Analysis of Teacher Professional Education Policy and its Relation to the Development of Teacher Professionalism

Abstract

—Educators are the dominant element in educational process, so the quality of education is largely determined by the quality of educators in carrying out their roles and duties in society. This study aims to comprehend and analyze the design of teacher professional education programs as a policy for the implementation model of teacher professional education. This study employs qualitative analysis method using case study descriptive approach. The results of this study indicate that the policy design of pre-service teacher professional education program is considered low in relation to the concept of teacher professionalism development, both from the concept of professional teachers based on Law No. 14 of 2005 as well as from Government Regulation No.19 of 2005 concerning National Education Standards, which in essence is the mastery of four competencies, namely pedagogic, personality, professional and social as a unity. The implication of this research is that through teacher professional education policy, teachers are expected to become more knowledgeable and more professional.