Relevant bibliographies by topics / Indonesian teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Indonesian teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Indonesian teachers"

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Tursini, Umi. "Exploring Changes in Teachers’ Instructional Practice through Self-evaluation as a Meditational Activity: A Case Study." Journal of Language Teaching and Research 8, no. 3 (May 2, 2017): 556. http://dx.doi.org/10.17507/jltr.0803.14.

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This study investigated an Indonesian English language teacher’s instructional practice and the extent to which the practice capable of change as a result of engagement in mediated self-evaluation. The study was framed using Vygotsky’s sociocultural theories. A case study, which drew on multiple data sources including interviews, classroom observations, and documentation, was employed. A range of artefacts including lesson video recording, student feedback, and collegial dialogue are used to self-evaluate teacher’s instructional practice. The qualitative analysis suggested that self-evaluation involving teacher's self-reflection on teaching in Indonesian university contexts had significant potential for mediating changes in instructional practice. The findings also revealed that teacher self-evaluation led to heightened self-reflection through which teachers understood themselves and their instructional practice more deeply in terms of their strengths and areas for development. This suggests that teacher self-evaluation contributes to professional learning by empowering teachers to transform their practice. Given that teacher self-evaluation is still a relatively new phenomenon in the Indonesian educational context; the positive outcomes reported in this study are promising. Hence, it is reasonable to recommend that educational leaders in Indonesia provide opportunities for teachers to formally self-evaluate. The necessary provisions must therefore be in place and will ideally include formal training or workshops on how to perform a self-evaluation, the allocation of time to carry out the process, and ongoing support to address teachers’ needs and concerns about the process in terms of consistency and timeliness.
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Sukenti, Desi, Syahraini Tambak, and Charlina Charlina. "Developing Indonesian language learning assessments: Strengthening the personal competence and Islamic psychosocial of teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1079. http://dx.doi.org/10.11591/ijere.v9i4.20677.

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<span>Research on the assessment of learning has been carried out by many other researchers, but putting Islamic psychosocial and personal competence as a solution has not been found. This study aimed to develop an assessment of Indonesian Language learning for high school teachers by strengthening Islamic psycosocial and personality competencies. Using the ex post facto approach, by distributing questionnaires to 213 Indonesian Language teachers and analyzed using descriptive and regression. This research results in the mastery of teachers about personality competence, Islamic psychosocial, and the assessment of Indonesian Language is the same as medium mastery. Personality competence and Islamic psychosocial as together are very strong in developing the ability to assessment Indonesian Language learning in high school teachers. Islamic psychosocial is predicted to be able to improve the assessment of Indonesian Language high school teacher learning as well as personality competence. This study concludes that personality’s competences and Islamic psychosocial are very significant in developing the assessment of Indonesian Language high school teacher's in learning. This research contribution strengthens the development of the theory of "teacher performance assesment" in the world of education. For the Department of Education to develop policies to improve the assessment of Indonesian Language learning by conducting Islamic psychosocial and personality competency training for all teachers in Indonesia.</span>
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E, Efriansyah, Yunani Hasan, and Aulia Novemy Dhita. "Perkembangan PGRI Pada Masa Kemerdekaan dan Demokrasi Liberal." SINDANG: Jurnal Pendidikan Sejarah dan Kajian Sejarah 2, no. 1 (January 31, 2020): 19–26. http://dx.doi.org/10.31540/sindang.v2i1.745.

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Early education in independent Indonesia become one of the important aspects to foster the spirit of nationalism and promoting the ideals of independence of the Republic of Indonesia. Indonesian government attention newborn and some of the figures revolutionist who realized that education is very important to foster the spirit of nationalism and efforts to create awareness of an independent nation. Based on the subjects of education and new teaching drafted by the Committee of Inquiry Teaching goals and educational foundation and a system of schooling that characterizes to Indonesiaan. Organization of Indonesian Teachers Association, as a teachers Indonesian container that has been since the days of the Dutch East Indies. Since the proclamation of PGRI organization establishes itself as a fighter who helped defend the independence and sovereignty of Indonesia NKRI. This organization is a manifestation of the Indonesian teacher in taking part and responsibility in accordance with his profession as an educator for the independence aspired. The organization therefore seen as a unifier of teachers who are: 1) a unitary, 2) independent, 3) non-political. It is also a tool, a vehicle in the interests of the teachers for their professional development, education in general and devotion to the homeland and the nation. Keywords: History of education; nationalism; Indonesian revolution; PGRI
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., Sasmoko, Yasinta Indrianti, Aqeel Khan, and Nor Fadila Amin. "An Evidence-based Model of Teacher Engagement in Indonesia: Indonesian Teacher Engagement Index (ITEI)." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 297. http://dx.doi.org/10.14419/ijet.v7i3.30.18265.

