DEVELOPING INNOMATTS TO IMPROVE MATHEMATICS TEACHERS’ PEDAGOGICAL AND PROFESSIONAL COMPETENCES: AN INDONESIAN PERSPECTIVE

Year 2014, Volume: 1 , 153 - 165, 01.09.2014

Mohammad Asıkın İwan Junaedı

Abstract

This
project proposes an integrated model of mathematics teacher training which is
developed based on the real need and potential of Indonesian mathematics
teachers in improving mathematics learning. The main objective of this research
is to develop the training model called INNOMATTS which has characteristics of
independency, innovative, sustainable and problem solver in providing wider
chance for mathematics teachers to improve their pedagogical and professional
competences. This study employs R&D design using 10 steps of development
model of Gall. This article describes the result of exploration study, model
validation and practical testing. A sample of 30 mathematics teachers from
various schools joined the INNOMATTS and were tested of pedagogical and
professional competences. The results indicate that INNOMATTS is a promising
training model for mathematics teachers’ improvement in pedagogical and
professional competences.

Keywords

Professional development, mathematics teacher training model, INNOMATTS model

References

• Ardhana, W., Kaluge, L., & Purwanto. (2005). Pembelajaran inovatif untuk pemahaman dalam belajar matematika dan sains di SD, SLTP, dan di SMU. Research Report of Postgraduate Grant Batch 1 Second year. Ministry of National Education: Directorate of Research and Community Service of Higher Education. Atweh, B. (1998). The Construction of Social Context of Mathematics Classroom: A Sociolinguistic Analysis. Journal for Research in Mathematics Education. 29(1), 63-82. Baroody, A. J. (1993). Problem Solving, Reasoning, and Communicating. New York: Macmillan Publising. Beaton, A. E. (1996). Mathematics Achievement in The Middle School Years. Boston: TIMSS International Study Center. Beck, S., & Frederiksen, L. F. (2008). Teaching, leadership and school culture – from loose to tight couplings. International Journal of Management in Education, 2(1), 1-13. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Virginia: Association for Supervision and Curriculum Development. Burns, M. (2011). Distance Education for Teacher Training: Modes, Models, and Methods. Washington, DC: Education Development Center, Inc. Butler, D., & Leahly, M. (2003). The TeachNet Ireland Project as a Model for Professional Development for Teacher. Dublin: St Patricks College of Education, Dublin City University. Carole, et. al. (2009). The Professional Development of Leaders and Teachers of Mathematics. NCSM Spring Journal. Cai, J., & Patricia. (2000). Fostering Mathematical Thinking through Multiple Solutions. Mathematics Teaching in the Middle School, 5(8). Retrieved 8 April 2001 from http://www.nctm.org/mtms/2000/04/index.htm. Cerbin, W., & Kopp, B. (2006). Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257. Covington, L. M. (2007). Reforming Mathematics to Meet the Needs of Exceptional Learners. NCSM Journal. Depdiknas. (2008). Project Operasional Manual Program “BERMUTU". Jakarta: Depdiknas. Ditjen PMPTK. (2010). Panduan Penilaian Kinerja Guru. Jakarta: Pusbangprodik. Ditjen PMPTK. (2010). Pedoman Pengelolaan Pengembangan Keprofesian Berkelanjutan (PKB). Jakarta: Pusbangprodik. Gaible, E. & Burns, M. (2005). Using Technology to Train Teacher. Retrieved from infoDEV. Gorris, T. (1998). Reforms in secondary mathematics education in the Netherland. Retrieved 24 March 2001 from www.fiuu.nl/en/indexpublicaties.html. Gravemeijer, K. 1994. Educational Development and Developmental Research in Mathematics Education. Journal for Research in Mathematics Education. 25, 443-471. Hendayana, S. et. al. (2006). Lesson Study: Pengalaman IMSTEP-JICA. Bandung: UPI Press. Hull, T. (2007). Manager to Instructional Leader: Developing Teachers As Leaders. NCSM Journal Winter. James, K. (2005). Learner-Centered Teacher Leadership in Mathematics Education. NCSM Journal Summer. Jennifer, J. (2009). The Problem-Solving Cycle: A Model of Mathematics Professional Development. NCTM Journal Sprıng. Reston, VA: National Council of Teacher Mathematics. Jones, P., & Song, L. (2005). Action research fellows at Towson University. Retrieved 24 March 2001 from http://www.nipissingu.ca/oar/PDFS/V832E.pdf. Karim, M. A. (2006). Implementation of Lesson Study for Improving The Quality of Mathematics Instruction In Malang. Tsukuba Journal of Educational Study in Mathematics, 25. Kristin L. (2011). Preparation of Effective Teachers in Mathematics. USA: National Comprehensive Center for Teacher Quality. Ivan Tasić. (2011). Management Theories In Education. Paper in International Symposium Engineering Management and Competitiveness 2011 (EMC2011) Serbia. Lawson J. M. (2000). Knowledge Connectedness in Geometry Problem Solving. Journal for Research in Mathematics Education. 