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

Autor/inn/en	Rahman, Bujang; Abdurrahman, Abdurrahman; Kadaryanto, Budi; Rusminto, Nurlaksana Eko
Titel	Teacher-Based Scaffolding as a Teacher Professional Development Program in Indonesia
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 11, Artikel 4 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Faculty Development; Pedagogical Content Knowledge; Experimental Groups; Program Descriptions; Developing Nations; Scaffolding (Teaching Technique); Models; Foreign Countries; Program Evaluation; Comparative Analysis; Mathematics Instruction; Pretests Posttests; Statistical Analysis; Curriculum Development; Secondary School Teachers; Mathematics Teachers; Language Teachers; Indonesian; English (Second Language); Second Language Instruction; Scores; Teacher Effectiveness; Correlation; National Competency Tests + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Developing country; Developing countries; Entwicklungsland; Analogiemodell; Ausland; Programme evaluation; Programmevaluation; Mathematics lessons; Mathematikunterricht; Statistische Analyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation
Abstract	Improvement of teachers' content knowledge has long been regarded as a priority in Indonesian school systems, and has been the goal for many teacher professional development programs. In this paper we report the evaluation of a professional development program to improve content knowledge for 147 Indonesian teachers. The teachers were divided into three experimental groups, and each group was treated to one of the three professional development models frequently used in developing countries. The results showed that all three models led to improvement in the teachers' content knowledge; however, the teacher-based scaffolding model proved to be the most effective. In our account of why this program of teacher-based scaffolding was successful, we compared it with other studies. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01