3. Teacher Training, School Norms and Teacher Effectiveness in Indonesia

Bjork, Christopher

doi:10.1355/9789814459877-008

Cited by 20 publications

(38 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…First, the existing practices in schools are a representation of culture or habits of mind shared by the school community. The empirical data obtained from the study by Budiraharjo, Muljani, Baskara, Nurmandi, Mutiarin, & Qodir (2014) Bjork's (2013) empirical findings with regards to the power of traditional teaching practices among Indonesian teachers. New jargons about constructivism, collaborative learning, and student-centered learning are generally adopted as fads, but not necessarily change the way teaching activities are conducted.…”

Section: B Review Of Literaturementioning

confidence: 96%

“…New jargons about constructivism, collaborative learning, and student-centered learning are generally adopted as fads, but not necessarily change the way teaching activities are conducted. Bjork (2013) notes that pedagogical methods being used by ordinary Indonesian teachers generally consist of 53 per cent of all lessons being used for lecturing, 20 per cent for working on worksheets or hands-on activities, and the last 5 per cent for a class discussion.…”

Section: B Review Of Literaturementioning

confidence: 99%

See 1 more Smart Citation

Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective

Budiraharjo

2015

LLT

View full text Add to dashboard Cite

show abstract

Section: B Review Of Literaturementioning

confidence: 96%

Section: B Review Of Literaturementioning

confidence: 99%

Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective

Budiraharjo

2015

LLT

View full text Add to dashboard Cite

show abstract

“…In addition, it represents power relations where teachers are powerful and students are powerless. This represents the dominant cultural views of teaching in the Indonesian context at most school levels where teachers are considered the source of knowledge and a trusted model for students based on an assumption of what a teacher should be and is expected to do, which is popularly known as guru (Hallinger, 2005;Dardjowijojo, 2003;Marcellino, 2008;Sutjiono, 2005;Bjork, 2013). This is to be further discussed in the next section.…”

Section: What Does It Mean To Be a Teacher?mentioning

confidence: 99%

“…To be a teacher also means that she/he is able to encourage students to look at the way things are and make plans for improvement as well as be the change agents that affect human life and culture and together, teachers and students can change the world (Sieben, 2013). This conflicts with the highly centralised top-down nature of Indonesian government that results in teachers' reliance on the central government about what to do (Bjork, 2013) which may extinguish teacher creativity and development.…”

Section: What Does It Mean To Be a Teacher?mentioning

confidence: 99%

“…The practices of being a teacher in the Indonesian context are all rooted in the past (Bjork, 2013). After the Indonesian independence in 1945, the focus of the education system, during a time of immense political instability, was on opportunities for all school aged citizens to experience schooling, and the aim of schooling was to build national stability and integration (Bjork, 2013).…”

Section: What Does It Mean To Be a Teacher In The Indonesian Context?mentioning

confidence: 99%

See 1 more Smart Citation

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

View full text Add to dashboard Cite

Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

show abstract

The Quest for Teacher Education Quality in Indonesia: The Long and Winding Road

Novita

2022

Handbook of Research on Teacher Education

View full text Add to dashboard Cite

3. Teacher Training, School Norms and Teacher Effectiveness in Indonesia

Cited by 20 publications

References 0 publications

Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective

Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

The Quest for Teacher Education Quality in Indonesia: The Long and Winding Road

Contact Info

Product

Resources

About