1. bookTom 21 (2019): Zeszyt 1 (June 2019)
Informacje o czasopiśmie
License
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski
Otwarty dostęp

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia

Data publikacji: 25 Jul 2019
Tom & Zeszyt: Tom 21 (2019) - Zeszyt 1 (June 2019)
Zakres stron: 48 - 66
Informacje o czasopiśmie
License
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Abykanova, B., Tashkeyeva, G., & Idrissov, S. (2016). Professional competence of a teacher in higher educational institution. International Journal of Environmental & Science Education, 11(8), 2197–2206.Search in Google Scholar

Alkhawaldeh, A. (2017). School-based teacher training in Jordan: Towards on-school sustainable professional development. Journal of Teacher Education for Sustainability, 19(2), 51–68.10.1515/jtes-2017-0014Search in Google Scholar

Alqiawi, D. A., & Ezzeldin, S. M. (2015). A suggested model for developing and assessing competence of prospective teachers in faculties of education. World Journal of Education, 5(6), 65–73.10.5430/wje.v5n6p65Search in Google Scholar

Anđić, D., & Vorkapić, S. T. (2017). Teacher education for sustainability: The awareness and responsibility for sustainability problems. Journal of Teacher Education for Sustainability, 19(2), 121–137.10.1515/jtes-2017-0018Search in Google Scholar

Balkar, B. (2015). Defining an empowering school culture (ESC): Teacher perceptions. Issues in Educational Research, 25(3), 205–225.Search in Google Scholar

Ball, D. L., & Forzani, F. M. (2010). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511.10.1177/0022487109348479Search in Google Scholar

Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5, 5067–5080.10.3390/su5125067Search in Google Scholar

Brine, A. (2005). Continuing professional development: A guide for information professionals. Great Britain: Chandos Publishing.10.1533/9781780630724Search in Google Scholar

Bubb, S., & Earley, P. (2007). Leading and managing continuing professional development. Great Britain: Cromwell Press.10.4135/9781446216637Search in Google Scholar

Dail, J. S., Goodsite, M., & Sanders, S. (2018). Teacher empowerment through partnerships: A sustaining model of professional development. English Journal, 107(4), 20–25.Search in Google Scholar

Danim, S. (2016). Inovasi Pendidikan dalam Upaya Peningkatan Profesionalisme Tenaga Kependidikan [Educational innovation to increase the professionalism of educational]. West Java: CV PUSAKA SETIA.Search in Google Scholar

Daryanto. (2013). Standar Kompetensi dan Penilaian Kinerja Guru Profesional [Competency standards and assessments of professional teacher performance]. Yogyakarta: Penerbit Gava Media.Search in Google Scholar

Djamarah, S. B. (2010). Guru & Anak Didik dalam Interaksi Edukatif: Suatu Pendekatan Teoritis Psikologis [Teachers & students in educative interaction: A psychological theoretical approach]. Jakarta: PT Rineka Cipta.Search in Google Scholar

Earley, P., & Porritt, V. (2010). Effective practices in continuing professional development project. London: Elanders.Search in Google Scholar

Gerretson, H., Button, L., & Fortino, C. (2003). Mathematics and literacy as tools for accessing science: A success story for integrating curriculum and synthesizing standards (Western United States Case). Journal of Teacher Education and Training, 3, 41–51.Search in Google Scholar

Ghorbani, S., Jafari, S. E. M., & Sharifian, F. (2018). Learning to be: Teachers’ competences and practical solutions: A step towards sustainable development. Journal of Teacher Education for Sustainability, 20(1), 20–45.10.2478/jtes-2018-0002Search in Google Scholar

Hakim, A. (2015). Contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 01–12.Search in Google Scholar

Hiller, K., & Reichhart, B. (2017). Motivation of civic education teachers-in-training in the field of education for sustainable development. Discourse and Communication for Sustainable Education, 8(1), 81–89.10.1515/dcse-2017-0006Search in Google Scholar

Indonesian Ministry of Education and Culture. (2018). Teacher competence improvement program. https://www.kemdikbud.go.id/Search in Google Scholar

Indonesian Ministry of Education and Culture. (2017). Training technical guidance. https://www.kemdikbud.go.id/Search in Google Scholar

Kasmayadi, W., Kumaidi & Sumarno. (2018). Pengembangan Instrumen Asesmen Diri Guru Terhadap Aktivitas Pengembangan Keprofesian Berkelanjutan [Development of teacher’s self assessment instrument for sustainable professional development activities]. Jurnal Penelitian dan Evaluasi Pendidikan [Journal of Educational Research and Evaluation], 22(1), 92–104.10.21831/pep.v22i1.8290Search in Google Scholar

