Good Teacher, Qualified Teacher, and Professional Teacher: Facing the 21st Century Global Changes
DOI:
https://doi.org/10.26555/adjes.v7i1.14531Keywords:
good teacher, qualified teacher, professional teacher, and 21st century skillsAbstract
The role of teacher cannot be separated in teaching and learning process. In fact, teacher hold an important role to improve the quality of education especially for facing 21st century global change. In this globalization era, it drives to the increasing need of knowledge and communication to survive. It forces the teacher to take the responsibility to fulfill what the students need since the teachers meet directly to the student to meet the 21st century skills. Thus, teacher quality may strongly influence and affect the educational quality. Discussing about teacher quality, some terms will come out; good teacher, qualified teacher, and professional teacher. In developing country, those kinds of teachers are very needed to improve the quality of education. In fact, it is very rare that a teacher has three of them. Despite of that, it becomes a confusion regarding to those terms. Are they different? And how can they different? In this article, it will be discussed about the differences of good teacher, qualified teacher, and professional teacher. After defining the differences of them, we can see which one is the appropriate to be improved for developing country where in this research is for Indonesia case. In conclusion, referring to some matters in Indonesia, professional teacher should be concerned by the government to achieve the good quality in education.
References
Bernard, M. (2015). The good teacher: An investigation of the core competencies and attributes of an effective educator. Toronto: Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of Universityof Toronto.
Bialik, M., & Fadel, C. (2015). Skills for the 21st century: What should students learn? Massachusetts: Center for Curriculum Redesign.
Boholano, H. B. (2017). Smart social networking: 21st century teaching and learning skills. Research in Pedagogy, 7(1), 21–29. https://doi.org/10.17810/2015.45
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2016). 21st century skills development through inquiry-based learning: From theory to practice. 21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice, (August 2018), 1–204. https://doi.org/10.1007/978-981-10-2481-8
Creasy, K. L. (2015). Defining Professionalism in Teacher Education Programs. Journal of Education & Social Policy, 2(2), 23–25.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1. https://doi.org/10.14507/epaa.v8n1.2000
Darling-Hammond, L., & Berry, B. (2006). Highly qualified teachers for all. Association for Supervision and Curriculum Development, 64(3), 14–20.
Darling-Hammond, L., & Youngs, P. (2002). Defining “Highly Qualified Teachersâ€: What does “Scientifically-Based Research†actually tell us? Educational Researcher, 31(9), 13–25. https://doi.org/10.3102/0013189x031009013
Demirkasimoǧlu, N. (2010). Defining “teacher professionalism†from different perspectives. Procedia - Social and Behavioral Sciences, 9(November), 2047–2051. https://doi.org/10.1016/j.sbspro.2010.12.444
Department for Education of England. (2013). Teachers ’ Standards: Guidance for school leader, school staff and governing bodies. England: Department of Education of England.
Ellerani, P., & Gentile, M. (2013). The role of teachers as facilitators to develop empowering leadership and school communities supported by the method of cooperative learning. Procedia Social and Behavioral Sciences, 93, 12–17.
Esmaeili, Z., Mohamadrezai, H., & Mohamadrezai, A. (2015). The role of teacher’s authority in students' learning. Journal of Education and Practice, 6(19), 1–15.
Fadel, C. (2010). 21 st Century Skills : How can you prepare students for the new Global Economy ? National Science Foundation, (May).
Harden, R. M., & Crosby, J. R. (2000). AMEE Medical Education Guide: The good teacher is more than a lecturer the twelve roles of the teacher. Medical Center, 22(4), 334–347.
Heck, R. H. (2007). Examining the relationship between teacher quality as an organizational property of schools and students’ achievement and growth rates. Educational Administration Quarterly, 43(4), 399–432. https://doi.org/10.1177/0013161X07306452
Ida, Z. S. (2017). What makes a good teacher? Universal Journal of Educational Research, 5(1), 141–147. https://doi.org/10.1080/00131725209341464
Jadhav, M. S., & Patankar, P. (2013). Role of teachers ’ in curriculum development for teacher education. In Challenges in Teacher Education, Physical Education and Sports.
Jamil, H. (2014). Teacher is matter for education quality : A transformation of policy for enhancing the teaching profession in Malaysia. Journal of International Cooperation in Education, 16(2), 181–196.
Jusuf, H. (2005). Improving teacher quality, a keyword for improvinge education facing global challenges. The Turkish Online Journal of Educational Technology, 4(1), 33–37.
