M01488
Factors Affecting the Success of
the Professional Teacher Training
Slameto
Primary School Teacher Education Program,
Satya Wacana Christian University in Salatiga
slameto_uksw@yahoo.com.
Introduction
• In-service teacher certification is the process of providing
educators certification that accompanies an increase in
teachers' welfare and knowledgethrough the provision of
benefits.
• The program is expected to improve the quality of learning
and the quality of education in Indonesia in an ongoing
basis.
• Teacher certification is very important when seen from
efforts to improve the overall quality of education.
• The certification of teachers is faced with complex problems,
such as, budget, implementation, material certification, the
determination of the certification implementing agency,
teacher data, and coordination and evaluation of the
implementation.
Introduction
• Unfortunately, there is still a gap negatively associated
with requirements, recruitment and the certification
process; so normal the results / impact is not
maximized, teacher certification is not satisfactory, nor
yet able to determine the feasibility of teachers in
carrying out duties as agents of learning and improve
the quality of the educational processes and outcomes
have not been fully able to bring about professional
teachers.
• Therefore, it is necessary to increase improvement
through education and training of professional
teachers.
Introduction
• The professional teacher training model chosen is
a reflective model;
• The actual reflektive model emphasizes the
process of learning, where learning in training is
built on the basis of active participation trainees
in all aspects of training activities, ranging from
activities to plan, implementation, reaching the
stage of assessing learning in a training activities.
• The coach puts forth efforts to emphesize
principals based on motivation and to involve
participants.
Statement of the Problem
• The problems of this developmental research on the training
of professional teachers are:
1. How high is the level of success (i.e. effectiveness and
efficiency) of the participatory model training in
producing professional teachers?
2. Which factor, among other factors assumed to have
affected the effectiveness of the reflective model training,
serves as a determinant?
• Factors u der stud are li ited to tea hers’ i ter al factor
as an input to the training, including their commitment to
participate as well as their model as an example; while the
process factor, such as enthusiasm and spirit to learn and
practice, material concordance with the needs of the
elementary schools where they work, and the curriculum
development.
The commitment
• The commitment is defined here as the degree of positive,
affective bond between the teacher and the school.
• It does not refer to a passive type of loyalty where teachers stay
with reviews their jobs, but are not really involved in the school or
reviews their work. Rather, it reflects the degree of internal
motivation, enthusiasm, and job satisfaction teachers derive from
the teaching and the degree of efficacy and effectiveness in
achieve they reviews their jobs.
• To education researchers, the degree of teacher commitment is
one of the most important aspects of the performance and quality
of school staff.
• The domain of professional commitment encompasses the
capacity of teachers to reflect critically on their own practice
accompanied by a commitment to reviews their own development.
Model
• Tea her’s odel is a good e a ple of a tea her
which is related to his attitude, behavior, words,
mental condition, character, and morals which act
as an example for his students.
• Model is a ha it for atio of ever da
ehavior .
• Tea her’s model is achieved by making a habit
out of the examples shown by the teacher, such
as how one presents himself, speaks, behaves,
and discipline.
Teacher’s e thusias
• The success and productivity of a teacher are closely
associated with his enthusiasm. When his enthusiasm
is high, the teacher will be creative and active and has
a tendency to show the hard work so that he is able to
achieve high performance.
• Enthusiasm is an important capital for teachers to be
able to create high performance.
• Within his high enthusiasm, a teacher will be able to
become a good role model who motivates and inspires
students, so that the students will be able to optimize
their potentials that are useful for their future.
• Tea her’s e thusias drives sig ifi a t ha ge.
Spirit/work morale
• Energy which activates one to achieve something and which shows how
strong the urge is for a person to achieve his desired goal.
• Work morale can be understood as a brief statement of various
psychological forces which provide a push to their work. It can also be said
as an environment or work milieu in an organization which shows great
enthusiasm in doing the work and, which encourages them to work even
better and more productively.
• In the educational context, such a spirit can be realized and even escalated
, a o g others, reati g a o petitive at osphere i the stude t’s i d.
• Another way to give encouragement is to provide instructions or directions
using specific statements or signs which may arouse optimism in the
stude ts’ i d that the are a le to a hieve su ess i their efforts through
repeated practice.
• Praises need to be given later when students find success in their efforts
and yet, encouragement to do better is also given to those who have not
achieved appropriately.
The role of the classroom teacher in
curricular development
• Teachers must play an integral role in every
step of the process:
1.
2.
3.
4.
planning,
creation,
implementation and
reflection.
Material
• The trainer should be able to deliver the
material well.
• Self study material is the substance of learning
developed in the form of printed materials,
audio, and audio-visual equipment that can be
used for student self-learning process.
• One of the principles associated with training
materials is their suitability to the needs that
exist in schools.
