CHAPTER
I
INTRODUCTION
INTRODUCTION
1.1 The Background
There
are several terms that must be explained first point before we continue our
conversation about the title of this discussion. The first one is a teacher,
that is a job as a teacher. So he was one of the job (profession) as well as
the work of others in the community such as accountants, doctors, counseling, Engineers, commerce, and so forth. As a working teacher, he is
subject to various conditions imposed on the work of others such as the code of
ethics, and so on. Second, the code of ethics are the rules agreed upon by the
experts who practice certain work such as accountants, doctors, counseling and
so on. Third, the values that accompany every job is like giving dedication
the best possible services to our customers and so on.
Profession
is a position that has a social function and significance that determine, requires certain skills and expertise, requires a high level of
education and a long time, cling to the code of ethics, have the autonomy to
his problems, responsible for his actions, has prestige high in the community.
The teaching profession is a key element in the education system, particularly
at school. All other components, ranging from curriculum, infrastructure,
costs, etc. will not mean much if the essence of learning the teacher's
interaction with students not qualified. All other components, especially the
curriculum will be "live" when implemented by teachers. Many experts
claim that in the school there will be no change or improvement without any
change and improving the quality of teachers.
However,
in reality there are still some teachers who were inattentive to duty and
ethics teacher making them less professional in carrying out their duties.
Therefore, the need for a deep understanding of the profession and ethics as well
as the teacher can apply. This paper will discuss the ethics of the profession
and teacher training so as to become a professional teacher.
1.2 Problem Formulation
1.2.1
What is the profession and ethics of teacher?
1.2.2
What is the role of teachers in teaching and learning?
1.2.3
How to be effective teaching?
1.2.4
How to become a professional teacher?
1.3 Objectives and Benefits
1.3.1
To know what is the profession and ethics of teacher.
1.3.2
To know the role of the teacher in teaching and learning.
1.3.3
To know how to be effective teaching.
1.3.4
To know how to become a professional teacher.
CHAPTER
II
DISCUSSION
DISCUSSION
2.1 Profession and Ethics of
Teacher
2.1.1 Teaching
Profession
Profession
profeteri comes from the Latin meaning "pledge in public". This word
is formed from the word "Proffesio" which has two meanings that
promise / pledge and work. When the means are made in a wider sense to be: the
"what" and "anyone" to earn a living is done with a certain
skill. From this professio later became the term profession in English and
professions in Indonesian. While the profession in the strict sense means the
activities undertaken by certain skills and simultaneously demanded of him
implementing social norms well.
Furthermore,
in order to gain a little depth about the profession, here are a few views.
Profession by Big Indonesian Dictionary (2003: 897), is based on field work
education skills (skills and vocational) specific. Wirawan (in the Department
of Religion, 2001: 10), argued that the profession is a job to execute it
requires a number of specific requirements. In other words, the profession is
the work of certain people, not jobs vain person.
According
Kartadinata teaching profession is a person who has a background of adequate
teacher education, teachers' skills in performing the tasks of education
obtained after a certain teacher education, and the faculty is not owned by the
community at large who never attend school teacher.
According Soetandyo Wignyoseputro, that the said professions distinguish themselves from ordinary occupations in at least three states (traits) that are 'like it or not there should be' (conditio sine qua non). Profession is a work activity based on the presence of noble intention, as expressed by a pledge (oath) in public (to profess), to realize the moral virtues upheld by the community.
According Soetandyo Wignyoseputro, that the said professions distinguish themselves from ordinary occupations in at least three states (traits) that are 'like it or not there should be' (conditio sine qua non). Profession is a work activity based on the presence of noble intention, as expressed by a pledge (oath) in public (to profess), to realize the moral virtues upheld by the community.
The
Ministry of Education and Culture (1980), defines the profession as an
occupation requiring advanced education in science and technology are used as
the basis to be implemented in a variety of worthwhile activities.
Kenneth
Lynn (1965) in the Department of Religion (2001: 10), defines the profession: a
profession delivers service based on esoteric knowledge systematically
formulated and applied to the needs of a client. Every profession considers
itself the prioper body to set the terms in roomates some aspects of society,
life or nature is to be thought of, and to define the general lines, or even
the details of public policy concerning it.
The
last, Mc Cully (1969) and Nurdin, S and Usman, B. (2003: 15), says: Profession
is a vocation in roomates professed knowledge of some department of learning or
science is used in its application to the affairs of orther or in the practice
of an art founded upon it.
