Teacher’s Pedagogic Competency: Implementation of 2013 Curriculum through a Sustainable Academic Supervision

Abstract

The 2013 Curriculum requires teachers to carry out integrative thematic-based learning and science-based learning approaches. Teacher's pedagogic competency takes priority because it is related to curriculum development, learning processes, and understanding students. Teachers can use character education spontaneously in each teaching and learning process, and students can fulfill competencies. The academic supervisions, supported by principals who are professionally conducted and directed to the right targets, are performance, aspects of personality, work environment, and a sense of teacher's responsibility. Thus, the principal is able to realize his function in a process of improving teacher's quality through activities that emphasize self-achievement, growth, and development. The purpose of this study is to describe and analyze the teacher's pedagogical competency in curriculum implementation through supported academic supervision. The research method is descriptive qualitative transferring 100 teachers. The data were collected and analyzed from the academic supervision instruments carried out by the principal. The result of this study showed that the teacher's pedagogical competence and academic supervision are carried out together so that the improvement of teacher performance will be good to improve the implementation of the 2013 curriculum.

Spirals of Sustainable Academic Motivation, Creativity, and Trust of Higher Education Staff

“…The concept of the sustainable university relates to various topics, e.g., interactive learning environs [26]; academic production, research teams and marketing [31]; a multiinstitutional approach [32]; an integrative approach to internationalization [33]; intensive academic supervision activities [20]; the objective evaluation of research competence [34]; and the embrace of both sustainability and wellbeing [1] etc.…”

“…Developing motivations within a sustainable system will require instilling a long-term world-view perspective in all international leaders and industrialists, business owners, academic teachers, and students [19]. Specifically, the university managers are expected to motivate teachers to be more creative and innovative through academic supervision that is carried out professionally and sustainably [20]. This means that all of the university lecturers, scientists, clerks, and managers have to obtain the knowledge, skills and attitudes required for proper behavior that aims to seek a sustainable future for the next generation [21].…”

The Influence of Academic Supervision and School Culture on Teacher's Pedagogic Competency in Demak District

“…Supporting instruments for academic supervision include learning instruments, administrative documents, learning implementation plans (RPP), observation instruments, and learning tools in the classroom. This instrument is also very helpful for the principal to conduct academic supervision (Muharlisiani, et al 2019). Academic supervision should not only focus on improving teacher knowledge and teaching skills but also to improve teacher commitment, willingness, and motivation as well, as this factor also affects the quality of teaching and learning.…”

Teachers' Perceptions of Academic Supervision in a Pandemic Era; Phenomenological Review

“…This academic supervision upholds the practice of continuous quality improvement as one of the basic principles and integrated management (Nurhayati et al, 2019). This is based on research conducted by researchers, including; Muharlisiani et al, (2019) who said that academic supervision could improve pedagogic competence and teacher performance in schools. Asmuni (2020) also said that academic supervision positively affects teacher performance in schools.…”