International Conference on Teacher Education and Professional Development (InCoTEPD) 2016
Abstr. due: 06.11.2015
Dates: 17.05.16 — 19.05.16
Area Of Sciences: Pedagogy;
Organizing comittee e-mail: email@example.com
Organizers: Yogyakarta State University
Following trends in different parts of the globe, Indonesia has started implementing a new policy in teacher education. Within the policy, a teacher license is only obtained after someone possessing a Bachelor Degree has completed a-one-year graduate teacher education. Since 2013, a number of universities in Indonesia have been given grants by the government to develop empirically effective models of the one-year graduate teacher education.
To continuously develop the teacher’s competence, the Indonesian government has long developed several CPD programs. Some of the programs have effectively made the teachers innovate their classroom practice to meet the fast developing demands in education. However, most teachers do not make significant changes despite their participation in various CPD programs.
Currently Indonesia has over 2.7 million teachers. In average, more than 200,000 of them retire every year (and thus the same number must be recruited) and the rest (2.5 million teachers) should be supported through CPD programs. To effectively prepare and recruit the big number of new teachers, Indonesia must have effective teacher education and recruitment models, and to continuously update all the teachers’ competence, appropriate ways of CPD should be developed.
Many countries (including Indonesia) have developed various models of teacher education and CPD programs. Researchers around the globe have also conducted studies to develop and/or identify effective principles and models in different contexts. In addition, teachers have learned a lot from their practice effective CPD activities. Policy makers, researchers and practitioners from countries in the five continents need to share policies, research findings, and best practices in order to identify effective principles and design sound models of teacher education and CPD.
Identifying principles of effective teacher education (pre-service training) based on current research findings and best practices in different parts of the world.
Identifying principles of effective continuous teacher professional development based on current research findings and best practices in different parts of the world.
Developing effective models of teacher education based on current principles of effective teacher education.
Developing models of in-service training based on current principles of effective continuous teacher professional development.
Conference Web-Site: http://seminar.uny.ac.id/incotepd/
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