Based
on those opinions may be concluded that the profession is primarily a work
based on basic science and technology, in particular for those get
it necessary education and skills (skills) is also specified.
v Requirements Profession
Given
the duties and responsibilities of teachers are so complex, then this
profession requires special conditions such as in present as follows:
1. Requires
skills based on the concepts and theories of science are profound.
2. Emphasizing a particular expertise in specific
areas of the profession
3. Requires an adequate level of Education
teacher.
4. There is sensitivity to the impact of the work
he is performing to society.
5. Allows
development in line with the dynamics of life. (Drs. Moh. Ali, 1985)
In
addition to these requirements, there are still requirements to be met by each
job belonging to a profession, among others:
1.
Having a code of ethics, As with the
reference in carrying out its duties and functions.
2.
It has a client / service object that
remain, such as a doctor with his patient, teacher and student.
3.
Recognized by the community because it
is necessary in the public services.
On
the basis of these requirements, it is clear professional positions must be
adopted through the special education office to prepare it. So even with the
teaching profession, must be traveled through pre service levels such as
Elementary School Teacher (PGSD), Teachers' Training College and the Faculty of
Teacher Training Teacher Training Institute outside agencies.
v Coaching and Teacher Professional Development
Coaching
and professional development and career teachers through various strategies
implemented in the form of education and training (training) and non-training
are as follows:
a.
Education And Training
1.
In-House Training (IHT), the training
conducted internally in the working group of teachers, schools or other
specified training organization.
2.
Apprenticeship program, which is
implemented in the workplace or training relevant industry in order to enhance
the potential of professional teachers.
3.
School partnerships, training can be
carried out through a partnership between the school a good school with a lack
of good schools, the school land to private schools, and so forth.
4.
Learning through distance, can be done
without presenting instructors and trainees in a specific place, but with the
training system through the Internet and so on.
5.
Short course at college or at other
educational institutions.
b. Activities In
addition to Education And Training
1.
Discussion of educational issues
2.
Seminar
3.
Workshop
4.
Research
5.
Writing books / instructional materials
6.
Preparation of instructional media
7.
Making technology work / artwork.
1.1.2 Teaching Ethics
Ethics
teaching is very rarely discussed dalamdunia education while teaching jobs
related to ethics and even ethics are teaching content. Ethics is part of the
philosophy of life that includes good, be good, do good, and want good things
in life.
Here
is a definition of ethics by: 1). Keraf (1998) Ethics comes from the Greek,
ethos (single) or ta Etha (plural) which means the character, habits and
customs. This understanding relates to good living habits, both at the
individual and a society that is passed on from one generation to another. 2).
Muslich (1998) Ethics as moral philosophy or science that touches on the
critical approach in looking at and understanding the values and moral norms
that arise in people's lives.
Common
sense ethics of the Great Indonesian Dictionary is:
1.
The science of what is good and what is
bad, and the rights and obligations of moral (character)
2.
Set of principles or values relating to
morals, and
3.
Values of right and wrong held by a group or
society.
Of
the three that sense, it can be argued that ethics are the values and moral
norms hold true for a person or a group to regulate behavior that by Bartens
called code of conduct relating to applied ethics. If one's actions violated
the values and ethical norms in the society, said that the act was immoral,
because the action was brought harm to the common life.
In
educational practice, teaching ethics is a discipline that discusses the system
of values and norms that become a handbook for teachers in regulating their
conduct to carry out the teaching. Thus, teachers in carrying out their
teaching duties to create educational interactions, namely the interaction
between teachers and students are bound by a common goal to contain high values
(virtue), in the sense of issuing and developing the potential of thought,
feeling, willing, works, copyright and moral conscience as a unified whole and
harmonious.
There
are two principles of professional ethics of teachers, namely:
- (Soetjipto, 1999) the basic demands of professional ethics of the first noble profession it is to be executed unconditionally. Dr. B. Kieser wrote: "The whole of science and its only for the good of the patient / client. According to belief and according to the rules of the (noble profession), the professional expertise required to dedicate them solely to the interests they serve, not counting their own advantages and disadvantages. In contrast, in all of professional ethics, disability soul staple of a professional is that he put his own interests above the interests of the client. "
- The second is that the implementers this noble profession should have a handle or guidelines adhered to and needed by the members of the profession, so that the client's trust is not abused. Next thing we know as the code of ethics. Given the function of the code of ethics, the noble profession requires people to carry out their duties under all circumstances uphold the demands of the profession.
