This presentation talks about what teachers should have to achieve quality teaching and learning process.

1. teachers’ competences to meet
teaching learning quality
asih nurakhir
post graduate program
semarang state university

2. Indonesian teachers
in past and present times
In Indonesia, teachers are classified both as educators and civil
servants.
As civil servants, Indonesian teachers have traditionally answered to
the government, not students, parents, or local school boards (Bjork,
2006)
MEANWHILE
The Indonesian government is depending on classroom teachers to
take leading role in the process of educational decentralization (Bjork,
2006)

3. Next…
UNFORTUNATELLY
 The meager compensation teachers receive for their work can also
weaken their commitment to the schools (Bjork, 2006)
 Teachers were rarely observed in class, and their instructional abilities
were not evaluated (Bjork, 2006)
EVENTHOUGH
a) Teachers often endure unpleasant work conditions, low pay, and
feelings of isolation in exchange for the physical rewards they derive
from their interactions with children (Lortie, 1975 in Bjork 2006)
b) A primary motivation for most teachers is the opportunity to make a
difference in the lives of children (Bjork, 2006)

4. Next..
AS RESULTS
 Teaching is not perceived not as a full time responsibility but as a part
time occupation often secondary to farming, business or home keeping.
(World Bank 1989, in Bjork 2006)
Besides, dealing with teachers’ recruitment:
 The pegawai negeri test has failed to recruit properly qualified teachers
because their testing neglects the prerequisite for a good teacher, that
is pedagogical ability (Zulfikar, 2009)

5. FINALLY, WHAT HAPPENS?
 Despite the significant roles of teachers in the classrooms, many
Indonesian teachers have been found to lack of teaching competence
(Azra, 2002 in Zulfikar 2009)
 Lack of teaching competences results in poor academic achievement
(Zulfikar, 2009)
SO, WHAT TO DO?
• Education system reform.
• Teachers’ competence should be highlighted.
What competences?

6. A wise word…
no poor students but
uncreative teachers
instead

7. Teachers’ main competencies
 Teachers’ competences play significant roles for the success of
education. Thus first significant attempts to change is what should
teachers have to teach.
1) Content area knowledge
 To teach successfully, teachers should acquire in-depth knowledge of the
subject matter or the content of the subjects (Zulfikar, 2009)
 Teaching necessarily begins with a teacher’s understanding of what to be
learned and how it is to be taught (Shulman, 1987)

8. Teachers’ main competencies
2) Pedagogical knowledge
 The formulation of teaching requires basic skills, content
knowledge, and general pedagogical knowledge (Shulman, 1987)
 To teach effectively and successfully, teachers need sufficient
pedagogical knowledge. This means that teachers should be able
to build an effective learning environment which nurtures students’
intelligence (Bransford et al, 1999; Donovan and Bransford, 2005
in Zulfikar, 2009)

9. Teachers’ main competences
3) Pedagogical content knowledge
 To succeed in teaching, teachers should need to understand
pedagogical content knowledge (PCK). PCK is an in-depth
understanding of the content knowledge of the subject and the methods
of teaching that content knowledge. (Zulfikar, 2009)
 Pedagogical content knowledge represents the blending of content and
pedagogy into an understanding of how particular topics, problems, or
issues are organized, represented and adapted to the diverse interests
and abilities of learners, and presented for instruction. (Shulman, 1987)

10. Teachers’ main competences
4) Communication skills
 Not only should teachers exhibit the skills necessary for
communicating ideas clearly to students, but they must also
communicate with parents, other teachers, their administrators and
their communities. They must be open, approachable and diplomatic
in conveying information (Kjerston, 2010)
 Communication deals with the means of technology, thus teachers
should also be technology literate
5) Professionalism
 Teachers’ excellence is reflected in a professional's efforts toward
continual improvement in their field. Professional teachers are marked
by their personal presentation, reflection, collaboration, the desire to
advance and adaptability (Kjerston, 2010)

11. References
 Bjork, C. (2006). Transferring authority to local communities in
Indonesia: Ambitious planes, mixed results. In C. Bjork (Ed.),
Educational decentralization : Asian experiences and conceptual
contributions (pp.129-148). NY: Springer
 Zulfikar, T. (2009). The making of Indonesian education: An
overview of empowering Indonesian teachers. Journal of
Indonesian Social Sciences and Humanities, (2), pp.13-39.
 Kjersten MacKensie (2010). Characteristics of teacher
competences, retrieved on July 11 at 19.00 from
http://www.ehow.com/list_6060196_characteristics-teacher-competencies