Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence, and professional competence. Hargreaves (2000) captured and fragmented the pattern of professionalism development through four phases. This study, a perception study, observed 100 teachers to draw the pattern of teacher professionalism, particularly in Tulungagung and Blitar District, East-Java, Indonesia based on Hargreaves professionalism phases. The results of this study identify that the likelihood phase of teacher professionalism in Indonesia is in collegial phase. Additionally, the criteria of professionalism enhancement reflect the professionalism development based on professionalism ages by . Further, we observe the likelihood of professionalization become an influential factor of professionalism development. The results indicate that every phase captured the right pattern of professionalism development.

.

PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and professionalization, each conducted reciprocally for period tn from tn−1.FindingsIn the initial period of the profession, lecturers will tend to work hard to increase the competence and income they possess. The achieved increase in competence is based on the demand to develop professionalism, while the increase in income is based more on the demands of individual needs. In general, an increase in the professionalism of lecturers will be followed by an increase in income (professionalization). However, at some point, this increase in professionalism will experience stagnation, although the professionalization they possess continues to increase.Research limitations/implicationsThe data of material used in this research only consist of estimated figures from each respondent, while the components of appreciation for lecturers may vary depending on their respective institutions.Originality/valuePrevious studies have extensively observed the determinants of teachers’ professionalism and professionalization; however, how professionalism and professionalization reciprocally influence each other in terms of career periods has not been taken into account.

Tujuan pelaksanaan program pengabdian ini yaitu: a). Memberikan diklat kepada para pengurus koperasi terkait pentingnya menyusun laporan keuangan dengan baik dan benar; b). Melatih dan mendampingi para pengurus koperasi dalam penggunaan software Accurate dalam penyusunan laporan keuangan. Metode yang digunakan mengadopsi langkah-langkah yang ada di action reserach yaitu perencanaan (planning), pelaksanaan tindakan (acting), pengamatan (observing) dan refleksi (reflecting). Kegiatan pelatihan ini dapat dikatakan berhasil karena peserta berargumen bahwa pelatihan ini sangat bermanfaat bagi mereka karena dapat menambah pengetahuan mereka tentang software-software akuntansi. Pelatihan ini juga dapat meningkatkan keterampilan mereka dalam menyusun laporan keuangan berbasis ICT.

No abstract