TEACHER PROFESIONAL DIVELOPMENT

initial training Induction courses In service training Continues profesional divelopment in school settings TALIS SURVEY (Teaching and learning International Survey) (2009) Divelop an individual skill Knowledge Click to edit Master subtitle style Expertise and Other characteristics as a teacher Sama dengan definisi sebelumnya minus initial training

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Personal characteristics of teachers

Flexibillity/rigidity Extraversion/introversion Locus of control Self efficacy General an verbal intelegence (DH,1999)
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Subject matter knowledge and knowledge about teaching and learning

Darling Hammon (1999) lists some tens studies indicating that pedagogical training generally has a stronger effect that subject matter mastery. it should be note that reffered to 3/23/13 looked teaching methodes related to

Pedagogical content knowledge

subject matter knowledge for teaching deep knowledge of the subject matter is indeed the critical for preconditn for pedagogical content knowledge Baurnet et al (2005) show clear positive effect of pedagogical content 3/23/13 knowledge on student matematics

Integration mode Subject matter knowledge pedagogical knowledge contextual knowledge Transformation model Subject matter knowledge pedagogical knowledge pedagogical content knowledgecotextual knowledge
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Teaching style and competencies

Clarity: clear presentation adapted to suit the cognitive level of pupils Flexibility : Varying teaching behaviour, teaching aids, and organising different activities Task related behavior directing the pupils to complete task, duties, exercise etc
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Indirect activity: taking up idea, acceptin pupil feelings and stimulating self activity Providing an opportunityto learn criterion material Making use of stimulating comments Varying the level of cognitive quistions and cognitive interaction
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Brophy (2001): 12 prinsiples of effective teaching Supportive of classroom climate: student learn best with in cohesive and caring learning communities

1.

2.

Opportunity to learn : students learn more when most of the available time is allocated to curicullum-related activities and the classroom management system emphasises maintaining student engagement in those activities 3/23/13

and retention , content is explained clearly and diveloped with emphasis on its structure and conection learner friendllines 6. Thoughfull discource: quistionns are planned to engage student in sustained discource:structure around powerful idea
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7. Scafolding student task engagement : the techer provide what ever assistance
8. 9. 10.

Strtegy teaching Co-operative learning

Goal oriented assisment: the teacher use a variety of formal and informal assesment methode to 3/23/13

Teachers profesional divelopment in Europe: Status of continuing profesional divelopment

profesional duty in many European country(European comission,2009)France, Ice land the Netherlands Optional, but clearly link to carieer 3/23/13 advancement (kenaikan jabatan)and

Italy : five day, Lithuania, Findland, Slovenia Rumania : Methodological day : several hours per school week similar in Belgium and Luxembourg

Portugal: annual leave can not exceed 5-8 day Measure to encourage teacher participation in continuous 3/23/13 professional development

Denmark, Nurway, Sweden, n United Kingdomfocus on investment in the continues development of teachers Swdish-encourages municipalities and individual teacher to take part of continues professional development training to reinforce their knowledge of their subject and teaching ability UKCPD government priority Nurwegian PD to teacher and school leader in connection with implementation of the knowledge promotion reform Not only are there there few incentives to 3/23/13

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