The Reinforcement of Collaborative Constructive-Based Teacher Professionalism in Writing Scientific Work

Abstract

The objectives of research were: 1) to map teachers’ ability of writing scientific work, 2) to explain the form of teachers’ need in developing sustainable profession in scientific work writing field, and 3) to describe the collaborative constructive-based sustainable teacher profession development model to improve the scientific work writing. The research design employed was research and development one. Techniques of collecting data used were observation, in-depth interview, documentation, FGD, and questionnaire. Data analysis was conducted using qualitative and quantitative analyses. The result of research showed that firstly, teachers of SMA/MA/SMK (Senior High School) Muhammadiyah in Sukoharjo having educator certificate have not understood completely the appropriate concept of scientific work writing leading to the inadequate publication of scientific work. Teachers’ experiences with writing scientific work were largely acquired when they attended Teacher Profession Training and Education. Secondly, there were many constraints in developing sustainable teacher profession. Therefore, teachers require the policy’s stakeholders to simplify anything related to the incriminating administrative activity of learning, fund support, initiative of primary and secondary education chamber, access to internet network, and support from education practitioners from high education. Thirdly, a comprehensive and integrated collaborative constructivist-based sustainable teacher profession development model could improve teachers’ productivity in writing scientific work. The development started with the teachers’ need for writing scientific work and conducted constrictively and collaboratively, while external team gave reinforcement and facilitation.