço de uma ação essencial que pode possibilitar o acesso real a todos os direitos. Assim pensando, esse artigo apresenta a temática Direitos Humanos, articulada à prática formadora, nos moldes de oficinas pedagógicas, segundo as exigências do Plano Nacional de Educação em Direitos Humanos (PNEDH-3) e a Declaração Universal de Direitos Humanos. Os resultados mostram a ação docente como práxis, libertadora e emancipadora, além de geradora de criticidade, valorização e respeito aos direitos fundamentais.Direitos Humanos. Educação em Direitos Humanos. Formação de Professores.Education and Human Rights: The Pedagogic Experience in the teachers educationAbstractThe understanding, propagation and practice of a human rights education has demanded, above all, from public universities, a greater discussion and positioning regarding the themes addressed in teacher education, especially in relation to transversal themes such as human rights and their interdisciplinarity. The education of teachers and, subsequently, the education, are configured as a space for an essential action that can enable real access to all rights. Therefore, this article presents the Human Rights thematic, articulated to the formative practice in the molds of pedagogics workshops, according to the requirements of the Plano Nacional de Educação em Direitos Humanos (National Education Plan in Human Rights), PNEDH-3, and the Universal Declaration of Human Rights. The results show the teaching action as a praxis, liberating and emancipating, and also generating criticality, valorization and respect for the fundamental rights. Human Rights. Education in Human Rights. Teachers Education.

scholarly journals Revisitando as Políticas de Formação de Professores no Brasil (1827-1930)

2017 ◽  
pp. 130
Author(s):  
Lucas Gabriel Franco Gomez ◽  
Lilian Maria Paes de Carvalho Ramos
Keyword(s):  
Teacher Education ◽  
Elementary Schools ◽  
Teacher Training ◽  
Political Agenda ◽  
The Political ◽  
Education Policies ◽  
National Education ◽  
Documentary Analysis ◽  
Siglo Xix ◽  
Formación Docente

Este artigo apresenta parte do resultado final da dissertação de mestrado defendida em maio de 2017 no PPGEduc/UFRRJ. Consiste em uma retomada histórica das políticas de formação docente no período de 1827 a 1930, através de revisão bibliográfica e análise documental, destacando concepções, tensões e desafios que as caracterizaram. Partimos da constatação de que no século XIX, o problema da instrução nacional forjou as bases para a constituição de políticas de formação docente, tendo em vista que sem professores devidamente qualificados não seria possível garantir o funcionamento das escolas elementares. Foram desenvolvidos diversos ensaios em âmbito nacional e nas unidades federativas, que compreenderam: sistemas de indicação dos professores, escolhas através de conselhos e comissões, exames e concursos de admissão, instalação de escolas normais e adoção do regime de professores adjuntos. Entretanto, consideramos que muitas análises produzidas sobre a área foram e são marcadas pela superficialidade, desconsiderando as discussões já existentes, o que resulta em conclusões pessoais e descontextualizadas. Concluímos que com pequenos avanços e muitas críticas, a questão da formação docente paulatinamente conquistou espaço na agenda política e configurou um quadro de entraves e ranços históricos herdados pelas atuais políticas de formação. Contudo, acreditamos que enquanto a questão da valorização, da formação e da qualificação docente não constituírem uma pauta urgente na sociedade, não será possível encontrar caminhos de mudança no cenário educacional com uma proposta consistente, abrangente e atualizada. Palavras-chave: Formação docente, Políticas Educacionais, Qualificação, Valorização Docente. Revisiting the Teacher Training Policies in Brazil (1827-1930) ABSTRACT This article presents part of the result of the master dissertation concluded in May 2017 at PPGEduc/UFRRJ. It consists of a historical resumption of teacher education policies from 1827 to 1930, through bibliographical review and documentary analysis, highlighting the conceptions, tensions and challenges that characterized them. In the nineteenth century, the problem of national education laid the foundations for the constitution of teacher education policies, since without proper teachers it would not be possible to guarantee the functioning of elementary schools. Many national and federal trials were developed, including teacher nomination systems, appointment by boards and commissions, examinations and admission contests, creation of regular schools, and adoption of the adjunct teacher regime. We conclude that with small advances and many criticisms, the issue of teacher training has gradually gained space in the political agenda and has configured a framework of historical obstacles and ranks inherited by the current training policies. However, we consider that many analyzes produced lately in this area are superficial and, therefore, disregard the existing discussions and result in personal and decontextualized conclusions. Moreover, we are convinced that if the issue of teacher appreciation, training and qualification does not become an urgent agenda in society, it will not be possible to find ways to change the educational landscape with a consistent, comprehensive and up-to-date proposal. Keywords Teacher training, Educational Policies, Qualification, Teacher Valorization. Revisando las Políticas de Formación de Profesores en Brasil (1827-1930)RESUMEN Este artículo presenta parte del resultado de la disertación de maestría defendida en mayo de 2017 en el PPGEduc /UFRRJ. Consiste en una reanudación histórica de las políticas de formación docente en el período de 1827 a 1930, a través de revisión bibliográfica y análisis documental, destacando concepciones, tensiones y desafíos que las caracterizaron. En el siglo XIX, el problema de la instrucción nacional forjó las bases para la constitución de políticas de formación docente, teniendo en cuenta que sin profesores debidamente cualificados no sería posible garantizar el funcionamiento de las escuelas elementales. Se desarrollaron diversos ensayos a nivel nacional y en las unidades federativas que comprendieron sistemas de indicación de los profesores, elecciones a través de consejos y comisiones, exámenes y concursos de admisión, instalación de escuelas normales y adopción del régimen de profesores adjuntos. Concluimos que con pequeños avances y muchas críticas, la cuestión de la formación docente paulatinamente conquistó espacio en la agenda política y configuró un cuadro de obstáculos y rangos históricos heredados por las actuales políticas de formación. Pero también consideramos que muchos análisis producidos últimamente en esta área son hechos de modo superficial y, por eso, desconsideran las discusiones ya existentes, lo que resulta en conclusiones personales y descontextualizadas. Además, creemos que mientras la cuestión de la valorización, la formación y la cualificación docente no constituyen una pauta urgente en la sociedad, no será posible encontrar caminos de cambio en el escenario educativo con una propuesta consistente, exhaustiva y actualizada.Palabras clave: Formación Docente, Políticas Educacionales, Calificación, Valorización Docente.