Model
• The model of participatory training methods developed
emphasizes a systematic and a comprehensive effort to
design, conduct and evaluate the training program. It
comprises a series of steps in three distinct phases.
1. The pre-training phase focuses on designing the training
programs.
2. During the training phase, the focus is on group
facilitation, debriefing and consolidation and creating a
conducive learning environment.
3. The post-training phase includes steps such as evaluation,
follow-up and report writing.
• Training for Primary School teachers have followed 37
people and took place in the Teachers Working Group in
Wonosobo in the 1st half of the 2013/2014 school year.
Reflective Model
Assessment
• Training needs assessment is an ongoing process of
gathering data to determine what training needs exist so
that training can be developed to help the organization
accomplish its objectives.
• Conducting needs assessment is fundamental to the
success of a training program.
• There are four main reasons why needs analysis must be
done before training programs are developed.
• To identify specific problem areas in the organization.
• To obtain management support.
• To develop data for evaluation.
• To determine the costs and benefits of training.
Research finding
Research finding
Research finding
Research finding
Discussion
• It is interesting to see that this research used computer and internet
although it was not a training about the ICT. Perhaps these barriers include
lack of teacher ICT skills, lack of teacher confidence, lack of pedagogical
teacher training, lack of suitable educational software, limited access to
ICT, rigid structure of traditional education systems, restrictive curricula,
etc.
• The result of this research shows that there are 3 determinant models for
the success of the reflective training in the effort of increasing teacher
professio alis , a el tea her’s o
it e t odel 1 , tea her’s
model as a learning agent (model 2), and compatibility of the learned
materials with their needs at the school where they work(model 3). The
effects: model 1 = 47,80%, model 2 = 63,70%, and model 3 =75,50%.
• It means that the effectiveness of the training can only be achieved if the
training model analyzes needs and plans appropriate training materials
a d ethod; is a le to develop tea her’s o
it e t duri g the trai i g
as well as able to apply the training results as a follow up.
End Note
• After the assessment of the participatory training model, it
can be seen that this model is expressed efficiently and is
effectively supported by data.
• There are 3 models of determining the benefits of training
in improving the professionalism of teachers, namely
1) the commitment of teachers training, and
2) the model/example of the teacher as a learning agent, and
3) the suitability of the material being studied with the needs
of the elementary school where work (influence of
47.80% - 75, 50%);
• while the spirit of learning or training and involvement in
curriculum development has no effect.
the Professional Teacher Training
Slameto
Primary School Teacher Education Program,
Satya Wacana Christian University in Salatiga
slameto_uksw@yahoo.com.
Introduction
• In-service teacher certification is the process of providing
educators certification that accompanies an increase in
teachers' welfare and knowledgethrough the provision of
benefits.
• The program is expected to improve the quality of learning
and the quality of education in Indonesia in an ongoing
basis.
• Teacher certification is very important when seen from
efforts to improve the overall quality of education.
• The certification of teachers is faced with complex problems,
such as, budget, implementation, material certification, the
determination of the certification implementing agency,
teacher data, and coordination and evaluation of the
implementation.
Introduction
• Unfortunately, there is still a gap negatively associated
with requirements, recruitment and the certification
process; so normal the results / impact is not
maximized, teacher certification is not satisfactory, nor
yet able to determine the feasibility of teachers in
carrying out duties as agents of learning and improve
the quality of the educational processes and outcomes
have not been fully able to bring about professional
teachers.
• Therefore, it is necessary to increase improvement
through education and training of professional
teachers.
Introduction
• The professional teacher training model chosen is
a reflective model;
• The actual reflektive model emphasizes the
process of learning, where learning in training is
built on the basis of active participation trainees
in all aspects of training activities, ranging from
activities to plan, implementation, reaching the
stage of assessing learning in a training activities.
• The coach puts forth efforts to emphesize
principals based on motivation and to involve
participants.
Statement of the Problem
• The problems of this developmental research on the training
of professional teachers are:
1. How high is the level of success (i.e. effectiveness and
efficiency) of the participatory model training in
producing professional teachers?
2. Which factor, among other factors assumed to have
affected the effectiveness of the reflective model training,
serves as a determinant?
• Factors u der stud are li ited to tea hers’ i ter al factor
as an input to the training, including their commitment to
participate as well as their model as an example; while the
process factor, such as enthusiasm and spirit to learn and
practice, material concordance with the needs of the
elementary schools where they work, and the curriculum
development.
The commitment
• The commitment is defined here as the degree of positive,
affective bond between the teacher and the school.
• It does not refer to a passive type of loyalty where teachers stay
with reviews their jobs, but are not really involved in the school or
reviews their work. Rather, it reflects the degree of internal
motivation, enthusiasm, and job satisfaction teachers derive from
the teaching and the degree of efficacy and effectiveness in
achieve they reviews their jobs.
