Pengembangan Profesionalisme Guru
Teacher
Professional Development (TPD) is a tool that distributes vital
information and provides guidance to teachers. Successful TPD begins
with knowing what teachers need in their schools and classrooms. It is
then combined with a “range of techniques to promote learning; provides
teachers with the support they need; engages school leadership; and
makes use of evaluation to increase an impact. Essential techniques
include mentoring, teamwork, observation, reflection, and assessment.”
There are many forms of professional development. For example, teachers
prepare activities together; experienced teachers observe young
teachers and provide feedback; and teachers observe lessons, make a
reflection, and then discuss the lesson. These are only a few examples;
however, there are three common models of professional development.
Standardized
TPD is the most centralized approach that is used to broadcast
information and skills among large populations of educators. This
TPD includes the Cascade model, where selected educators attend a
workshop, obtain important information, and then return to their home
school to instruct and engage their fellow colleagues. Rigorous
learning by clusters of teachers in a school or district that promotes
insightful and lasting changes in instructional methods is called
site-based TPD. “Since
this method addresses locally based needs and reflects local
conditions, it should be the cornerstone of teacher development across
the education system.” Self-directed
TPD is where independent learning takes place, sometimes initiated at
the learner’s discretion, using accessible resources that may include
computers and the Internet.
Of
the three most popular models, standardized TPD is the most common
professional development being used in my school. “Standardized models
rely on training-based approaches, in which presenters share skills and
knowledge with large groups of educators via face-to-face, broadcast, or
online means.” These professional development courses were beneficial;
however did not fulfill the needs of the teachers in my building.
The
biggest roadblock that educators face in my school is lack of time.
There is not enough time in the school day to correspond with teachers
about curriculum, technology, or even student needs. Our eight-period
day consists of a homeroom, planning period, duty period, five periods
of teaching, and lunch. There is hardly time to breathe or say hello to
a fellow colleague, let alone talk about what lesson you are currently
teaching! Effective professional development that addresses the core
areas of teaching (content, curriculum, assessment, instruction) would
benefit the educators in my building. During the first Wednesday of
every month there is an hour long faculty meeting after school. This
would be a great time to “provide teachers opportunities to gain new
knowledge and skills, reflect on changes in their teaching practice,”
address student needs, and learn about the newest technology trend.
Of
the three models previously stated, the most appropriate professional
development that would meet the needs of the teachers in my school would
be the site-based TPD. This school-centered approach would be
“learner-centered, enabling teachers to experience the types of
instruction that they are asked to provide to their students.” “Within
learner-centered TPD, the voices and actions of teachers themselves
should be the focus, and teachers should engage interactively and
collaboratively in activities that reflect their curricula. Like their
students, teachers learn by doing! By collaborating with peers,
reflecting, planning classroom activities, not by sitting and listening
to a facilitator or following along in directed technology instruction.”
This form of professional development would benefit the educators at
my school not only during our monthly one-hour meetings, but during our
sporadic in-service days as well!
Reference:
Gaible,
E., and Burns, M. 2005. Models and Best Practices in Teacher
Professional Development. In Using Technology to Train Teachers:
Appropriates uses of ICT for Teacher Professional Development in
Developing Countries (pp. 15-24). Washington, DC: Infodev/World Bank.
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