KOMPETENSI PEDAGOGI: FINAL ASSIGNMENT M2

FINAL ASSIGNMENT M 2

I.  Teacher Competences

To become a professional teacher, it is required to have the competences and ability of transferring knowledge in accordance with the substance of  the scientific field. Competencies that need to be owned by a teacher according to Government Regulation no. 14 Year 2005 on National Education Standards, namely Pedagogical Competence, Personal Competence, Social Competence and Professional Competence.

      a.  Pedagogical Competence

 Pedagogical competence is the ability to manage the learning process includes an understanding of learners, instructional design and implementation, evaluation of learning outcomes, and the development of learners to actualize their potential.

Components included in the pedagogical competency, namely:

1. controls the characteristics of leas from the physical aspect, the spiritual moral, social, cultural, emotional and intellectual
2. control of learning theories and principles of learning that educates
3. develop curriculum related to the subject matter
4. conducting educational learning
5. utilize information and communication technology for the sake of learning
6. facilitate the development of potential learners to actualize their potential
7. communicate effectively, empathetic, and manner with the students
8. conducting the assessment and evaluation processes and learning outcomes
9. utilize the assessment and evaluation for the sake of learning
10. take action to improve the quality of reflective learning.

b. Personal Competence

Teachers should have good personality. The personal competence includes steady, noble, wise and prudent, dignified, stable, mature, honest. Teachers become role models for students and the community. Teachers also need to objectively evaluate their own performance and develop themselves independently and sustainably. Core personality competencies such as:

1. acting in accordance with the Indonesian religious, legal, social and cultural norms
2. present themselves as honest, noble, and role models for learners and society
3. presents a steady, stable, mature, wise, and authoritative person
4. show a work ethic, high responsibility, a sense of pride in being a teacher, and a sense of confidence
5. uphold the professional teachers’ ethics code

c.       Social Competence

Social competence is required by teachers in order to succeed in dealing with others, including skills in social interaction and social responsibilities such as

1. able to communicate oral, written, gesture
2. able to use communication and information technology functionally
3. able to interact effectively with learners, colleagues, educational staff, principal, parents / guardians of students
4. able to interact politely with the surrounding community by heeding the norms and the prevailing value system
5. Apply the principles of true brotherhood and spirit of togetherness

d.      Professional Competence

Professional competence is related to the ability to master the knowledge or teaching materials, implement appropriate curriculum and do research to explore and create better classroom teaching and learning process. Teachers have to master the content knowledge such as:

1. mastery of subject of the field widely and deeply according to standard contents of educational program
2. mastery of relevant scientific, technological or artistic concepts and methods, which are conceptually shaded or coherent with the educational program, subject, or subject group.

II. 21st Century Skills

A. Skills that must be owned by teachers of the 21st century:

In 21 century education, it is important for teachers to have current technology skills to facilitate and maximize teaching and learning. To prepare 21 century, there is an urgent need to develop and implement National Educational Technology Standard (NETS) to evaluate technology and pedagogical competencies for teachers. This Standard for teachers is developed to evaluate the skills and knowledge teachers need to teach, work and learn in a connected global and digital-age society. All classroom teachers should be prepared to meet the following standards and performance indicators.

1. Facilitate and Inspire Student Learning and Creativity

• promote, support, and model creative and innovative thinking and inventiveness
• engage students in exploring real-world issues and solving authentic problems using                  digital tools and resources
• promote student reflection using collaborative tools to reveal and clarify students'                      conceptual understanding and thinking, planning, and creative processes
• model collaborative knowledge construction by engaging in learning with students,                    colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

·      design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

·     develop technology- enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

·     customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

·     provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3. Model Digital-Age Work and Learning

·     demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

·      collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

·    communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.

·      model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4. Promote and Model Digital Citizenship and Responsibility

·     advocate, model, and teach safe, legal, and ethical use of digital information and                technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

·     address the diverse needs of all learners by using learner-centered strategies providing     equitable access to appropriate digital tools and resources.

·     promote and model digital etiquette and responsible social interactions related to the use  of technology and information

·         develop and model cultural understanding and global awareness by engaging with            colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

·         participate in local and global learning communities to explore creative applications of       technology to improve student learning.

·         exhibit leadership by demonstrating a vision of technology infusion, participating in          shared decision making and community building, and developing the leadership and technology skills of others.

·         evaluate and reflect on current research and professional practice on a regular basis to        make effective use of existing and emerging digital tools and resources in support of student learning.

·         contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Source: NETS-T© 2008 International Society for Technology in Education.

B. Skills that must be owned by 21st century students:

The NETS for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. Teachers can use these standards as guidelines for planning technology-based activities for students to achieve success in learning, communication, and life skills in 21 century learning. The NETS for students are:

1. Creativity and Innovation

·         apply existing knowledge to generate new ideas, products, or processes

·         create original works as a means of personal or group expression

·          use models and simulations to explore complex systems and issues

·         identify trends and forecast possibilities

2. Communication and Collaboration

·         interact, collaborate, and publish with peers, experts, or others employing a variety of         digital environments and media

·         communicate information and ideas effectively to multiple audiences using a variety of      media and formats

·         develop cultural understanding and global awareness by engaging with learners of other     cultures

·         contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

·         plan strategies to guide inquiry

·         locate, organize, analyze, evaluate, synthesize, and ethically use information from a            variety of sources and media

·         evaluate and select information sources and digital tools based on the appropriateness to     specific tasks

·         process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

·         identify and define authentic problems and significant questions for investigation

·         plan and manage activities to develop a solution or complete a project

·          collect and analyze data to identify solutions and/or make informed decisions

·         use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship

·         advocate and practice safe, legal, and responsible use of information and technology

·         exhibit a positive attitude toward using technology that supports collaboration, learning,      and productivity

·         demonstrate personal responsibility for lifelong learning

·         exhibit leadership for digital citizenship

6. Technology Operations and Concepts

·         understand and use technology systems select and use applications effectively and             productively

·         troubleshoot systems and applications

·         transfer current knowledge to learning of new technologies

Source: NETS·S © 2007 International Society for Technology in Education (ISTE).

III. The design of sustainable teacher development strategies:

1) Self-development:

o   Following functional or educational training (e.g. media development training in educational quality assurance institutions)

o   Following collective training (for example: teacher work group meetings (Kelompok Kerja Guru), English Teachers’ Communities, study groups, limited discussions, symposia, book review, video conferences)

o   Implement Classroom Action Research

2) Scientific Publication:

o   Produce reports of educational research results published in the form; books with ISBN circulated nationally, accredited scientific journals / journals (national, provincial, district / city), or schooled or stored in a library.

o   Popular scientific writing in the field of formal education and learning in educational units containing accredited or unaccredited national / provincial or local-level journals.

o   Publication of textbooks, enrichment books, and / or teacher guides. This publication includes the creation of textbooks per level or educational books per title that pass the assessment of BSNP, or printed by publishers and ISBN, or printed by publishers and have no ISBN

o   Training modules of learning per semester used at the provincial level with the approval of the Provincial Education Office; or districts / cities with ratification from the District / City Education Office; or local school / Islamic school.

o   Books in education are printed by ISBN and / or non-ISBN publishers; works of translations expressed by the principal  of each work; teacher manual; etc

3) Innovative Works

o   Invention of complex and / or simple category technology;

o   Invention / creation or development of complex and / or simple category artwork

o   Preparation / modification of lesson / visual equipment / -practices of complex and / or simple categories

o   Preparation of standards, guidelines, issues and the like at national and provincial levels.