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DISTRICT – UNIVERSITY PARTNERSHIP
Sumar Hendayana
Harun Imansyah
INDONESIA UNIVERSITY OF EDUCATION
Issues & Challenges of INSETMGMP or Teacher Subject Forum
Government Regulation No.38 in 1994: in-service teacher training at district level, did not work? Project-based activities, no guarantee for
sustainabilty Venue at central city/district, transportation
problems for teachers at rural or remote areas Less support of school principals to the forum,
gave teaching assigment on forum day, Wednesday for math teachers & Saturday for science
No attractive activities, not promising 2
3APPROACH (Saito, 2004)
Enhancement of Quality in Math & Science Ed.
UPI
Pre-service
Feed back on school reality
Consultancy
Producing good prospective teachers
Intervention to students
Feedback on contemporary teachers’ needs
Consultancy Developing
teachers’ professionalism
Sharing experiences
Opportunities for expansion
Schools/subjectLesson
Study (in-service)
District office of Educ
DISTRICT – UNIVERSITY PARTNERSHIP
Schools Target in Sumedang
district
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School centers with 8-15 schools partner
556 teachers of junior secondary mathematics and science
80 faculty members
94 school principals & 8 supervisors
2006 - NOW
Activities
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Inception meeting
Facilitator training(4 times a year)
School principal traning(twice a year)
Subject based Lesson Study(twice a month)
School based Lesson Study
(twice a month)
Evaluation workshop(twice a year)
Dissemination Forum (twice a year)
Baseline survey
Endline survey
District – University Partnership
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Introducing cooperation programs to stake holders
Singing MoU by rector of UPI & head district of Sumedang
Supported by MONE & JICA
Baseline survey
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29% teachers were under qualified 25% teachers were mismatch42% teachers has ever participated in
MGMP
Teacher centered in science class
Principal training
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Twice a year at schools 1st meeting: introduced
cooperation programs & and discussing an agreement to support the teachers
2nd meeting: discussed principles of lesson study
Latter: principals observed lesson & post-class discussion
to build ownership
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Facilitator training
32 facilitators: selected teachers from 8 working groups, leaders in wg Four times a year at schools 1st meeting: introduced cooperation programs & discussed principles of
lesson study Latter: facilitators observed lesson & engaged in post-class discussion
Lesson study
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Do
See
Plan
One semester: 2 Plan meetings 3 Do-See meetings Venues at different schools
Lesson plan is developed collaboratively based upon learning problems to promote student active learning through hands-on & mind-on activity, daily life, and local materials
Plan
Open lesson (Do)
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A teacher teach a lesson while others observe the lesson. Observation is focused on student activities. Observers do not make any intervention
Are students learning & how are they learning?
Is any student not learning & why? How did teacher help students
learning? Does it work?
Observers: teachers, facilitators, principals, supervisors, lecturers
Class discussion
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presenting finding
dialogue among students
Post-class discussion (See)
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The teacher and observers discuss to share and exchange views regarding student activities.
Observers learn each other to apply it at their class
Discuss follow-up
Impact on daily teaching practices?
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Contextual learning in science on daily teaching practice utilizing available learning resources
Role sharing
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SISTTEMSSchool-University
linkage
District (Policy & Financial)
Schools(Teachers & Financial)
JICA(experts)
UPI(lecturers)
DGQITEP (policy) DGHE (financial)
ConclusionSchool based in-service teacher training
Lecturers visit school 2x per month in 8 working groups of 20-40 teachers from 8-15 schools
Distance & transportation problems for teachers were reduced significantly
Lecturers & teachers worked collaboratively in research lesson promoting student active learning through lesson study
Principals, supervisors, education district officers actively involved to build ownership
Promoting role sharing to guarantee sustainability
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Disparities in learning quality between urban and rural/remote areas were reduced
Innovatve contribution
PRE-SERVCE
IN-SERVICE
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•All teachers have opprotunity to participate in the CTPD through collaborative research lesson utilized optimally available learning resources
•Distance & transportation problems for teachers were reduced significantly
•video records as
learning resource •Improve
student teaching practice
Lecturers help teachers and learn from reality
Lecturers obtain feedback for improvement of pre-service
Implication of developed
Model
Conclusionbenefit for both sides
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