Dirjen PMPTK, Prof. Dr. Baedhowi menjadi pemakalah pada Seminar Internasional 9 November 2009
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“Quality improvement in education should not be
viewed as a quick fix process”. It is a long term effort which requires
organizational change and restructuring”.
Stanley
J. Spanbauer (1992: 49)
1.
PROLOG
The
quality of a nation depends on the quality of its teachers. In an effort to
improve the quality of national education, we have to emphasize not only the
betterment of professional standard of teacher and teaching practices but also continuous
improvement of those standards and practices in order to keep up with world demand
and development.
In
relation to teacher’s quality, Cochran-Smith (2004a:3) argues that over the
past several years, a new consensus has emerged that teacher quality is one of
the most, if not the most, significant factor in students’ achievement and
educational improvement.
This
paper will address some aspects related to teachers’ development, including
roles of teacher, teacher’s competence and professionalism, and efforts to
improve the quality of teachers which emphasize on its continuity.
2.
ROLES OF TEACHER
It
has been widely argued that, in the education system, teachers play salient
roles in stimulating and promoting student’s success in learning. Teacher is
“the key person in the classroom” (Davies and Ellison, 1992); good curriculum
and sufficient learning facilities will mean nothing without the presence of
qualified and professional teachers.
In
order to carry out the noble intention, a teacher needs to have some qualities
which enable him to perform better and thus able to make his/her students
achieve better results. In regards to teacher’s role, College (1999) outlines:
1) Lectures. Traditionally, teacher is someone who lectures, tells,
feeds, disseminates and or covers material. However, teacher is effective if
he/she gives short sets of instructions, background information, guidelines, or
other information that is needed in a short time frame (e.g., before doing a
class project, lab, or group activity).
2) Demonstrations. Students
remember much better what they have both heard and seen (or even touched,
smelled, or tasted).
3) Listening. Listening
is crucial for assessment of learning (checking comprehension and appropriate
challenge level), for collaboration between teachers and students (coaching
instead of just judging), and for giving students a real sense of ownership of
classroom activities as well as for allowing students to articulate and
internalize the learning processes. Teachers who listen can turn around and
provide very effective support structures to guide students on to the next
level of challenge.
4) Empowering. Empowering students does not mean weakening teacher’s authority in
classroom discipline and subject-matter authority. It is more like encouraging
and accommodating them in learning without sacrificing teacher’s control.
A teacher
is not a mere educator or someone who disperse knowledge. Churches (2008)
further states that the role of teacher in 21st century education are
as follows:
1) The adaptor. Teacher should adapt the curriculum to
fit the proper learning model and adopt or utilize digital teaching media to
support his/her
2) The collaborator. Teacher should be able to collaborate
with other teachers, headmaster and school staffs in order to better achieve
educational goal.
3) The risk taker. There is such a free-risk action. Being a
teacher will require an ability to understand situation, realize an opportunity
and anticipate a threat or challenge. Above all, an ability to take risk is
vital in conducting teaching activities.
4) The learner. Learning is not students’ monopoly. In
order to develop his/her knowledge, method, and teaching technique, teacher
also need to learn continuously.
5) The communicator. Teacher should be clear in delivering
information. Children’s comprehension depends greatly on teacher’s ability to
communicate.
6) The model. One of teacher’s responsibilities is to
teach good values to students. In order to do that noble deed, teacher need to
be a model, this shows the application of such good values in real life.
7) The leader. Teaching process will definitely need
leading competence. Teacher is the leader in class, which include the process
of directing, encouraging, and moving students to learn and understand
materials given.
3.
QUALITY OF
EDUCATION?
Each student has a
right to get a good education. A good quality of education do not only focus on
one aspect such as student, but it also incorporates other aspects such as
environment, content, process as well as the outcome of education. Below are
the quality of education as explained by D. Adams (1993):
1) Learners who are healthy, well-nourished and ready to participate and
learn, and supported in learning by their families and communities;
2) Environments that are healthy, safe, protective and gender-sensitive,
and provide adequate resources and facilities;
3) Content that is reflected in relevant curricula and materials for the
acquisition of basic skills, especially in the areas of literacy, numeracy and
skills for life, and knowledge in such areas as gender, health, nutrition,
HIV/AIDS prevention and peace;
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