Iceng, Hidayat PERANAN KEYAKINAN GURU TERHADAP HAKIKAT DAN BELAJAR MENGAJAR SAINS DALAM PENGEMBANGAN PROFESIONALISME. Cakrawala Pendidikan.
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Abstract
This article is a study aiming at developing a professionalismenhancing system that can bridge the gap between the curriculum that prepares teachers and the teaching they practice at schools. An understanding of the system of teachers' beliefs will assist in enhancing the effectiveness of the teaching of science and represents a significant indicator of teachers' behavior in the classroom. In relation to science, teachers believe that it is manmade so that it is imperfect and must be continuously developed. They also realize that science is part of daily life. In teaching science, emphasis should be on exploratory learning with little instruction but with a provision of structured materials. Teachers' beliefs have important roles in instructional reformation. Beliefs could be constructed through active participation and collaborative partnership so that belief and knowledge transformation can occur. Transformational and continuous professional development is needed to align teachers' beliefs with reformation recommendations. Successful reform in science teaching and true implementation by the teachers as intended will need some kind of enabling condition. The PPGS (short for Penugasan Pendidikan Guru ke Sekolah or School Assigned Teacher Education) program is a system to accommodate the transformational professional development of science teachers and expected to be an agent of change in science teaching. Every reform or innovation in science teaching could be validated by being put into practice in PPGS forums first.
| Item Type: | Article |
|---|---|
| Subjects: | Perpustakaan |
| Divisions: | Perpustakaan |
| Depositing User: | Users 93 not found. |
| Date Deposited: | 03 Sep 2012 15:44 |
| Last Modified: | 03 Sep 2012 15:44 |
| URI: | http://eprints.uny.ac.id/id/eprint/4862 |
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