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School Based Teacher Development, Study about School as Professional Learning Community
Ahmad Furqon, Aan Komariah, Djaman Satori, Asep Suryana

Indonesian Education University


Professional learning community (PLC) can improve the quality of learning through PKB. In fact, the development of teachers by schools is still a policy disemination and less innovative. Teachers performance assesment is only administrative fulfillment. The teachers understanding of CPD is still very low. Teacher group in clusters are still partial and not yet integrated with the needs of teachers. Activities are often project-based that have not been linked to the teacher competency improvement. The main objective of this research is to obtain a picture of school-based teacher development through PLC in the continuous professional development in schools.
The research method used is qualitative method with 4 stages namely: (1) pre field; (2) field work; (3) data analysis, and (4) evaluation and reporting.
The research findings indicate that the elements of PLC forming are commitment, responsibility, usefulness, collaboration collegial, as well as school culture and climate. PLCs in school is form as a group parallel teacher, formal and informal forms of activity, have coordinators, focus themes on improving the quality of learning services, teacher participation, and internal and external sources. Impacts on teachers include increased self-reflection and self-renewal capacity, understanding characteristics and developing potential, as well as improving the quality of learning services. While the role of the principal in this PLC is as an instructional leader, motivator, and facilitator.
The conclusion of the research shows that PLC is able to promote CPD which leads to improving the quality of learning service. Research recommendations are: reinforcement of PLC characteristics; schools need to be PLCs; improve teacher quality and quality of learning services; required integration and synergy of internal and external school resources; the principal should provide understanding to the teacher, develop the schools structural and cultural conditions, and establish cooperation with various parties, and local governments take a big role in teacher development.



Topic: Administration and Management in Primary School

PermaLink: http://icream.conference.upi.edu/kfz/pages/abstract.php?id=1


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