Teacher Professionalism: Analysis of Professionalism Phases

Wardoyo, Cipto; Herdiani, Aulia; Sulikah, Sulikah

doi:10.5539/ies.v10n4p90

Cited by 50 publications

(51 citation statements)

References 13 publications

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“…A study by Wardoyo et al (2017) emphasizes that the government plays a crucial role when it comes to defining teacher professionalism. As the researchers state, professionalism is defined as four main competencies that a qualified teacher should have.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many researchers agree that continuing professional development helps teachers to stay professional in their sphere, emphasizing that professional development is closely connected with teacher professionalism (Ifanti & Fotopoulopou, 2011;Sachs, 1997;Swann et al, 2010;Webb et al, 2004). Researchers have a similar view regarding the interconnection between professionalism and professional development, emphasizing the importance of continuous professional development for teachers (Evans, 2008;Ifanti & Fotopoulopou, 2011;Mockler, 2005;Wardoyo et al, 2017). The findings of these researchers suggest that school practitioners are interested in being informed about current educational research findings.…”

Section: Factors Contributing To Teacher Professionalismmentioning

confidence: 99%

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Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

Амирова¹

2020

ije

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The purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do Nazarbayev Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers’ perceptions of the factors that contribute to teacher professionalism at school?and what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of thematic coding and interpretation. The researcher used purposeful sampling. The study is significant because it voices teachers’ perceptions of how teacher professionalism is defined in the educational system of independent Kazakhstan as well as in the Central Asia region. The research findings revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various aspects of teaching and learning including commitment to the profession, school-based courses, professional learning communities, and supportive work environment. There are also certain factors that inhibit professionalism including lack of time-management skills, lack of motivation, burnout and paperwork. The study has limitations as only ten participants shared their perspectives on teacher professionalism. Future studies could extend the research by conducting a similar study in other Kazakhstani school contexts, or other schools in Central Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of different subjects teaching in rural and urban areas.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Factors Contributing To Teacher Professionalismmentioning

confidence: 99%

Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

Амирова¹

2020

ije

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“…In some American states, this process is compared to an epidemic. "At the national level, about 30% of new teachers leave the profession after 5 years, and the teacher turnover rate is 50% higher in schools with high poverty rates compared to better-off ones" (Ronfeldt, Lankford, Loeb, & Wyckoff, 2011) [25]. This trend significantly lowers the level of training and the formation of professionalism in the activities of the pedagogue.…”

Section: Formulation Of the Goal And Setting The Tasks Of The Researchmentioning

confidence: 99%

Professionalism of activity: acmeological aspect

2020

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Modern competition between states is entering the field of education. Education is fundamental, whose professional specialists have knowledge of its development at the domestic level and on a global scale, theory, technologies, methods of measuring the productivity of educational activities of the main participants in the educational process: leaders, pedagogues and students. The scientific and pedagogical competence of the pedagogue provides the professionalism of his activity and also includes new types of professional literacy with acmeological as a key point. To master professional pedagogical skills, it is essential to rely on the acmeological model of continuous pedagogical education. They authors give statistics of the USA educational institutions and hypothesizes that an acme-oriented teacher is a teacher with professional longevity in pedagogy.

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“…According to Ward [2] the professionalism of teachers in Indonesia is practically different from the concept. Indonesian government requires a teacher education and training for preserve teacher quality is not linear whith the supporting infrastructure of educational institutions .…”

Section: A Backgroundmentioning

confidence: 99%

The Effect of Supervision, Work Culture, and Trust to the Performance of Elementary Public-School Principal of West Jakarta City

Akbar¹,

Akbar²,

Mukhtar³

2019

Proceedings of the Padang International Conference on Educational Management and Administration (PICEMA 2018)

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The purpose of this research to determine the effect of supervision, work culture, trust, and attitudes to the performance of public elementary-school principal of West Jakarta city. To describe how much influence the effect of supervision, the culture, and trust to performance of elementary school principals of West Jakarta city. The research method used is the survey method with causal techniques. Whereas to analyze the existing or influence between one variable with another using variable path analysis. The population of West Jakarta city , and sampling procedure using the technique of sample random sampling as much as 80 principals were taken randomly. Results of the study found that the supervision of variable turned out to have effects directly to the performance; work culture also has effects directly to the performance, and trust has effects directly to the performance. Whereas trust variables prove to have direct influence from supervision and work culture. Based on the findings above, it can be concluded that the variations that occur on performance variables are supervision, work culture, and trust variables.

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Teacher Professionalism: Analysis of Professionalism Phases

Cited by 50 publications

References 13 publications

Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan

Professionalism of activity: acmeological aspect

The Effect of Supervision, Work Culture, and Trust to the Performance of Elementary Public-School Principal of West Jakarta City

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