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Educational transformation can occur when teachers are directly involved in seeking change through self-diagnostic measurements to have a clear picture of Indonesian teachers’ capacity as a teacher, professional and Indonesian character educator. The instrument discussed in this research is the Indonesian Teacher Engagement Index (ITEI). This research is the result of the literature review to produce the ITEI model. The research used Neuroresearch method with an exploratory stage through journal study and focus group discussion. The result of the research found that there is a teacher engagement model that is suitable for the characteristics of teachers in Indonesia.
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Zulfikar, Teuku. "The Making of Indonesian Education: An overview on Empowering Indonesian Teachers." Journal of Indonesian Social Sciences and Humanities 2 (December 4, 2018): 13–39. http://dx.doi.org/10.14203/jissh.v2i0.19.

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Education is one of the fundamental priorities of nation building. For this reason, the Indonesian government continuously seeks to improve the quality of its education. Empowering education can be done using many strategies, such as reforming school curricula or school systems or both. This article approaches the improvement of Indonesian education from a different angle, by considering teachers and the teaching profession. Before proposing an agenda for improving teachers, the article considers two main problems of Indonesian teachers: the practice of teacher-centred classroom pedagogy; and the emphasis on rote learning in the classroom. In response to these phenomena, this article suggests two main factors responsible for the persistence of such teaching styles: institutional cultures and the nature of assessment systems in Indonesian schools. This article has three recommendations to help Indonesian teachers improve. However, the author is aware that the agendas for improvement are complex and institutional reforms are needed; for example, the reform of teacher recruitment; teacher evaluation and also the reform of assessment systems. This article includes a discussion of what makes for a good teacher, which will help Indonesian teachers to gain an insight to their profession, and a discussion of the changes that could be made to enable the quality of teaching to improve.
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Dwi Rahmani, Bita, and Fitri Alyani. "Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers." Journal of Education Research and Evaluation 4, no. 2 (March 29, 2020): 103. http://dx.doi.org/10.23887/jere.v4i2.17515.

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The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.
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Ahmadi and Eri Kurniawan. "TEACHERS’ QUESTIONS IN INDONESIAN EFL CLASSROOM." JL3T ( Journal of Linguistics Literature and Language Teaching) 6, no. 1 (August 16, 2020): 1–11. http://dx.doi.org/10.32505/jl3t.v6i1.1355.

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Despite the abundant advantages of teacher's questions, teachers still do not gain any benefits from them as they face many challenges in posing them. However, teachers who pose questions as a part of the teaching-learning strategy in the class may gain different outputs. A descriptive qualitative study is carried out to find out the types of questions that dominantly posed by a teacher in the intensive listening course at an institute of Islamic studies in Ponorogo. A lecturer and her class took part as participants on the study. Class observations, videotape observation, and interviews were utilized to gather the data. The revised Bloom’s taxonomy process verbs, assessment and questioning strategies was employed to analyze the data. The finding shows that the lecturer spent 73.8 percent of her questions on remembering, 17.8 percent on the understanding level, 5.9 percent on analyzing, and 2.9 percent on the evaluating level. It indicates that her questions were dominated by a low level of thinking skill.
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Wahyuni, Rama Kurnia, and Atmazaki Atmazaki. "IMPLEMENTASI PENILAIAN OTENTIK DALAM MATA PELAJARAN BAHASA INDONESIA DI SMA NEGERI 1 PAINAN." Pendidikan Bahasa Indonesia 8, no. 5 (February 19, 2020): 342. http://dx.doi.org/10.24036/108218-019883.

