A Skill Application Model to Improve Teacher Competence and Professionalism

Autor/inn/en	Farihin; Suteja; Muslihudin; Aris; Haqq, Arif Abdul; Winarso, Widodo
Titel	A Skill Application Model to Improve Teacher Competence and Professionalism
Quelle	In: International Journal of Educational Methodology, 8 (2022) 2, S.331-346 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Farihin) ORCID (Suteja) ORCID (Muslihudin) ORCID (Aris) ORCID (Haqq, Arif Abdul) ORCID (Winarso, Widodo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Models; Faculty Development; Professionalism; Teacher Competencies; Educational Quality; Teacher Evaluation; Mentors; Sustainability; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Analogiemodell; Professionalität; Lehrkunst; Quality of education; Bildungsqualität; Teacher appraisal; Lehrerbeurteilung; Nachhaltigkeit; Ausland; Indonesien
Abstract	Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01