A study of the partnership between schools and universities to improve science and mathematics education in Indonesia

Indonesian primary teachers' mathematical knowledge for teaching geometry: implications for educational policy and teacher preparation programs

“…Her study also found that the relationship was a linear one that increased throughout the range of years of teaching experience. Several plausible reasons for why teachers' knowledge would not develop over the years include the lack of demand on Indonesian teachers to continue learning content throughout their career (Bjork, 2005), limited opportunities for Indonesian teachers to access resources (Saito et al, 2007), and sparse availability of highquality professional development in Indonesia (Bjork, 2005;Joni, 2000). Moreover, it is not uncommon for Indonesian teachers to teach only one grade level throughout their entire career.…”

“…Reports on the low performance of Indonesian students both in the Indonesian National Examination (Hadi, 2002) and in international assessments such as the Trends in International Mathematics and Science Study (Mullis et al, 2000) heighten the sense of urgency for professionalising teaching. Improving teaching quality is imperative to improve students' achievement in mathematics (Saito, Imansyah, Kuboki, & Hendayana, 2007). Unfortunately, Indonesian teachers have few opportunities to access resources that can enhance their practical professional capabilities (Saito et al, 2007).…”

“…Improving teaching quality is imperative to improve students' achievement in mathematics (Saito, Imansyah, Kuboki, & Hendayana, 2007). Unfortunately, Indonesian teachers have few opportunities to access resources that can enhance their practical professional capabilities (Saito et al, 2007). Furthermore, the culture of teaching in Indonesia does not encourage teachers to expand their knowledge.…”

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“…Further, it is important to pay attention to the detailed work of the collaboration, including agreements on funding disbursements and obligations, contractual obligations, the timing of academic calendars and course delivery, and common understanding of underlying value systems rooted in cultural differences (Tedrow and Mabokela, 2007). In attempts to improve science and math education in Indonesia, for instance, joint planning times helped focus on developing similar program goals, ultimately resulting in the creation of collegiality and partnership capital (Saito, Imansyah, Kubok, and Hendayana, 2007).…”

Why is school reform sustained even after a project? A case study of Bac Giang Province, Vietnam

“…As seen in the discussion on the difficulties of practicing reformed curriculum and pedagogies, while a large number of educators are engaged in conducting lesson study in various parts of several Asian countries, they have experienced some challenging questions such as how to expand the learning experiences of teachers in lesson study to the entire school (Inprasitha 2008;Lim et al 2005;Saito et al 2006a;Wheeler et al 2007Wheeler et al , 2011, how to increase the depth of reflection , and how to adjust their activities on the basis of time constraints (Inprasitha 2008;Saito et al 2007). Lesson study is likely to be conducted to reform pedagogy, but some teachers claim inconsistency between the reformed pedagogy and national or regional examinations (Inprasitha 2008); they are reluctant to adjust themselves to new roles that facilitate learning among pupils (Inprasitha 2008;.…”