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ABSTRACT The purpose of this research are three (1) types of authentic assessment used by teachers in Indonesian language subjects in SMA Negeri 1 Painan, (2) conformity assessment between teacher done authentic language subjects Indonesia in SMA Negeri 1 Painan and theory on the curriculum of 2013, and (3) the obstacles faced by Indonesian language teachers in SMA Negeri 1 Painan. This research type is qualitative research using descriptive method. Data collection techniques were conducted by observation, interview, and documentation study. Based on research findings and research results can be concluded the following three things. (1) Overall type of authentic assessment has been used by Indonesian teachers in SMA Negeri 1 Painan. (2) Overall the appropriateness between authentic assessment of Indonesian language teachers in SMA Negeri 1 Painan and the theory that existed in the Curriculum 2013 is good. Pthere is a component of the understanding of the process and the assessment of learning based on data obtained in the study is categorized well. Indonesian language teacher SMA Negeri 1 Painan already understand the process and assessment of learning well. In the component of the implementation of the assessment of learning based on the data obtained in the study categorized quite well. Indonesian language teacher SMA Negeri 1 Painan has conducted a fairly good learning appraisal. Kata kunci: Implementasi Penilaian Otentik, Bahasa Indonesia
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Agusfina, Fatemah Dela. "PERSEPSI GURU TERHADAP BUKU TEKS BAHASA INDONESIA KURIKULUM 2013 KELAS VII SMP NEGERI KOTA BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 29–33. http://dx.doi.org/10.33369/jik.v2i1.5553.

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The purpose of this study is to determine the perceptions of Indonesian teachers on Indonesian textbooks of the curriculum of 2013 class VII in terms of material or content and presentation aspect. This study uses purposive samples, the sample of this study are 9 Indonesian VII class teachers who already have certification or professional teachers in SMPN 1, 3, 4, 11. and 18 Kota Bengkulu. Data collection techniques used in this research is a questionnaire. Data analysis technique used this research is descriptive technique and simple count presented in tabular form. The result of the research shows that (1) teacher's perception on Indonesian textbooks of grade VII curriculum in material or content aspect get average grade 4,14 with appropriate criteria, (2) teacher perception on Indonesian text book of 2013 curriculum of class VII in The presentation aspect earned an average rating of 4.02 with the corresponding criteria. Keywords: perception, teachers, textbooks
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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.
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Dissertations / Theses on the topic "Indonesian teachers"

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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.
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Sari, F. "An exploration of Indonesian EFL trainee teachers' beliefs and their teaching practice about facilitating learners' willingness to communicate (WTC)." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36302.

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The main purpose of this research is to investigate the beliefs of trainee teachers regarding generating English language learners' Willingness to Communicate (WTC), the relationship between their beliefs and practice and the influence of teaching practicum to their beliefs. This study took place in the Indonesian context in which EFL trainee teachers' belief-practice relationships regarding learners' WTC is still an understudied domain. Thus, this study was designed to fill this gap in current research. Three Indonesian EFL trainee teachers participated in this study during their teaching practicum. The study is within an Interpretive paradigm and utilizes a case study approach. Methods of data collection included classroom observation and semi-structured interviews. The findings showed that trainee teachers' learning experience significantly influenced their beliefs and governed their teaching. Some of the trainee teachers' beliefs were clearly manifested in their actual teaching (e.g. using explicit approaches particularly in teaching grammar). Other beliefs (e.g. creating interactive classroom activities) were not demonstrated. Several intrinsic factors such as trainee teachers' English proficiency level and confidence, and extrinsic factors such as large class size and students' responses were found to affect the relationship between trainee teachers' beliefs and practice. Most of their beliefs (e.g. learners' language knowledge as the key factor to communicate in English) remained unchanged after the practicum. Other beliefs, such as the need to use English and BI proportionally were not enacted in their teaching practice during the classroom observations. This study provides important implications for initial English language teacher education programmes, teacher professional development and for the field of teacher cognition and WTC.
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Mailizar, Mailizar. "Investigating Indonesian teachers' knowledge and use of ICT in mathematics teaching." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/424734/.