Kola, J. A., & Sunday, O. S. (2015). A Review of teachers’ qualifications and its implication on students' scademic achievement in Nigerian schools. International Journal of Educational Research and Information Science, 2(2), 10–15. https://doi.org/10.1119/1.16395
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: roles, behaviour, and professional development of teacher educator. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-518-2
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586–601. https://doi.org/10.1016/j.tate.2006.11.001
Narinasamy, I., & Logeswaran, A. K. (2015). Teacher as moral model – Are we caring enough? World Journal of Education, 5(6), 1–13. https://doi.org/10.5430/wje.v5n6p1
OECD. (2009). Creating effective teaching and learning environments: First result from TALIS. OECD. https://doi.org/10.4324/9780203815564.ch24
Okogbaa, V. (2017). Preparing the teacher to meet the challenges of a changing world. Journal of Education and Practice, 8(5), 81–86.
People Consultative Assembly. (2005). Undang-Undang Republik Indonesia no. 14 tahun 2005 tentang guru dan dosen. Jakarta: Indonesian Constitution.
Ponniah, K., Sivanadhan, I., Kumar, M., & Nadarajan, P. (2019). Implementation of the 21st century learning in learning and facilitation of Thirukural in Tamil primary schools. International Journal of Advanced and Applied Sciences, 6(1), 43–50.
Quinn, R. E., Heynoski, K., Thomas, M., & Spreitzer, G. M. (2014). The best teacher in You: How to accelerate learnign and change lives. California: Berrett-Koehler Publishers, Inc.
Rahman, A. (2016). Teacher professional development in Indonesia : The influences of learning activities , teacher characteristics and school conditions Teacher Professional Development in Indonesia : Coastal City of Wollongong: Universty of Wollongong. https://doi.org/10.1021/jo001549j
Rathi, R. (2015). A study of attitude of prospective teachers towards teaching in relation to their gender, subject stream, locality and self-Esteem. Upstream Research International Journal (URIJ), 111(IV).
Ravitch, D. (2007). Ed Speak: A glossary of education terms, phrases, buzzwords, and jargon. Alexandria: Association for Supervision and Curriculum Development Publication. Retrieved from https://scholar.google.com/scholar?q=ed+speak+diane+ravitch&btnG=&hl=en&as_sdt=0,10#0
Salas, M. R. (2004). English teachers as materials developers. Actulidades Investigativas En Educacion, 4(2).
Squires, G. (2003). Teaching as professional discipline. London: Falmer Press.
Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20(3-4), 165–184. https://doi.org/10.1007/s11092-008-9053-z
Sulisworo, D., Nasir, R., & Maryani, I. (2016). Identification of teachers’ problems in Indonesia on facing global community. International Journal of Research Studies in Education, 6(2). https://doi.org/10.5861/ijrse.2016.1519
Thomas, G. (2010). Facilitator, teacher, or leader? Managing conflicting roles in outdoor education. Journal of Experiential Education, 32(3), 239–254. https://doi.org/10.1177/105382590903200305
Todorescu, L.-L., Popescu-Mitroi, M.-M., & Greculescu, A. (2015). Students’ views on the teacher as an information provider. Procedia - Social and Behavioral Sciences, 197(November), 184–189. https://doi.org/10.1016/j.sbspro.2015.07.121
UNESCO. (1990). Innovations and initiatives in teacher education in Asia and the Pacific Region: Comparative overview of fifteen countries. Bangkok: UNESCO Principal Regional Office for Asia and the Pacific.
UNESCO. (2000). What makes a good teacher. Paris: UNESCO.
Vighnarajah, Wong, S. L., & Abu Bakar, K. (2008). The shift in the role of teachers in the learning process. European Journal of Social Sciences, 7(2), 33–41.
Welsh Assembly Government. (2009). Becoming a Qualified Teacher: Handbook of Guidance. Cardiff: Crown. Retrieved from http://gov.wales/docs/dcells/publications/090915becomingateacheren.pdf
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 33(4), 848–856. https://doi.org/10.3102/0013189X12445320
Xhemajli, A., Cyril, & Methodius. (2016). The Role of the teacher in interactive teaching. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 4(1), 31–38. https://doi.org/10.5937/IJCRSEE1601031X
Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers’ classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1. https://doi.org/10.17509/ijal.v3i1.186
Yürekli Kaynardağ, A. (2017). Pedagogy in HE: does it matter? Studies in Higher Education, 5079, 1–9. https://doi.org/10.1080/03075079.2017.1340444
Zuzovsky, R. (2009). Teachers’ qualifications and their impact on student achievement findings from TIMSS-2003 data in Israel. IERI Monograph Series. Issues and Methodologies in Large-Scale Assessments, (2), 37–62. Retrieved from http://www.iea.nl/sites/default/files/irc//IRC2008_Zuzovsky2.pdf
Downloads
Published
Issue
Section
License
Authors who publish in Ahmad Dahlan Journal of English Studies (ADJES) agree to the following terms:
- Authors retain copyright and grant the Ahmad Dahlan Journal of English Studies (ADJES) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in Ahmad Dahlan Journal of English Studies (ADJES).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Ahmad Dahlan Journal of English Studies (ADJES).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