The
conclusion was that the professorship is also a profession. However, this
profession is not the same as the professions in general. Even be said that the
teaching profession is a noble profession specific. Those who choose this
profession shall be regretting and realizing that the thrust of the work is the
desire to serve others and to execute and uphold the code of ethics that has
been said, not merely in terms of sheer material.
2.2 Role of Teachers In Teaching and Learning
There are ten role of the teacher in teaching and
learning:
a.
Teachers as educators
That
teacher modeling, uswatun hasanah, idol for learners, have a certain personal
quality standards that include responsibility, dignity, independence, and
discipline.
b.
Teachers as teacher
That
teachers help learners who are developing to learn something that has not
diketahuinya.dalam conditions of teachers demanded more skilled in making
illustrations, define, analyze, synthesize, ask, respond, listening, creating trust.
Provide a varied, adjusting teaching methods and make learning more meaningful.
c.
Teachers as mentors
That
teachers help guide the learning process in the form of physical and mental and
spiritual development of students. Besides planning the learning objectives
involve learners, interpret learning and classroom management.
d.
Teacher as coach
That
teacher gives repetition learning skills in accordance with the competencies
set out in the standards of competence, basic competence, achievement
indicators, and minimum learning competency standards to be achieved. In
addition, teachers must also be able to provide an easy understanding for
example by creating a concept or the hard way that the material can be seen
easily so that students can understand.
e.
Teachers as advisors
That
teachers provide services (counseling) to students so they can understand him.
The teacher can understand the mental / psychological learners in learning and
understanding the problems of the students.
f.
Teachers as innovator
That
translates experience and wisdom of teachers to students. Past experience
suffered by the teacher will bring a very significant meaning for students.
g.
Teachers as a model and example
That
teachers serve as role models for students in the classroom and outside the
classroom, if the teacher either delivering learning, learners can imitate what
the teacher said. And keep in mind the basic attitude, speech, work habits,
dress, and lifestyle in general because of the things that would be an example
/ role model for students.
h.
Teachers as Researchers
That
teacher needs to develop scientific creativity research, so that the weaknesses
and advantages that occur in self-learners can be observed very well.
i.
Teachers as a spur creativity
That
teachers create, raise awareness towards something new, doing something
routine.
j.
Teachers as kulminator
That
in the end the process of learning to make inferences about the material being
studied by the teachers themselves or by engaging students. Because kulminator
an impact on the readiness of students to participate in further learning. In
the process kulminator teachers should pay attention to whether the students
are able to receive the whole subject matter. Here the teacher can see the
success or failure of learning. If not, the learning can continue with the same
materials at next meeting.
So
to become a
teacher who has a professional
and ethical standards should be
understood, therefore, must know
his role as a teacher and is expected to always improve
its performance in fulfilling these
roles.
2.3 Effective teaching
Effective teachers have good
command of their subject matter and a solid core of teaching skills. They know
how to use instructional strategies supported by methods of goal setting,
instructional planning, and classroom management. In addition, they understand
how to motivate students and how to communicate and work effectively with those
of varying skill levels and culturally diverse backgrounds. Effective teachers
also employ appropriate levels of technology in the classroom.
1. Subject-Matter
Competence. In their wish lists of teacher characteristics, secondary school
students increasingly have mentioned “teacher knowledge of their subjects”
(NAASP, 1997). Having a thoughtful, flexible, conceptual understanding of
subject matter is indispensable for being an effective teacher. Clearly, having
a deep understanding of the subject matter is an important aspect of being a
competent teacher (Abruscato & DeRosa, 2010; Eby, Herrell, & Jordan,
2011).
2. Thinking
Skills. Effective teachers model and communicate good thinking skills,
especially critical thinking, which involves thinking reflectively and
productively and evaluating the evidence. Getting students to think critically
is not easy; many students develop a habit of passively learning material and
rotely memorizing concepts rather than thinking deeply and reflectively (Bonney
& Sternberg, 2011). Thinking critically also means being open-minded and
curious on the one hand, yet being careful to avoid key mistakes in interpretation
on the other.
3. Instructional
Strategies. At a broad level, two major approaches characterize how teachers
teach: constructivist and direct instruction. The constructivist approach is a
learner-centered approach that emphasizes the importance of individuals
actively constructing their knowledge and understanding with guidance from the
teacher. Rather, children should be encouraged to explore their world, discover
knowledge, reflect, and think critically with careful monitoring and meaningful
guidance from the teacher (Bonney & Sternberg, 2011; Lawson, 2010).
