Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers
Keywords:
certification, gender, madrasah teachers, professional teacher
Abstract
Developing professional madrasah teachers are increasingly popular in the teaching classrooms. But regarding developing professional madrasah teacher accuracy in teaching, mixed results are reported without clear reasons for this. This article addresses the impact of gender and length of certification on developing professional madrasah teacher accuracy in teaching classrooms. To develop the accuracy of the developing professional madrasah teacher, madrasah teacher length of certification and gender are used as a reference. A research project, which deals with the developing professional teacher in madrasah teachers using questionnaires, was carried out in two types of Madrasah Aliyah (public and private madrasah) at seventy-five madrasahs. Data from 325 madrasah teachers were collected and involved in this research. This analysis is differentiated based on the level, gender, and level of the length of certification of madrasah teachers in the developing professional teacher competencies being assessed. The results show that the accuracy of the developing professional teacher is low and is related to the gender of the madrasah teacher, that men perceive themselves to be higher in the developing professional teacher than women, and that even length of certification analysis with developing professional competence and implementation in the classroom. Madrasah teacher length certification more than 10 years are higher than teachers who certified between 5-10 years and more accurate than teachers who certified less than 5 years with the ability to developing professional madrasah teacher that is low. It is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the developing professional madrasah teacher.
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References
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Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150.
Arifin, Z., Nurtanto, M., Warju, W., Rabiman, R. & Kholifah, N. (2020). The TAWOCK conceptual model at content knowledge for professional teaching in vocational education. International Journal of Evaluation and Research in Education, 9(3), 697-703. https://doi.org /10.11591/ijere.v9i3.20561.
Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.
Blazar, D. (2015). Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement? Educational Researcher, 44 (4), 213–227. doi:10.3102/0013189X15580944.
Brundiers, K., & Wiek, A. (2017). Beyond interpersonal competence: Teaching and learning professional skills in sustainability. Education Sciences, 7(1), 39. https://doi.org/10.3390/educsci7010039.
Cordingley, P. (2015). The contribution of research to teachers’ professional learning and development. Oxford Review of Education, 41 (2), 234–252. doi:10.1080/03054985.2015.1020105.
Cortina, J. M. (1993). What is coefficient alpha-An examination of theory and applications. Journal of Applied Psychology, 78(1), 98-104.
Du Plessis, A. (2015). Effective education: conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research, 72, 89–102. doi:10.1016/j.ijer.2015.05.005.
Dunn, R. J. & Doolittle, S.A. (2020). Professional Development for Teaching Personal and Social Responsibility: Past, Present, and Future. Journal of Teaching in Physical Education, 39(3), 347-356. https://doi.org/10.1123/jtpe.2019-0226.
Evans, L. (2014), Leadership for professional development and learning: Enhancing our understanding of how teacher develop. Cambridge Journal of Education, 44(2), 179-198, https://doi.org/10.1080/0305764X.2013.860083.
Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., Lawrenze, F., Levy, A. J. & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. https://doi.org/10.1016/j.tate.2018.02.011.
Fox, L., Onders, R., Hermansen-Kobulnicky, C. J., Nguyen, T. N., Myran, L., Linn, B., & Hornecker, J. (2018). Teaching interprofessional teamwork skills to health professional students: A scoping review. Journal of Interprofessional Care, 32(2), 127-135.
García-Ros, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university contexts. Electronic Journal of Research in Educational Psychology, 9(3), 1043-1062.
Goldhaber, D. (2015). Exploring the potential of value-added performance measures to affect the quality of the teacher workforce. Educational Researcher, 44(2), 87-95, https://doi.org/10.3102/0013189x15574905.
Gore, J., Barron, R. J., Holmes, K. & Smith, M. (2016). Who says we are not attracting the best and brightest? Teacher selection and the aspirations of Australian school students. The Australian Educational Researcher, 43(2016), 527-549. https://doi.org/10.1007/s13384-016-0221-8.
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H. & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68(2017), 99-113. https://doi.org/10.1016/j.tate.2017.08.007.
Gore, J., Smith, M., Bowe, J., Ellis, H., Lloyd, A. & Lubans, D. (2015). Quality Teaching Rounds as a professional development intervention for enhancing the quality of teaching: Rationale and study protocol for a cluster randomised controlled trial. International Journal of Educational Research, 74(2015), 82-95. https://doi.org/10.1016/j.ijer.2015.08.002.
Grise-Owens, E., Miller, J. J., Escobar-Ratliff, L. & George, N. (2018) Teaching Note—Teaching Self-Care and Wellness as a Professional Practice Skill: A Curricular Case Example. Journal of Social Work Education, 54(1), 180-186, DOI: 10.1080/10437797.2017.1308778.
Herro, D. & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators, Professional Development in Education, 43(3), 416-438, DOI: 10.1080/19415257.2016.1205507.
Howell, J. B., & Saye, J. W. (2016). Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. The journal of social studies research, 40(1), 25-37.
