Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia

Rahman, Bujang; Abdurrahman, Abdurrahman; Kadaryanto, Budi; Rusminto, Nurlaksana Eko

doi:10.14221/ajte.2015v40n11.4

Cited by 36 publications

(37 citation statements)

References 32 publications

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“…The model scaffolding is a fairly simple teacher competency development program which emphasizes three aspects of diagnosis, responsiveness and release (Smit, 2013). Diagnosis here is more to what is the strengths and weaknesses of teaching, then responsive emphasizes on communicating what needs to be done to professionals to develop thoughts and learning done before, after that handover is done to make space for teachers to develop (Rahman, 2015). Thus, as a whole, this model is considered quite simple in developing teacher quality in the context of the teaching process, teaching ability and developing teacher competencies.…”

Section: B Competency Development Modelmentioning

confidence: 99%

Teacher Pedagogic Competency Development Model: A Literature Review

Hartini¹,

Bhakti²,

Hartanto³

et al. 2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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The purpose of this paper is to provide references related to the teacher's pedagogic competency development model. Pedagogic competence is fundamental in education. This is because pedagogic competence is one of the important factors in teaching. Pedagogic competence relates to how a teacher can provide teaching that is not monotonous, fun, creative and meaningful and uses various kinds of media. However, based on several research results, there are still many teachers who have pedagogic competence in the low category. There are still many teachers today who are still teaching using the teacher center method and not the student center, for example, such as the lecture method. On the one hand, the current era can also be said to be an era destructive. This is because technological developments can also threaten existing human resources or teachers. The ability of teachers and teacher quality can be replaced by existing technology. Thus, as a teacher who will face the current era, the need to continue to develop his pedagogical competence. as for the model in developing pedagogic competencies such as field practice activities monitored by supervision, Community-based teacher, mentoring, job-embedded, Online lesson, and so on. Thus, it is expected that with this development the teacher's pedagogical competence can develop optimally so that the quality of education indirectly increases.

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Section: B Competency Development Modelmentioning

confidence: 99%

Teacher Pedagogic Competency Development Model: A Literature Review

Hartini¹,

Bhakti²,

Hartanto³

et al. 2018

Proceedings of the 5th Asia Pasific Education Conference (AECON 2018)

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show abstract

“…Furthermore, almost all countries in the world include teacher certification programs as one of the best efforts in teacher professional development programs. Many studies have tried to explain exploratively whether certification programs affect student achievement [9][10][11][12]. However, the general findings from the literature have not been very good.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, research that attempts to see the impact of teacher certification in developing countries on student performance is very rarely found in literature. One of the research result about quality teacher in Indonesia revealed that the teacher certification program in Indonesia has not seriously impacted the improvement of student learning outcomes, so TPD models are needed that are more effective in equipping teachers to be competent in all their professional duties [12]. In the context of preparing professional teachers in Indonesia, currently the teacher professional education program (PPG) has been carried out in the form of college-based continuing teacher professional education to increase teacher knowledge and skills in supporting the students' achievement of learning outcomes in the form of complex thinking skills students need to learn and work in the 21st century.…”

Section: Introductionmentioning

confidence: 99%

Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling

Raja¹,

Setiadi²,

Abdurrahman³

2019

Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018)

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This paper reports on the use of several quantitative analytical approaches, including Rasch analysis, to examine teacher responses to questionnaire items that explore opinions related to knowledge-based teacher, involvement, and expectations in the Teacher Professional Education Program in Indonesia. While many research reports have presented the impact of training-based teacher professional development programs in Indonesia, this paper seeks to improve these results by utilizing Rasch model analysis to identify items with scaled score sequences in all response categories, and make them new explorations and factor confirmation analyzes. The 3-factors scale produced (knowledge-based teacher, teacher involvement, teacher expectations) is proven to be acceptable in terms of confirmatory factor analysis and in terms of analysis of Rasch items. Furthermore, this paper briefly discusses the implications of these results with respect to the capacity of improved instruments to gather information about how teachers see and hope about the Indonesian Teacher Professional Program, including analysis of gender disparity.

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“…Although classroom action research is considered useful for teachers development, but this activity has not been implemented yet effectively. Although teacher trainings including classroom action research (CAR) training has been conducted by government or school, the result is not effective yet ( Rahman, et al, 2015). It needs an effort to address this problem so that the teachers are able to carry out research.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning-Based Self-directed Learning on Classroom Action Research Training to Improve Teacher Competency Research

et al. 2016

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Although classroom action research (CAR) is considered useful for teacher development but this activity has not been implanted yet effectively in Indonesia. In this paper, we report the alternative way to overcome this problem. It addresses how blended learning support self-directed learning and enhance teacher competency research. Through questionnaire, interview and document analysis, the result showed that blended learning-based self-learning can improve teachers' performance in conducting classroom action research (CAR) and enhance their ability in compiling the research report.

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Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia

Cited by 36 publications

References 32 publications

Teacher Pedagogic Competency Development Model: A Literature Review

Teacher Pedagogic Competency Development Model: A Literature Review

Developing and Validating an Instrument of In-service Teachers Responses to Knowledge-Based Teacher, Engagement, and Expectation in Teacher Profession Education Program in Indonesia: Integrating factor analysis with Rasch modeling

Blended Learning-Based Self-directed Learning on Classroom Action Research Training to Improve Teacher Competency Research

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