• To education researchers, the degree of teacher commitment is
one of the most important aspects of the performance and quality
of school staff.
• The domain of professional commitment encompasses the
capacity of teachers to reflect critically on their own practice
accompanied by a commitment to reviews their own development.
Model
• Tea her’s odel is a good e a ple of a tea her
which is related to his attitude, behavior, words,
mental condition, character, and morals which act
as an example for his students.
• Model is a ha it for atio of ever da
ehavior .
• Tea her’s model is achieved by making a habit
out of the examples shown by the teacher, such
as how one presents himself, speaks, behaves,
and discipline.
Teacher’s e thusias
• The success and productivity of a teacher are closely
associated with his enthusiasm. When his enthusiasm
is high, the teacher will be creative and active and has
a tendency to show the hard work so that he is able to
achieve high performance.
• Enthusiasm is an important capital for teachers to be
able to create high performance.
• Within his high enthusiasm, a teacher will be able to
become a good role model who motivates and inspires
students, so that the students will be able to optimize
their potentials that are useful for their future.
• Tea her’s e thusias drives sig ifi a t ha ge.
Spirit/work morale
• Energy which activates one to achieve something and which shows how
strong the urge is for a person to achieve his desired goal.
• Work morale can be understood as a brief statement of various
psychological forces which provide a push to their work. It can also be said
as an environment or work milieu in an organization which shows great
enthusiasm in doing the work and, which encourages them to work even
better and more productively.
• In the educational context, such a spirit can be realized and even escalated
, a o g others, reati g a o petitive at osphere i the stude t’s i d.
• Another way to give encouragement is to provide instructions or directions
using specific statements or signs which may arouse optimism in the
stude ts’ i d that the are a le to a hieve su ess i their efforts through
repeated practice.
• Praises need to be given later when students find success in their efforts
and yet, encouragement to do better is also given to those who have not
achieved appropriately.
The role of the classroom teacher in
curricular development
• Teachers must play an integral role in every
step of the process:
1.
2.
3.
4.
planning,
creation,
implementation and
reflection.
Material
• The trainer should be able to deliver the
material well.
• Self study material is the substance of learning
developed in the form of printed materials,
audio, and audio-visual equipment that can be
used for student self-learning process.
• One of the principles associated with training
materials is their suitability to the needs that
exist in schools.
Model
• The model of participatory training methods developed
emphasizes a systematic and a comprehensive effort to
design, conduct and evaluate the training program. It
comprises a series of steps in three distinct phases.
1. The pre-training phase focuses on designing the training
programs.
2. During the training phase, the focus is on group
facilitation, debriefing and consolidation and creating a
conducive learning environment.
3. The post-training phase includes steps such as evaluation,
follow-up and report writing.
• Training for Primary School teachers have followed 37
people and took place in the Teachers Working Group in
Wonosobo in the 1st half of the 2013/2014 school year.
Reflective Model
Assessment
• Training needs assessment is an ongoing process of
gathering data to determine what training needs exist so
that training can be developed to help the organization
accomplish its objectives.
• Conducting needs assessment is fundamental to the
success of a training program.
• There are four main reasons why needs analysis must be
done before training programs are developed.
• To identify specific problem areas in the organization.
• To obtain management support.
• To develop data for evaluation.
• To determine the costs and benefits of training.
Research finding
Research finding
Research finding
Research finding
Discussion
• It is interesting to see that this research used computer and internet
although it was not a training about the ICT. Perhaps these barriers include
lack of teacher ICT skills, lack of teacher confidence, lack of pedagogical
teacher training, lack of suitable educational software, limited access to
ICT, rigid structure of traditional education systems, restrictive curricula,
etc.
• The result of this research shows that there are 3 determinant models for
the success of the reflective training in the effort of increasing teacher
professio alis , a el tea her’s o
it e t odel 1 , tea her’s
model as a learning agent (model 2), and compatibility of the learned
materials with their needs at the school where they work(model 3). The
effects: model 1 = 47,80%, model 2 = 63,70%, and model 3 =75,50%.
• It means that the effectiveness of the training can only be achieved if the
training model analyzes needs and plans appropriate training materials
a d ethod; is a le to develop tea her’s o
it e t duri g the trai i g
as well as able to apply the training results as a follow up.
End Note
• After the assessment of the participatory training model, it
can be seen that this model is expressed efficiently and is
effectively supported by data.
• There are 3 models of determining the benefits of training
in improving the professionalism of teachers, namely
1) the commitment of teachers training, and
2) the model/example of the teacher as a learning agent, and
3) the suitability of the material being studied with the needs
of the elementary school where work (influence of
47.80% - 75, 50%);
• while the spirit of learning or training and involvement in
curriculum development has no effect.