Constructivists argue that for too long children have been required to sit
still, be passive learners, and rotely memorize irrelevant as well as relevant
information (Gredler, 2009). By contrast, the direct instruction approach is a
structured, teacher-centered approach characterized by teacher direction and
control, high teacher expectations for students’ progress, maximum time spent
by students on academic tasks, and efforts by the teacher to keep negative
affect to a minimum. An important goal in the direct instruction approach is
maximizing student learning time (Estes, Mintz, & Gunter, 2011).
4. Goal
Setting and Instructional Planning. Whether constructivist or more traditional,
effective teachers don’t just “wing it” in the classroom. They set high goals
for their teaching and organize plans for reaching those goals (Anderman &
Dawson, 2011). They also develop specific criteria for success. They spend
considerable time in instructional planning, organizing their lessons to
maximize students’ learning (Burden & Byrd, 2010). As they plan, effective
teachers reflect and think about how they can make learning both challenging
and interesting.
5. Developmentally
Appropriate Teaching Practices. Competent teachers have a good understanding of
children’s development and know how to create instruction materials appropriate
for their developmental levels (Bredekamp, 2011; NAEYC, 2009). Understanding
developmental pathways and progressions is extremely important for teaching in
ways that are optimal for each child (Follari, 2011; Marion, 2010).
6. Classroom
Management Skills. An important aspect of being an effective teacher is keeping
the class as a whole working together and oriented toward class-room tasks.
Effective teachers establish and maintain an environment in which learning can
occur (Jones & Jones, 2010; Mertler & Charles, 2011). To create this
optimal learning environment, teachers need a repertoire of strategies for
establishing rules and procedures, organizing groups, monitoring and pacing
classroom activities, and handling misbehavior (ASCD, 2009).
7. Motivational
Skills. Effective teachers have good strategies for helping students become
self-motivated and take responsibility for their learning (Anderman &
Dawson, 2011) Students are motivated when they can make choices in line with
their personal interests. Effective teachers give them the opportunity to think
creatively and deeply about projects. In addition to guiding students to become
self-motivated learners, teachers need to establish high expectations for
students’ achievement (Eccles & Roeser, 2009). Too often children are
rewarded for inferior or mediocre performance with the result that they do not
reach their full potential.
8. Communication
Skills. Also indispensable to teaching are skills in speaking, listening,
overcoming barriers to verbal communication, tuning in to students’ nonverbal
communication, and constructively resolving conlflicts (Hybels & Weaver,
2009). Effective teachers work to
improve students’ communication skills as well. Student communication skills
are especially important because they have been rated as the skills most sought
after by today’s employers.
9. Paying
More Than Lip Service to Individual Variations. Virtually every teacher knows
that it is important to take individual variations into account when teaching,
but this is not always easy to do. Your students will have varying levels of
intelligence, use different thinking and learning styles, and have different
temperaments and personality traits (Martinez, 2010). You also are likely to
have some students who are gifted and others with disabilities of various types
(Darragh, 2010; Friend, 2011).
10. Working
Effectively with Students from Culturally Diverse Backgrounds. In this world of
increasing intercultural contact, effective teachers must be knowledgeable
about people from different cultural backgrounds and sensitive to their needs
(Bennett, 2011; Shiraev & Levy, 2010). They should encourage students to
have positive personal contact with other students of diverse back-grounds and
think of ways to create settings in which such interaction can occur. Effective
teachers will guide students in thinking critically about cultural and ethnic
issues while taking actions to forestall or reduce student bias and cultivate
acceptance. They need to serve as cultural mediators among students as well as,
when necessary, between the culture of the school and the culture of the
student, especially those who are unsuccessful academically (Darragh, 2010).
11. Assessment
Knowledge and Skills. Competent teachers also have good assessment knowledge
and skills. There are many aspects to ef
ectively using assessment in the classroom (Drummond & Jones, 2010;
Popham, 2011). You will need to decide what types of assessments you want to
use to document your students’ performance after instruction. You also will
need to use assessment effectively before and during instruction (Green &
Johnson, 2010; Nitko & Brookhart, 2011). During instruction, you might
want to use ongoing observation and monitoring to determine whether your
instruction is at a level that challenges students and to detect which students
need your individual attention (Cizek, 2010; McMillan, 2010). You will need to
grade students to provide feedback about their achievement.Technological
Skills. Technology itself does not necessarily improve students’ ability to
learn, but it can support learning (Lever-Duffy & McDonald, 2011; Maloy
& others, 2011). Conditions that support the effective use of technology in
education include vision and support from educational leaders; teachers skilled
in using technology for learning; content standards and curriculum resources; assessment
of effectiveness of technology for learning; and an emphasis on the child as an
active, constructive learner (International Society for Technology in
Education, [ISTE], 2007). Students will benefit from teachers who increase
their technology knowledge and skills, and integrate computers appropriately
into classroom learning (Newby & others, 2011; Roblyer & Doering,
2010). So, effective teachers are knowledgeable about various assistive devices
to support the learning of students with disabilities (Turnbull, Turnbull,
& Wehmeyer, 2010).