Educational Policy and Development

2019 ◽  
Author(s):  
Manisha Priyam
Keyword(s):  
Economic Growth ◽  
Educational Policy ◽  
Third World ◽  
Structural Features ◽  
Capabilities Approach ◽  
Education Policies ◽  
National Education ◽  
The Third World ◽  
Development Paradigm ◽  
Second World

There exists today a critical discourse on educational policy, as it has evolved alongside dominant notions of development and its critique. This dominant notion of development emerged following the Second World War. At that time, the global order was characterized by a cold war, with its bipolar division of a “First World” and a “Second World,” based on ideological grounds. There emerged simultaneously, a conglomerate of countries referred to as the “Third World,” sharing a common colonial past, located mostly in Asia, Africa, and Latin America, and viewed to be in need of development. Underdevelopment in these countries was a construct—understood as descriptive structural features of poverty, illiteracy, traditional orientation, among others. Economic growth and modernization were the prescribed measures for development—as if the “Third World” would progress by following the structural features of more “evolved” Western countries. Education was an important tool in this project, responsible for creating the appropriate civic attitudes both for modernization and for stimulating economic growth. The human capital theory was an economic variant of the ideas of modernization—it underscored the notion that investments in education were akin to physical capital; these would yield future benefits to society. There was an abundant desire amongst the political elites of these newly independent countries to provide for mass education as a way of liberation and progress. National education policies, and systems to implement them, were set up incorporating these ideas. Leading international organizations—such as the United Nations Educational, Scientific, and Cultural Organization (UNESCO), UN Development Programme (UNDP), later the World Bank, and now the Organization for Economic Co-operation and Development (OECD), helped translate these ideas into policy choices and influence agenda setting for educational policy. By the 1990s, there was abundant critique of modernization as development and of national systems of education as systems of power bereft of normative ideas about the intrinsic value of education. This gap was filled by the capabilities approach enunciated by Amartya Sen and Martha Nussbaum. The capabilities approach argues that the ends of development are not simply economic growth, but the expansion of opportunities and substantive freedoms. Education is intrinsic to the development of capabilities and for substantive freedoms. Since the 1990s, the capabilities approach and the human development paradigm have been guiding influences in development policy and education. Education policies influenced by the human development paradigm recognize the complex challenges poor people face and do not advance a fixed template of policy prescriptions in the name of development. Following the Education For All conference in 1990 and, a decade later, the adoption of Millennium Development Goals in 2000, there have been significant efforts, on a global scale, toward converging the educational policy ideas and actions of international agencies and national governments. Simultaneously, the expansion of globalization on an unprecedented scale now influences education policy in unanticipated ways, as the nation-state declines in importance. In an era of global governance, transnational policies on education that emphasize learning achievements, benchmarking, and testing are gaining currency. National education systems may no longer matter. Globalization, especially its alliance with neo-liberalism, also finds strong criticism from social movements and from scholars who question development, argue in favor of post-development, and call for respect and recognition of diversity of competing epistemes of learning.