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Countries around the globe see Information and Communication Technology (ICT) as a potential tool for enhancing education. Indonesia, like many other countries, is keen to integrate this technology in the classroom. The aims of this study were to investigate Indonesian teachers’ knowledge and practices in the use of ICT in secondary mathematics classrooms as well as to examine the relationship between teachers’ knowledge and their classroom practices. In addition, this study sought to reveal barriers faced by teachers to using ICT in their classrooms. The study employed a mixed methods approach whereby both quantitative and qualitative approaches for the data collection were undertaken sequentially. It was conducted in one of Indonesia’s provinces, Aceh province; 341 secondary mathematics teachers participated in the quantitative phase, and 10 of them participated in the qualitative phase. The findings showed that Indonesian secondary mathematics teachers had largely inadequate knowledge of both ICT and ICT use in teaching. In total, 67% of the teachers had used ICT at least once in their teaching, and the most common use of hardware was computers/laptops while in terms of software the teachers used general software more frequently than they used mathematical software. In addition, the teachers commonly used the digital tools to do arithmetic, draw graphs, present contents of mathematics and give classroom instructions. Finally, teachers had not yet achieved a high level of ICT use as most of them still used it for an established form of classroom practices. The findings of the study revealed a significantly positive correlation between teachers’ knowledge and their classroom practices in ICT use. Moreover, the correlation between teachers’ knowledge of ICT use in teaching and their classroom practices was stronger than the correlation between teachers’ knowledge of ICT and their classroom practices. The qualitative findings provided deeper insights showing that the relationship between teachers’ knowledge of ICT and classroom practices appeared at the subject level and the task level while the relationship between teachers’ knowledge of ICT use in teaching and classroom practices appeared at the classroom level, the subject level and the task level. Finally, based on the findings, the study suggested that Indonesian secondary mathematics teachers need to improve knowledge of both ICT and ICT use in teaching. In addition, teachers as well as policymakers should overcome the main barriers to ICT integration, namely teachers’ lack of time to prepare ICT-based lessons, teachers’ lack of confidence, and the assessment of students not being in line with the integration of ICT, in order to enhance the integration of ICT in Indonesian secondary mathematics classrooms.
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Zulkardi. "Developing a learning environment on realistic mathematics education for Indonesian student teachers." Enschede : University of Twente [Host], 2002. http://doc.utwente.nl/58718.

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Fitriyah, Siti. "Experiencing policy change and reversal : Indonesian teachers and the language of instruction." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/experiencing-policy-change-and-reversal-indonesian-teachers-and-the-language-of-instruction(3bc847fd-2494-4e7c-b6df-8495fbfc4ecd).html.

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As set in the Indonesian context of changing policies regarding the language of instruction in a particular stream of public schools, known as the International Standard Schools (ISSs), the study reported in this thesis explored the experiences of Science and Mathematics teachers regarding the introduction, implementation, and reversal of the use of English as the medium of instruction (EMI). Through this study, I aimed to develop insights with regard to teachers' experiences of educational language policy change and reversal. A qualitative, narrative-based approach to the study was adopted. I sought to attend to the meanings that seven Science and Mathematics teachers attributed - through their narration with me - to their experiences of the language of instruction policy change and reversal. A broader context for their meaning-making narratives was gained from the narrativised experiences of one curriculum leader and one teacher trainer. The narrations took place in the participants' preferred language of Bahasa Indonesia with a mixture of some vernacular languages, and, having restoried their narrations into reader friendly texts in the original language(s), I then analysed them from holistic and categorical content perspectives. Next, as informed by this analysis and my reflexively-surfaced understandings of this context, I explored the influences that may have shaped the teachers' experiences. This study identified main patterns in the teacher experiences of change, namely: i) a willingness to embrace change - struggle - fulfilment - disappointment; ii) a willingness to embrace change - excitement - fulfilment - disappointment; and iii) a resistance to change- struggle - fulfilment - relief. There were both internal and external shaping influences on these patterns. Such internal influences include teachers': i) language confidence; ii) perceptions of EMI, and iii) stage of career. These internal influences may have shaped teachers' willingness either to make the most of their involvement in the programme or to simply be part of the programme without many expectations. Possible external shaping influences include: i) societal perceptions of EMI; ii) support from school and government; iii) opportunities to interact with other teachers; and iv) support from colleagues. These external influences seemed to have created an environment which either facilitated or hindered the teachers' performance as EMI teachers and their continuing development for and through the EMI programme. My study also identified three stages of experiences of reversal, i.e.: Stage One - turbulence, intense-emotions, and feelings of nostalgia; Stage Two - readjustments; and Stage Three - acceptance and adaptation. The teachers who responded negatively towards the reversal tended to experience all the three stages. Meanwile, those who were relieved by the reversal directly moved to Stage Three: acceptance and adaptation, without experiencing Stage One and Stage Two. My study has implications for how educational language policy change and reversal may be addressed in countries with a complex linguistic landscape, e.g. Indonesia. It also offers some suggestions for policy makers and teacher educators regarding teachers' experiences and needs when potentially reversing existing or introducing a new educational language policy.
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Diem, Chuzaimah Dahlan. "The relationships among teacher self-concept, multicultural education, and effectiveness in teaching reading as perceived by American and Indonesian teachers." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558377.