Effective
teaching is necessary for the learning process can
be run well and fulfilled the role of
ethics in the profession and maintain the action
because there will always be a role model and example for
the students and for the
community.
2.4
Teachers Professional
Formally,
to become a
professional teacher of teachers required to meet the minimum academic
qualifications and certified educators. Teachers who meet the criteria for these
professionals to be able to perform its primary function effectively and efficiently to realize process of education and learning in order to achieve national education goals, namely the development of potential learners to
become a human being faithful and
devoted, noble, healthy, knowledgeable, skilled, creative, independent, and become
citizens of a democratic and
accountable. To meet the professional
criteria, teachers must undergo a
process of professionalization or professional degrees
true toward a
continuous basis, including the competence
to manage the class.
In principle,
the professionalism of teachers is
that teachers can
carry out their duties in a professional
who has the characteristics of an expert in the theory and practice of teacher
training. Professional teacher is
a master teacher
who taught science
and expert teaching
(deliver). In other words, teachers are professional
teachers capable learned
knowledge learners had mastered
well.
Another
that, Teacher professional can be said if it meets
several of them over
the teacher's role as teacher educators, teachers,
counselors, coaches, mentors, models and examples, and
kulminator. If less than seven roles means
that teachers can not be said to
be a professional. In addition,
the professional teacher is a master teacher who taught
science and expert
teaching (deliver). In other words, professional teachers are teachers able to teach learners about the well-mastered
knowledge. And also Because of the complexity of
teaching and individual variation among students, effective teaching is not
“one size fits all.” Teachers must master a variety of perspectives and
strategies and be flexible in their application. Success requires the following
key ingredients: (1) professional knowledge and skills (Subject-Matter Competence, Instructional Strategies, Thinking Skills,
Goal Setting and Instructional Planning, Developmentally Appropriate Teaching
Practices, Classroom Management Skills, Motivational Skills, Communication
Skills, Assessment Knowledge and Skills), and (2) commitment, motivation,
and caring. I think a teacher can be professional when a teacher can be
effective teaching and do the function of teacher.
CHAPTER
III
CLOSING
3.1 Conclusion
1.
Profession and Ethics of Teacher
v Profession
is an office that has function and social significance that determine
(crusial), requires certain skills and expertise, requires a high level of
education and a long time, cling to the code of ethics, have the autonomy to
his problems, responsible for his actions, has high prestige in society.
v Ethics teacher is the values and moral norms
hold true for a person or a group of teachers to manage behavior.
2.
The role of the teacher in teaching and
learning
There are ten of the teacher's role in teaching the teacher as an educator, as a teacher, as a mentor, as a coach, as an advisor, as a reformer, as a model and example, as a researcher, as a driver of creativity, and as kulminataor.
There are ten of the teacher's role in teaching the teacher as an educator, as a teacher, as a mentor, as a coach, as an advisor, as a reformer, as a model and example, as a researcher, as a driver of creativity, and as kulminataor.
3.
Effective Teaching
Because
of the complexity of teaching and individual variation among students, effective
teaching is not "one size fi ts all." Teachers must master a variety
of perspectives and strategies and be flexible in their application. Success
requires the following key ingredients: (1) professional knowledge and skills,
and (2) commitment, motivation, and caring.
4.
Professional
Teachers
Professional
teachers in education is needed in order to reach the goal of teaching not only
make the students gain knowledge but also to the cultivation of moral good.
Professional teachers need an effort from the teachers themselves to improve
their performance, understanding the responsibility and maintain professional
ethics teacher.
3.2 Advice
As
a teacher should have to maintain professional ethics of teachers, because teachers are noble and lofty
task to educate the students as the next generation long. Teachers should also
fulfill its obligations fully sincere taught not only to remove the obligation
to teach it. When there are activities that can develop the professionalism of
teachers should participate in follow both teacher certification, training,
training, workshops, etc. that can support the ethics and professionalism of
teachers.