Professionalism on teacher’s perception

Kusmaryani, Rosita Endang; Siregar, Juke R.; Widjaja, Hanna; Jatnika, Ratna

doi:10.21831/pri.v1i1.21195

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…Teachers are given time to prepare administrative completeness and readiness during learning activities. The teacher's commitment to prepare all administrations and self-readiness can be a driving factor to provide opportunities to improve their professionalism [22]. Therefore, teachers are better prepared for professional development.…”

Section: Resultsmentioning

confidence: 99%

Improving Teacher Performance Through Professional Development in the New Normal Era

Khomariyah¹,

Imron²,

Sumarsono³

et al. 2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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This study aims to describe: (1) a description of the performance of post-professional teacher development; (2) inhibiting factors for professional development to improve teacher performance and efforts to overcome them; and(3) the driving factors for professional development to improve teacher performance. The research method used is qualitative with a case study design. The research location is in a private elementary school in Malang. The data collected using observation, interview, and documentation techniques. The results of this study include: (1) the description of the performance of post-professional teacher coaching, there are differences in terms of completeness of lesson plans, teacher confidence, willingness to learn from teachers, increased interaction with students, and application of student character habituation; (2) inhibiting factors for the implementation of professional development are caused by the activities of the principal, teacher health factors, and delays due to the Basic Competency Test (BCT). Efforts were made to overcome obstacles, namely rescheduling activities and changing days for teachers who were unable to attend; and (3) the driving factors for the implementation of teacher professional development, namely the readiness of teachers to be fostered and good cooperation between teachers and principals.

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Section: Resultsmentioning

confidence: 99%

Improving Teacher Performance Through Professional Development in the New Normal Era

Khomariyah¹,

Imron²,

Sumarsono³

et al. 2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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“…She believed that a teacher needed to build the relation outside of the classroom, not only in an academic context. As Kusmaryani et al, (2018) suggested, teachers' services cannot be separated from social interaction by educating, teaching, directing, guiding, training, assessing, and evaluating students. Therefore, she assumed that facilitating students to ask questions outside the classroom is one of the teacher's roles.…”

Section: Teachers' Belief and Knowledgementioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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“…Considering the involvement and support of teachers around them may be the reasons for good cooperation (Little, 1993, as cited in Wardoyo, Herdiyani, & Sulikah, 2017. Gastelaars (2009, as cited in Kusmaryani, Siregar, Widjaja, & Jatnika, 2018), stated that service is more customer oriented. This statement was reflected by the participating teacher when asked about allowing students to vent on teachers.…”

Section: Professionalismmentioning

confidence: 99%

“…The interview participant's comment below described his role as a professional teacher: "I provide time online from 7 a.m. to 3 p.m. and from 8 to 9 p.m. to students for the asking… It is expected to make them feel better and served… I also said to the students who are in a group to encourage their friends to ask questions. Alhamdulillah, the students and I feel comfortable and unbothered…" Practically, teachers' services cannot be separated from social interaction by educating, teaching, directing, guiding, training, assessing, and evaluating students (Kusmaryani et al, 2018). Therefore, he assumed that escorting students is one of the teacher's roles.…”

Section: Professionalismmentioning

confidence: 99%

The Implementation of an English Teacher’s Identity

Irfiana¹,

Maryono²,

Nurlatifah³

et al. 2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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In recent years, identity has become a critical factor in teacher training as this affects the teaching practice in the classroom. However, many teachers remain confused about their identity as teachers, as persons, and as professionals who may lead to an identity crisis. This narrative study aims to discover how teachers implement their identity as a teacher in a classroom. It is employed in one of the Islamic schools in Indonesia. Interview data revealed that the teacher constructed three facets of the teacher's identity: teacher-student relation, professionalism, and religious beliefs based on Johnston's framework. It showed that a teacher's identity is undoubtedly influenced by teachers' religious beliefs and social values, which affects the way the teacher teaches. Due to the teaching experience, there is no identity crisis and difficulties in implementing the identity. The teacher can distinguish his role as a teacher and as an individual. Findings also showed that recognizing teachers' identity allows them to empower and expand and challenge their experiences and beliefs. Thus, this study suggests teacher educators continually promote teacher identity development. Finally, future research can explore the teacher identity in a broader range with students' variety backgrounds.

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Professionalism on teacher’s perception

Cited by 4 publications

References 3 publications

Improving Teacher Performance Through Professional Development in the New Normal Era

Improving Teacher Performance Through Professional Development in the New Normal Era

The Asian Conference on Education 2022: Official Conference Proceedings

The Implementation of an English Teacher’s Identity

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