Peningkatan Profesional Guru Melalui Pelatihan Pendekatan Kemitraan

R. Rayendra

Abstract


Pengembangan SDM guru dan tenaga kependidikan bertujuan memberikan kesempatan kepada guru dan tenaga kependidikan untuk mengembangkan dan mengekspresikan diri sesuai dengan kebutuhan, bakat, dan minat setiap individu sesuai dengan kondisi yang dibutuhkan di sekolah. Pembinaan kemitraan melibatkan pelatihan satu lawan satu dari seorang guru oleh pelatih dengan tujuan untuk memperbaiki pengajaran dan pembelajaran siswa. Penerapan program pembinaan instruksional secara efektif adalah fokus pada pendekatan kemitraan. Pelatih instruksional memberikan kontribusi yang sangat penting untuk perbaikan sekolah dengan bermitra dengan guru untuk membantu mereka menemukan cara yang lebih baik untuk menjangkau lebih banyak siswa

Kata Kunci: Profesional Guru; Pelatihan; Pendekatan Kemitraan

 

Abstract

The development of human resources for teachers and education personnel aims to provide opportunities for teachers and education personnel to develop and express themselves according to the needs, talents, and interests of each individual in accordance with the conditions needed in schools. Partnership building involves one-on-one training of a teacher by a trainer with the aim of improving student teaching and learning. The implementation of an effective instructional coaching program is a focus on a partnership approach. Instructional trainers make a critical contribution to school improvement by partnering with teachers to help them find better ways to reach more students.


Keywords


Professional teacher; Training; Partnership Approach

References


Argyris, C. (1999). On organizational learning (2nd ed.). Malden, MA: Blackwell Publishing.

Bernstein, R.J. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Philadelphia, PA: University of Pennsylvania Press.

Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco, CA: Berrett-Koehler Publishers.

Bradley, B., Knight, J., Harvey, S., Hock, M., Knight, D., Skrtic, T., Brasseur-Hock, I., & Deshler, D. (2013). Improving instructional coaching to support middle school teachers in the United States. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 299–318). Enschede, the Netherlands: SLO.

Calais, J., Grossie, E., McCoy, M., & Auzenne, L. (2020). When the Bones are Good the Rest Don't Matter: A Stable Foundation for Teaching and Instructional Coaching in a Hybrid Learning Environment. Research Issues in Contemporary Education, 5(3), 94-105.

Chapuis, J. (2009). Seven strategies of assessment for learning. New York, NY: Allyn & Bacon.

Denton, C., & Hasbrouck, A. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation, 19, 150–175. doi:10.1080/10474410802463296

Desimone, L. M., & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory into practice, 56(1), 3-12.

Freire, P. (1980). Pedagogy of the oppressed. New York, NY: Continuum.

Gallucci, C., Van Lare, M. D. V., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963.

Jacobs, J., Boardman, A., Potvin, A., & Wang, C. (2018). Understanding teacher resistance to instructional coaching. Professional Development in Education, 44(5), 690-703.

Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Thousand Oaks, CA: Corwin Press.

Knight, D.S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 38(1), 52–80.

Knight, J. (2011). What good coaches do. Educational Leadership, 69(2),18-22.

Matsumura, L. C., Correnti, R., Walsh, M., Bickel, D. D., & Zook-Howell, D. (2019). Online contentfocused coaching to improve classroom discussion quality. Technology, Pedagogy and Education, 28(2), 191-215. https://doi.org/10.1080/1475939X.2019.1577748

Pemerintah Republik Indonesia, (2003). Undang-Undang Republik Indonesia No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional, Jakarta.

Pemerintah Republik Indonesia, (2005). Peraturan Pemerintah Republik Indonesia No. 19 Tahun 2005 tentang Standar Nasional Pendidikan, Jakarta.

Pemerintah Republik Indonesia, (2005). Undang-Undang Nomor 14 Tahun 2005 tentang Guru dan Dosen. Jakarta.

Pemerintah Republik Indonesia, (2008). Peraturan Pemerintah Nomor 74 Tahun 2008 tentang Guru.Jakarta.

Pramono, W. (2017). Upaya Meningkatkan Kompetensi Profesional Guru Melalui Pengalaman Dalam Pelatihan. Jurnal Administrasi, Manajemen, Dan Kependidikan, 9(1), 53-59.

Prochaska, J.O., Norcross, J.C., & DiClemente, C.C. (1994). Changing for good. New York, NY: Avon Books.

Rahman, A., & Ibrahim, I. (2018). Analisis Dan Impelmentasi Sistem Informasi Sertifikasi Dibidang Kompetensi Dan Pengelolaan Kelembagaan Pada Badan Pengembangan Sumber Daya Manusia Provinsi Kalimantan Selatan. Technologia: Jurnal Ilmiah, 9(3), 153-158.

Reddy, L. A., Dudek, C. M., & Lekwa, A. (2017). Classroom strategies coaching model: Integration of formative assessment and instructional coaching. Theory Into Practice, 56(1), 46-55.

Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational leadership, 53, 12–16.

Slavin, R.E. (1983). Cooperative learning. New York, NY: Longman.

Sprick, R. (2009). CHAMPs: A proactive and positive approach to classroom management (2nd ed.). Eugene, OR: Pacific Northwest Press.

Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2009). Classroom assessment for student learning: Doing it right—using it well. New York, NY: Allyn & Bacon.

Tanner, J., Quintis, L., & Gamboa Jr, T. (2017). Three perspectives of planning, implementation, and consistency in instructional coaching. Journal of Educational Research and Practice, 7(1), 2.

Vogt, F., & Rogalla, M. (2009). Developing adaptive teaching competency through coaching. Teaching and Teacher Education, 25, 1051– 1060

West, L., & Staub, F. (2003). Content-focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.




DOI: https://doi.org/10.17509/jik.v17i1.36892

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 R. Rayendra

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Inovasi Kurikulum
Published by Himpunan Pengembang Kurikulum Indonesia (HIPKIN)
in collaboration with Curriculum Development Study Program
Faculty of Education - Universitas Pendidikan Indonesia
Gedung FIP UPI Lt. 9 Jl. Dr. Setiabudhi Bandung 40154


Indexed By:

SINTA   GARUDA   Crossref      DOAJ DIMENSIONS BASE   ROAD

Google Scholar

Google Scholar p. ISSN 1829-6750 | Google Scholar e. ISSN 2798-1363