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The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha level of .05.Findings1. Self-Concept was significantly related to all four factors of Self-Effectiveness for both samples.2. Subsets of the seven factors of Multicultural Education were found to significantly increase the explained variation for three factors of Self-Effectiveness for both samples.The combination of Self-Concept and Multicultural Education: Expectations and Responses increased the variation for three factors for Self-Effectiveness: Teacher as Person, Teacher-Learner Relationship, and Instructional Methods/Materials for the American sample. For the Indonesian sample, the addition of two factors for Multicultural Education: Awareness and Curriculum Instruction to Self-Concept increased the variation for two factors for Self-Effectiveness: Teacher as Person and Teacher-Learner Relationship. In the same sample, the combination of Self Concept and Multicultural Education: Awareness alone increased the variation for Self-Effectiveness: Teacher as a Classroom Manager. Because differences existed between the two samples with regard to variables that added significantly to the prediction model, possible explanations are provided.Conclusions and RecommendationsTeacher effectiveness can be partially explained by either Self-Concept alone or the combination of Self Concept and Multicultural Education dimensions. Findings suggest that attempts within teacher education programs for both countries should be made toimprove the teacher Self-Concept and to develop a better understanding of Multicultural Education.
Department of Elementary Education
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Hananto and n/a. "An analysis of CALL and implications for Indonesia." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060720.121226.

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Computers have begun to be exploited for English teaching purposes by some Indonesian teachers. Unfortunately, the potential of the computer is not fully realized. There is also a danger that the computer is misused. For example, the computer use is limited to delivering exclusively dri11-and-practice exercises. It is, therefore, very essential for Indonesian EFL teachers to explore avenues for improving the computer use. The aim of this study is explore how CALL (Computer Assisted Language Learning) is used in the ACT in order to encourage and improve the use of CALL in relation to English teaching in Indonesia. In this study, the different theories of CALL are reviewed. This is followed by a description of how CALL is utilized in the ACT. This CALL survey is offered as a model for comparison. Since CALL is still considered a controversial issue, students' and teachers' attitudes toward CALL are also investigated. Finally, implications and suggestions are put forward for Indonesian EFL teachers and educational authorities. Important insights from the survey are emphasized. Necessary information which was not found in the survey, such as the latest developments in CALL, is included.
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Esomar, Johannes. "Social studies in Indonesian secondary schools and the preparation of social studies teachers : perceptions of teacher educators of ten state teacher education institutes (IKIPs) /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114114164.

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Durriyah, Tati L. "Reading and Responding to Children’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387367636.

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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Books on the topic "Indonesian teachers"

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Indonesian education: Teachers, schools, and central bureaucracy. New York: Routledge, 2005.

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Der Weg zum Pancasila-Menschen: Die Pancasila-Lehre unter dem P4-Beschluss des Jahres 1978 : Entwicklung und Struktur der indonesischen Staatslehre. Frankfurt am Main: P. Lang, 1989.

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Mahmud, Abdullah Totong. A.T. Mahmud meniti pelangi: Sebuah memoar. Jakarta: Gramedia Widiasarana Indonesia, 2003.

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Suryadarma, Daniel. The determinants of student performance in Indonesian public primary schools: The role of teachers and schools. Jakarta: SMERU Research Institute, 2004.

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Konferensi Internasional Pendidikan Guru (4th 2010 Universitas Pendidikan Indonesia). Potret profesionalisme guru dalam membangun karakter bangsa: Pengalaman Indonesia dan Malaysia. Bandung, Indonesia: Universitas Pendidikan Indonesia, 2010.

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(Organization), Pengajar Muda. Indonesia mengajar. Yogyakarta: Bentang, 2011.

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Namsa, M. Yunus. Kiprah baru profesi guru Indonesia: Wawasan metodologi pengajaran agama Islam. Jakarta: Media Aktualisasi Pemikiran, 2006.

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Ciptono. Indonesia menginspirasi. Sleman, Yogyakarta: Bentang, 2013.

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Persatuan Guru Republik Indonesia. DKI Jakarta. Konperda I. Hasil Konperda I Persatuan Guru Republik Indonesia DKI Jakarta. Jakarta: Pengurus Daerah Tingkat I DKI Jakarta, 1995.

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Daniel, Suryadarma, and Institute of Southeast Asian Studies, eds. Education in Indonesia. Singapore: Institute of Southeast Asian Studies, 2013.

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Book chapters on the topic "Indonesian teachers"

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Eliyanah, E., and A. Zahro. "Do they not seem normal? Indonesian teachers reading gender biased folktales." In Community Empowerment through Research, Innovation and Open Access, 43–47. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003189206-9.

