Abstract
This study aims to examine students’ perception of PPG-SM3T on motivation to participate the teacher professional education program. PPG-SM3T is a professional development program for pre-service teacher in Indonesia. Data for this study were collected from 186 students of economics education using a survey questionnaire. The findings showed that students’ perception of PPG-SM3T positively associated with motivation to participate the program. In addition, the study found that a majority of participants realized that teacher professional development program is significantly important to prepare them to be professional teachers. They also raised concerns, challenges, and the need to participate PPG-SM3T. Findings also suggested that providing information and active socialization on PPG-SM3T may motivate them to participate in the program.
Highlights
Snoek (2010) proposes three elements that contribute to the professionalism of teachers namely knowledge, skills, and attitudes
Based on the latest report from the 2018 Program for International Study Assessment (PISA), the quality of education based on subjects, Indonesia was ranked 73rd in Mathematics, 74th in Reading, and 71st in Science out of 79 countries (OECD, 2019)
The results showed that the effect of perceptions of Pendidikan Profesi Guru” (PPG) on motivation in taking part of the PPG for students of Economics Education
Summary
Snoek (2010) proposes three elements that contribute to the professionalism of teachers namely knowledge, skills, and attitudes. Professional teachers need to possess adequate knowledge of the subject, knowledge of the teaching and learning process (including being up to date with relevant outcomes of educational research), knowledge of society and knowledge of policy and organization in education. In 2005, the Indonesian government issued Teachers law with the following major components: “the core principle that teaching is a profession; the requirement that all teachers must meet a minimum standard of a fouryear degree before being certified and that all teachers should be formally certified after the four-year degree has been gained; the reform of pre-service teacher education institutions; a mandatory 24-period (8-hour) per work loaded required to gain and maintain certification; a special area allowance to be paid to teachers in defined areas such as remote locations, border regions, and so forth; improved processes of in-school induction and probation; a comprehensive system of teacher appraisal and public service salary increases; a more systematic program of continuing professional development; the merit-based appointment of principals and supervisors based on mastery of four core competencies for educators” The Regulation of the Minister of National Education of the Republic of Indonesia Number 16 of 2007 on academic qualification standards and teacher competencies describes the types of competencies that must be obtained by teachers, including educational, personal, professional, and social competencies, through a teacher professional education program
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