CHAPTER I
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

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.

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:

1. (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. "
2. 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.

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.