教育慈善机构推动下印尼偏远地区教师专业发展

Moh. Sutomo, Epi Supriyani Siregar
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引用次数: 0

摘要

印尼偏远地区教育的三个主要问题:政策、人力资源和资金,至今仍然根深蒂固。政府对偏远学校的不平等关注使得教育质量更差。为了克服这一问题,同时也为了支持政府项目,陈江和基金会一直在资助偏远地区的学校,并为教师提供专业培训。本研究旨在分析陈和基金会如何支持偏远地区教师的专业发展,以及如何开展促进计划活动。本研究采用定性案例研究方法,从三个省的慈善项目文件和对教师和辅导员的访谈中提取数据。陈和基金会推动的成果集中在提供设施和基础设施方面的资金支持,以及为教师提供的“服务学习”培训促进计划。各种形式的促进活动,如Pelita Guru Mandiri和PINTAR计划,培训了许多教师,并产生了各种创新和有趣的学习方法,以及在教育博览会上展出的学习产品。结果表明,慈善机构的贡献不仅受到资金的驱动,还受到教师专业精神发展的推动,而教师专业精神的发展仍然很低,没有受到重视。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher Professional Development in Indonesia’s Remote Areas with Driven Educational Philanthropic Institutions
The three main problems of education in Indonesia’s remote areas: policy, human resources, and funding, are still deeply rooted today. The government’s unequal attention to remote schools makes the quality of education worse. To overcome this and as an effort to support government programs, the Tanoto Foundation has been driven by funding remote schools and training for teachers to develop their professionalism. This study aims to analyze how the Tanoto Foundation supports the professional development of teachers in remote areas and how the facilitation program activities are carried out. This research uses a qualitative case study approach by extracting data using philanthropic program documents and interviews with teachers and facilitators in three provinces. The results that the driven by Tanoto Foundation are focused on funding support in the provision of facilities and infrastructure, as well as the ‘Service-Learning’ training facilitation program for teachers. Forms of facilitation activities such as Pelita Guru Mandiri and the PINTAR program have trained many teachers and produced various innovative and fun learning methods, as well as learning products that were exhibited at the Education Expo. The results contribute philanthropic institutions are driven not only by funding but also by the development of teacher professionalism, which is still low and does not receive attention.
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