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Taopan, Lita Liviani, Christi A. Malaikosa, Imanuel Y. H. Manapa, Santhy Givend Pandie, and Agustina Aloojaha. "Readiness for technology-based teaching among prospective English teachers in Indonesian border universities." In Post Pandemic L2 Pedagogy, 84–88. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-14.

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Lamb, Martin, Sri Puji Astuti, and Nilawati Hadisantosa. "11. In Their Shoes: What Successful Indonesian School Teachers Do to Motivate Their Pupils." In L2 Selves and Motivations in Asian Contexts, edited by Matthew T. Apple, Dexter Da Silva, and Terry Fellner, 195–216. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096756-012.

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Idris, Khairiani, and Kai-Lin Yang. "A Study of Indonesian Pre-service English as a Foreign Language Teachers Values on Learning Statistics." In ICME-13 Monographs, 329–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03472-6_15.

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Marpinjun, Sri, and Patricia G. Ramsey. "Feminism and Early Childhood Education in Indonesia: Teachers’ Reflections." In Feminism(s) in Early Childhood, 149–63. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_12.

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Widjaja, Wanty, and Maarten Dolk. "The Use of Videos and Classroom Artefacts in Professional Development of Teachers and Teacher Educators in Indonesia." In Cases of Mathematics Professional Development in East Asian Countries, 199–222. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-405-4_12.

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Alfian, Mirella Wyra, and Marietta Rossetto. "Language Learning Strategy use by Prospective English Language Teachers in Indonesia." In Publishing Higher Degree Research, 95–104. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_10.

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Fan, Lianghuo, Mailizar Mailizar, Manahel Alafaleq, and Yi Wang. "A Comparative Study on the Presentation of Geometric Proof in Secondary Mathematics Textbooks in China, Indonesia, and Saudi Arabia." In Research on Mathematics Textbooks and Teachers’ Resources, 53–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_3.

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Mursidi, Andi, Yudi Darma, Rustam, Suherdiyanto, T. Yani Achmad, and I.-Hsien Ting. "The Effect of Social Media on the Emotional Intelligence of Teachers in Indonesia." In Communications in Computer and Information Science, 381–90. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20798-4_33.

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Kusumah, Yaya S., and Farida Nurhasanah. "The Endless Long-Term Program of Mathematics Teacher Professional Development in Indonesia." In Mathematics Education – An Asian Perspective, 33–45. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2598-3_3.

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Conference papers on the topic "Indonesian teachers"

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Saefurrohman, Saefurrohman, and Ahmad Ahmad. "INDONESIAN TEACHERS CLASSROOM ASSESSMENT METHOD." In Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.7-8-2019.2288435.

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Bata, Kristianus Wilpas, and Zamzani. "Teachers’ Questioning Strategies in Indonesian Language Learning." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.013.

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Melvina, Melvina, and Didi Suherdi. "Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.53.

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Khoirunisa. "Indonesian EFL Teachers’ Perspective on Intercultural Communicative Competence." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.021.

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Saefurrohman. "Indonesian EFL Teachers Classroom Assessment Methods in Reading." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.40.

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Anggraeni, Andian Ari, Titin Hera Widi Handayani, and Sri Palupi. "Sensory Characteristic of Gluten-Free Popular Indonesian Cookies." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.3.

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Rahardi, Rustanto, Edy Bambang Irawan, and Santi Irawati. "Investigating Indonesian Teachers' ZAD in the Representation of Fractions." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.45.

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Lestari, Ika, and Puput Arfiandhani. "Exploring Career Motivation of Indonesian Pre-service EFL Teachers." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.10.

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Purwanto, Bambang, and Siti Aimah. "Teachers’ Code Switching Used by Indonesian Lecturers in EFL Classrooms." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.52.

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Soraya, Irma, Fabiola D. Kurnia, and Setiawan Slamet. "Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.59.

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Reports on the topic "Indonesian teachers"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Huang, Aris R., Shintia Revina, Rizki Fillaili, and Akhmadi. The Struggle to Recruit Good Teachers in Indonesia: Institutional and Social Dysfunctions. Research on Improving Systems of Education (RISE), June 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/041.

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de Ree, Joppe, Karthik Muralidharan, Menno Pradhan, and Halsey Rogers. Double for Nothing? Experimental Evidence on the Impact of an Unconditional Teacher Salary Increase on Student Performance in Indonesia. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21806.

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