Kimwarey, M. C., Chirure, H. N, & Omondi, M. (2014). Teacher empowerment in education practice: Strategies, constraints and suggestions. IOSR Journal of Research & Method in Education, 4(2), 51–56.Search in Google Scholar

Kunandar. (2007). Guru Profesional – Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Sukses dalam Sertifikasi Guru [Professional teachersimplementation of school level of curriculum and success in teacher certification]. Jakarta: PT Rajagrafindo Persada.Search in Google Scholar

Leba, U. T. I., & Padmomartono, S. (2014). Profesi Kependidikan [Educational profession]. Yogyakarta: Ombak Publisher.Search in Google Scholar

Merritt, E. G., Archambault, L., & Hale, A. E. (2018). Sustainability education in elementary classrooms: Reported practices of alumni from a pre-service teacher course. Discourse and Communication for Sustainable Education, 9(1), 18–35.10.2478/dcse-2018-0002Search in Google Scholar

Mulyasa. (2015). Menjadi Guru Profesional: Mencipatakan Pembelajaran Kreatif dan Menyenangkan [Becoming a professional teacher: Creating creative and fun learning]. Bandung: PT Remaja Rosdakarya Offset.Search in Google Scholar

Mulyasa. (2013). Uji Kompetensi dan Penilaian Kinerja Guru [Teacher competency test and performance assessment]. Bandung: PT Remaja Rosdakarya.Search in Google Scholar

Muursepp, M. (2003). Roles of child during the 20th century: Examining educational publications and juvenile literature. Journal of Teacher Education and Training, 3, 66–73.Search in Google Scholar

Nabila, H. (2016). The influence of pedagogic competence and professional competence to performance of teachers social studies in Trowulan district. In Proceeding of International Conference on Ethics of Business, Economics, and Social Science (ICEBESS) 2016, Yogyakarta, Indonesia.Search in Google Scholar

Neil, P., & Morgan, C. (2005). Continuing professional development for teachers: From induction to senior management. Great Britain: Taylor & Francis e-Library.Search in Google Scholar

Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society, & Education, 7(3), 279–294.10.25115/psye.v7i3.519Search in Google Scholar

Panggabean, M. S., & Himawan, K. K. (2016). The development of Indonesian teacher competence questionnaire. Journal of Educational, Health and Community Psychology, 5(2), 1–15.10.12928/jehcp.v5i2.5134Search in Google Scholar

Payong, M. R. (2011). Sertifikasi Profesi Guru: Konsep Dasar, Problematika, dan Sumaryanta, Djemari Mardapi, Sugiman, and Tutut Herawan Implementasinya [Teacher profession certification: Basic concepts, problems, and its implementation]. Jakarta: PT Indeks.Search in Google Scholar

Pontes-Pedrajas, A., & Varo-Martínez, M. (2014). Educative experience of the use of concept mapping in science and environmental teacher training programmes. Journal of Teacher Education for Sustainability, 16(1), 102–116.10.2478/jtes-2014-0006Search in Google Scholar

Poom-Valickis, K., Saarits, I., Sikka, H., Talts, L., & Veisson, M. (2013). Professional education of teachers’ problems and perspectives. The Estonian Case. Journal of Teacher Education and Training, 3, 15–23.Search in Google Scholar

Priatna, N., & Sukamto, T. (2013). Pengembangan profesi guru [Teacher profession development]. Bandung: PT Remaja Rosdakarya.Search in Google Scholar

Reid, E., & Horváthová, B. (2016). Teacher training programs for gifted education with focus on sustainability. Journal of Teacher Education for Sustainability, 18(2), 66–74.10.1515/jtes-2016-0015Search in Google Scholar

Saud, U. S. (2017). Pengembangan Profesi Guru [Teacher professional development]. Bandung: Penerbit Alfabeta.Search in Google Scholar

Stancy, M. (2013). Teacher-led professional development: Empowering teachers as self-advocates. The Georgia Social Studies Journal Winter, 3(1), 40–49.Search in Google Scholar

Suparlan (2008). Menjadi guru efektif [Become an effective teacher]. Yogyakarta: Hikayat Publishing.Search in Google Scholar

Vathanophas, V. (2007). Competency requirements for effective job performance in the Thai public sector. Contemporary Management Research, 3(1), 45–70.10.7903/cmr.49Search in Google Scholar

Wen, Y., & Wu, J. (2017). A study on Singapore Chinese language teachers’ professional proficiency and training needs for sustainable development. Journal of Teacher Education for Sustainability, 19(2), 69–89.10.1515/jtes-2017-0015Search in Google Scholar

Polecane artykuły z Trend MD

Zaplanuj zdalną konferencję ze Sciendo