3(1), 27-43. Lesnick, A., & Cook-Sather, A. (2009). Building Civic Capacity on Campus Through a Radically Inclusive Teaching and Learning Initiative. Innov High Educ, 35, 3-17. Lewis, C., Perry, Rebecca, Hurd, & Jacqueline. (2004). A Deeper Look at Lesson Study. Academic Search Premier, 61(5). Lewis, C. (2002). Does lesson study have a future in the United States? Nagoya Journal of the Education and Human Development, 1, 1-23. Lie. (2010). Cooperative Learning. Jakarta: Grasindo. Mangkuprawira, S. (2007). Manajemen Mutu Sumber Daya Manusia. Bogor: PT Ghalia Indonesia. Mark, J., Gorman, J., & Johannah, N. (2009). Keeping Teacher Learning of Mathematics Central in Lesson Study. NSCM Journal, Spring 12(1), 3-11. Matthew G. J. (2007). Lessons From A University-K-12 Partnership: Five Strategies for Mathematics Professional Development. NSCM Journal. Morris, L. V. (2009). Leadership and the Future of Higher Education. Innov High Educ. No 35: 1-2 National Council for Teacher Education. (2009). Towards Preparing Professional and Humane Teacher. New Delhi: NCTM. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. NCTM: Reston VA. National Council of Teachers of Mathematics. (2000). Learning Mathematics For A New Century, 2000 Yearbook. NCTM: Reston VA. Orey, M. (2009). Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology. Chapter submitted for the 2009 Educational Media and Technology Yearbook. Florida: Greenwood Publishing Group. Pattanida, P. (2004). School-Based Training for In-Service Teacher Development: A Strategy for the Success of Learning Reform in Thailand. Paper in The Fourth Scrutinizing Committee of The Council Minister. Podhorsky, C. & Moore, V. (2006). Issues in curriculum: Improving instructional practice through lesson study. Retrieved 15 August 2007 from http://www.lessonstudy.net. Prendergast, M. (2002). Action research: The improvement of student and teacher learning. Retrieved from http://educ.queensu.ca/~ar/reports/MP2002.htm. Pugalee K., & David. (2001). Using Communication to Develop Students Mathematical Literacy. Mathematics Teaching in The Middle School, 6(5), 296-299. Richey, Nelson, & Jonassen, D. (Ed). (1996). Developmental Research. Handbook of Research for Educational Communication and Technology. New York: Macmillan Simon & Schuster. Seago, N. (2007). Fidelity and Adaptation of Professional Development Materials: Can They Co-Exist? NCSM Jurnal. Seegers, G & Gravemeijer, K. (1997). Implementation and Effect of Realistic Curricula. In Beishuizein, Gravemeijer & van Leishout (Eds.). The Role Of Contexts and Models in The Development of Mathematical Strategies and Procedures. CD- Series On Research And Mathematics Education. Freudenthal Institute Utrecht Netherland. Silver, A. E., & Smith, S. M. (1996). Building Discourse Communities in Mathematics Classroom. 1996Yearbook. NCTM: Reston VA. Sulivan, P. (2011). Teaching Mathematics: Using research-informed strategies. Australian Education Review. Australian Council for Educational Research. Takahashi, A., Watanabe, T., & Yoshida, M. (2001). Developing Good Mathematics Teaching Practice through Lesson Study: A US Perspective. Retrieved 5 June 2012 from www.apectened.org/resources/downloads/takahashi.pdf. Taylor, E.V. (2011). Supporting children’s mathematical understanding: profesional development focused on out-of-school practices. Journal Math Teacher Education. doi: 10.1007/s/10857-011-9187-7. UNESCO. (1998). Education For the Twenty-first century: issues and prospects. Unesco Publishing. Van-den Akker, & Plomp, T. (1993). Development Research in Curriculum: Propositions and Experiences. Netherlands: University of Twente. Van-den Akker, Nieveen, & Plomp, T. (Eds). (2000). Design and Development Methodology in Education. Dodrecht: Kluwer Academic Pub. Verschafel, L. & De Corte, E. (1997). Teaching Realistics Mathematical Modeling in the Elementary School: A Teaching Experiment with Fifth Graders. Journal for Research in Mathematics, 28(5), 577-601. Zawojewski, J.S, Robinson, M, & Hoover, M. (1999). Reflections on Developing Mathematics and the Connected Mathematics Project. Journal for Mathematics Teaching in the Middle School, 4, 324-330.