scholarly journals LEGISLATIVE INITIATIVES TO REFORM PEDAGOGICAL EDUCATION IN THE FAR EAST IN 1918–1922

2021 ◽  
pp. 152-166
Author(s):  
Марина Петровна Войтеховская ◽  
Светлана Анатольевна Кочурина
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Public Education ◽  
Far East ◽  
Training System ◽  
Educational Institutions ◽  
National Education ◽  
The Far East ◽  
The Government ◽  
Far Eastern

В объективных процессах интеграции и унификации в сфере образования каждая национальная система опирается на имеющийся потенциал и накопленный отечественный опыт. Целью данной статьи является реконструкция и обобщение опыта дальневосточных органов власти по реформированию педагогического образования и педагогических учебных заведений в годы Гражданской войны. Основным источником для написания работы послужили архивные материалы, хранящиеся в фондах Российского государственного исторического архива Дальнего Востока. Министерство народного просвещения Временного Сибирского правительства неоднократно поднимало вопросы преобразования системы подготовки учителей, но ни один существенный законопроект принят не был. С 1919 г. вопросами образования на Дальнем Востоке занималось Министерство народного просвещения правительства А. В. Колчака, и этот период связан c усилившейся децентрализацией управления, введением института уполномоченных. С конца 1920 г. на Дальнем Востоке действовали региональные правительства, которые формировали политику в отношении педагогических учебных заведений под влиянием идей Наркомпроса. Региональные органы власти, несмотря на стремление к демократизации институтов управления, не смогли преодолеть инерции накопившихся в сфере образования проблем. Законодательная деятельность Министерства народного просвещения Временного Сибирского правительства была малоэффективной и краткосрочной. С переходом дальневосточных территорий под юрисдикцию местных органов управления региональные отделы народного образования последовали по пути реформирования отдельных педагогических учебных заведений. На пути реформ правительство Дальневосточной республики продвинулось немного дальше, чем Сибирское правительство. За основу реформ были взяты советские принципы построения школы. С усилением общего кризиса местные власти все меньше учитывали мнения профессионального педагогического сообщества, все чаще преобразования носили директивный характер. В результате необдуманных реконструкций учительских институтов и семинарий требовавшая реформ, но слаженная и развивающаяся система педагогического образования была разрушена, заменена на малоэффективные переходные и ограниченные формы, стоящие значительных организационных и финансовых усилий, а запланированные реформы так и не получили достойной реализации. In the objective processes of integration and unification in the field of education, each national system relies on the existing potential and accumulated domestic experience. The purpose of this article is to reconstruct and generalize the experience of the Far Eastern authorities in reforming teacher education and teacher training institutions during the Civil War. The main source for writing the work was archival materials stored in the funds of the Russian State Historical Archive of the Far East. The Ministry of Public Education of the Provisional Siberian Government has repeatedly raised the issues of transformation of the teacher training system, but no substantive bill was adopted. Since 1919, Ministry of National Education of the government of A.V. Kolchak dealt with education, and this period is associated with the increased decentralization of management and the introduction of the institute of commissioners. Since the end of 1920, the regional governments operating in the Far East formed a policy towards pedagogical educational institutions under the influence of the ideas of the People’s Commissariat of Education. Regional authorities, despite their desire to democratize governance institutions, have not been able to overcome the inertia of accumulated problems in the field of education. The legislative activity of the Ministry of Public Education of the Provisional Siberian Government was ineffective and short-term. With the transition of the Far Eastern territories under the jurisdiction of local government bodies, regional departments of public education followed the path of reforming individual pedagogical educational institutions. On the path of the reform, the government of the Far Eastern Republic has moved a little further than the Siberian Government. The reforms were based on the soviet principles of school development. As the general crisis intensified, the local authorities took less and less into account the opinions of the professional pedagogical community, and more and more often the changes were of a prescriptive nature. As a result of ill-considered reconstructions of teachers’ institutes and seminaries, the system of teacher education that required reforms but was well-coordinated and developing, was destroyed, replaced with ineffective transitional and limited forms that cost significant organizational and financial efforts, and the planned reforms were not implemented properly.

