Development of teacher professionalism in inquiry learning through learning community

Risnanosanti Risnanosanti, D. Susyla, Hasmi Suyuthie, M. Mursalin, Aslanbek Naziev, Onder Koklu, A. Salcedo
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Abstract

Mechanisms for motivating and involving teachers in learning and working together with their colleagues are currently quite scarce. This study aims to explore the conditions that support teacher professional development in inquiry based learning through learning communities and examine how teacher professional development will impact students learning outcomes. The five teachers selected were a group of teachers who were members of the lesson study community at SMP Negeri 11 Bengkulu city and participated in this study. The qualitative results in this study reveal that the interactive domain, in which the teacher’s professional learning community works collaboratively by sharing teaching experiences and developing assessment tools, plays an important role in promoting teacher professional development. These results reinforce the understanding that conditions and important supporting mechanisms that must be possessed by an effective model for teachers professional development can lead to improved students learning outcomes.
通过学习共同体培养教师探究学习的专业素养
激励和参与教师学习和与同事一起工作的机制目前相当缺乏。本研究旨在通过学习社区探索探究性学习中支持教师专业发展的条件,并研究教师专业发展如何影响学生的学习成果。被选中的五位教师是一组参加本研究的教师,他们是班古鲁市SMP Negeri 11的课程研究社区的成员。本研究的定性结果表明,教师专业学习社区通过分享教学经验和开发评估工具来协同工作的互动领域在促进教师专业发展方面发挥着重要作用。这些结果加强了我们的理解,即教师专业发展的有效模式必须具备的条件和重要的支持机制可以改善学生的学习成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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