Search results for: Indonesia
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Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia
This research aimed to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100).
Updated: Jan. 30, 2020
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Updated: Nov. 08, 2017
This paper represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective?
Updated: Oct. 12, 2010
This article analyses the issues involved in promoting lesson study in an Indonesian university, based on a case study of the Faculty of Mathematics and Science (FMIPA) of the State University of Yogyakarta. Five points are discussed.
Updated: Oct. 06, 2008