A docência como profissão: O portfólio como dispositivo e política de formação docente no estágio supervisionado em educação física

2021 ◽  
Vol 29 ◽  
pp. 83
Author(s):  
Regina Zanella Penteado ◽  
Samuel Souza Neto
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Public University ◽  
Training Device ◽  
Education Policies ◽  
Teacher Education Policy ◽  
Curriculum Guidelines ◽  
Technical Artifact ◽  
Learning Policies ◽  
Teaching Learning

The goal of this article is to analyze if the portfolio in teacher education policies and in the Supervised Internship (SI) in Physical Education (PE) constitutes a formative device and to contributes to the professionalization of teaching. This qualitative, documentary research used content analysis of Curriculum Guidelines for Teacher Education and 12 portfolios produced by PE interns from a public university in Brazil. The results integrate narratives of the interns' portfolios, identified by axes: diagnostic evaluation and teaching learning. Policies are interpreted with attention to the portfolio that was treated as a technical artifact of controlled rational activity (tensioning the notion of professionalization). We concluded that the use of portfolios expanded and differed from that foreseen by the literature and the current teacher education policy. Portfolio in SI in PE emerges as a possible open and flexible training device, which is consistent with the professionalization of teaching.

scholarly journals ETIKA PENDIDIK DALAM PERSPEKTIF IMAM AL-NAWAWÎ

2016 ◽  
Vol 40 (2) ◽  
Author(s):  
Salminawati Salminawati
Keyword(s):  
Content Analysis ◽  
Learning Process ◽  
Scientific Activity ◽  
Islamic Education ◽  
Education Policies ◽  
Islamic World ◽  
National Education ◽  
Character Building

Abstrak: Kebijakan pendidikan nasional menghendaki para pendidik di Indonesia harus memiliki empat kompetensi, di antaranya adalah kompetensi kepribadian. Pendidikan nasional juga menegaskan urgensi penanaman karakter oleh pendidik terhadap peserta didik, sehingga para pendidik pun dituntut memiliki karakter yang telah ditetapkan. Artikel ini mengkaji tinjauan fukaha terhadap etika pendidik dalam Islam. Di antara fukaha di dunia Islam, Imam al-Nawawî telah memberikan ulasan tentang etika pendidik dalam Islam. Berdasarkan analisis isi terhadap karya Imam al-Nawawî, ditemukan bahwa seorang pendidik Muslim dituntut memiliki etika yang harus dipahami dan diamalkan dalam proses pembelajaran, yang terdiri atas etika pendidik dari aspek kepribadian, etika pendidik dari aspek kegiatan ilmiah, dan etika pendidik dari aspek penyampaian pembelajaran. Artikel ini telah menegaskan bahwa khazanah Islam tentang etika pendidik sangat kaya, dan harus diaktualisasikan dalam dunia pendidikan Islam di Indonesia.<br /><br />Abstract: Teacher’s Ethic in the Perspective of Imam al-Nawawî’s Thought. National education policies require educators in Indonesia to have four competencies; among of it is personality competences. National education reiterated the urgency of the character building by educators to students, so that the educators were required to have a character that has been decided. This article examines the Jurists review toward educators’ ethics in Islam. Among of jurists in Islamic world, Imam al-Nawawî has given reviews on educators’ ethics in Islam. Based on a content analysis of Imam al-Nawawî work, it was found that a Muslim educators are required to have ethics that must be understood and practiced in the learning process, which consists of educators ethics from personality aspects, educators ethics from scientific activity aspect, and educators ethics from learning delivery aspects , This article has been asserted that the Islamic literatures about the educators ethics is very much, and must be actualized in Islamic education in Indonesia.<br /><br />Kata Kunci: al-Nawawî, etika, pendidik, kepribadian, kegiatan ilmiah, pembelajaran

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