Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience

Abstract

This study aims to analyze the professionalism of early childhood teachers in mastering the material based on academic qualifications and work experience. The approach to research sequential explanatory mixed methods design; The first phase using descriptive quantitative involving 57 teachers, data were collected through a questionnaire, analyzed descriptively and inferentially assisted by SPSS version 26.0. The second phase used a holistic multi-case study involving six school principals, data were collected through in-depth interviews and analysis documents, analyzed interactively with the assistance of Nvivo 12.0. The results showed that there was no difference in teacher professionalism based on academic qualifications and work experience. The second phase finds; teacher professionalism is not only influenced by academic qualifications and work experience, teacher professionalism is also influenced by various professional trainings that have been attended, and prospective teachers who choose the early childhood education programs major do not fully understand the substance of the lecture program related to their professionalism.

Kindergarten Teachers Training in Integrating Anti-Corruption Education through Storytelling and Game

“…The training also strengthens teachers' professionalism. A professional teacher will be eager to prepare the good quality of teaching material before the lesson is delivered (Syafril et al, 2020) Based on the comments of several trainees, they considered that this module was effective, simple, and easy to apply in teaching activities in kindergarten. This can be seen from the non-test qualitative data.…”

Praktikalitas dan Efektivitas Buku Pedoman PLP Calon Guru PAUD berbasis TPACK

“…Setiap program pendidikan guru wajib memfokuskan pada penyiapan profesionalisme calon guru dan cara untuk memperolehnya (Creasy, 2015). Professionalism guru tidak hanya dipengaruhi oleh kualifikasi akademik dan pengalaman kerja, professionalism guru juga dipengaruhi oleh pelatihan profesi yang pernah diikuti, dan ditemukan bahwa calon guru yang memilih jurusan program PAUD belum sepenuhnya memahami substansi materi terkait profesionalisme (Syafril et al, 2020).…”

Peningkatan Profesionalisme Guru Di Paud

“…Selain itu Peranan guru yaitu sebagai sentral dalam berbagai kegiatan interaksi belajar mengajar. (Syafril et al, 2020) Namun demikian peran guru tidak boleh terlalu dominan, (Husain & Kaharu, 2020) menyatakan peran guru masih sangat dominan sebagai pengajar. Peran ini perlu dikurangi dengan lebih menonjolkan peran sebagai fasilitator.…”