Jurkowski, S., & Müller, B. (2018). Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads. Teaching and Teacher Education, 75, 224-231. https://doi.org/10.1016/j.tate.2018.06.017.
Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review Educational Research, 86(4), 945-980. https://doi.org/10.3102/0034654315626800.
Kenny, J., Hobbs, L., & Whannell, R. (2020). Designing professional development for teachers teaching out-of-field. Professional Development in Education, 46(3), 500-515. https://doi.org/10.1080/19415257.2019.1613257.
Keshavarzi, Z., Akbari, H., Forouzanian, S. & Sharifian, E. (2016). Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course. Scientific Journal of Education Strategy Medical Sciences, 8(6), 21-27.
Khoiriyah, M., Istikomah, I., & Churrahman, T. (2021). The Role of Madrasah Committee in Managing Financial Management in Madrasah Aliyah Negeri. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(1), 179-193. https://doi.org/10.31538/ndh.v6i1.1356.
Kimathi, F. & Rusznyak, L. (2018). Advancing professional teaching in South Africa: lessons learnt from policy frameworks that have regulated teachers' work. Education as Change, 22(3), 396-408. http://dx.doi.org/10.25159/1947-9417/4042.
Kimathi, F., & Rusznyak, L. (2018). Advancing professional teaching in South Africa: lessons learnt from policy frameworks that have regulated teachers' work. Education as Change, 22(3), 1-25.
Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. Journal of Research in Science Teaching, 55(10), 1393-1418.
Lewis, S., & Holloway, J. (2019). Datafying the teaching ‘profession’: Remaking the professional teacher in the image of data. Cambridge Journal of Education, 49(1), 35-51. https://doi.org/10.1080/0305764X.2018.1441373.
Limeri, L. B., Musgrove, M. M. C., Henry, M. A., & Schussler, E. E. (2020). Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development. CBE—Life Sciences Education, 19(3), 1-12. https://doi.org/10.1187/cbe.19-11-0236
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501-528.
Lopes, J. B., & Cunha, A. E. (2017). Self-directed professional development to improve effective teaching: Key points for a model. Teaching and Teacher Education, 68, 262-274. https://doi.org/10.1016/j.tate.2017.09.009.
Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching, 25(5), 523-535.
Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education, 40(4), 487-504.
Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European journal of teacher education, 40(4), 487-504.
Mæland, K., & Espeland, M. (2017). Teachers’ Conceptions of Improvisation in Teaching: Inherent Human Quality or a Professional Teaching Skill?. Education Inquiry, 8(3), 192-208.
McMillan, D.J., McConnell, B., and O’Sullivan, H. (2016). Continuous professional development–why both? Perceptions and motivations of teachers in Ireland. Professional Development in Education, 42(1), 150–167. doi:10.1080/19415257.2014.952044.
Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47-59.
Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5-23. https://doi.org/10.1177/0033688216631219.
Qadhi, S., Hendawi, M., Mohammad, E. G., Ghazi, I., Al-Dosari, N., & Du, X. (2020). The Impact of a Teacher Preparation Programs on Professional Teaching Competencies–Female Novice Teachers’ Perspectives. International Journal of Learning, Teaching and Educational Research, 19(1), 118-135. https://doi.org/10.26803/ijlter.19.1.7.
Ramírez, E., Clemente, M., Recamán, A., Martín-Domínguez, J., & Rodríguez, I. (2017). Planning and doing in professional teaching practice. A study with early childhood education teachers working with ICT (3–6 years). Early Childhood Education Journal, 45(5), 713-725.
Reznitskaya, A. & Gregory, M. (2013). Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching. Educational Psychologist, 48(2), 114-133.
Schipper, T., Goei, S. L., de Vries, S., & van Veen, K. (2017). Professional growth in adaptive teaching competence as a result of Lesson Study. Teaching and Teacher Education, 68, 289-303.
Sukenti, D., & Tambak, S. (2020). Developing Indonesian Language Learning Assessments: Strengthening the Personal Competence and Islamic Psychosocial of Teachers. International Journal of Evaluation and Research in Education, 9(4), 1079-1087. http://doi.org/10.11591/ijere.v9i4.20677.
Sukenti, D., Tambak, S., & Siregar, E. (2021). Learning Assessment for Madrasah Teacher: Strengthening Islamic Psychosocial and Emotional Intelligence. AL-ISHLAH: Jurnal Pendidikan, 13(1), 725-740. https://doi.org/10.35445/alishlah.v13i1.552.
Tambak, S. (2021). The Method of Counteracting Radicalism in Schools: Tracing the Role of Islamic Religious Education Teachers in Learning. MIQOT: Jurnal Ilmu-ilmu Keislaman, 45(1), 104-126. http://dx.doi.org/10.30821/miqot.v45i1.761.
Tambak, S., & Sukenti, D. (2020). Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers. Jurnal Cakrawala Pendidikan, 39(1), 65-78. https://doi.org/10.21831/cp.v39i1.26001.
Tambak, S., Ahmad, M. Y., & Sukenti, D. (2020). Strengthening Emotional Intelligence in Developing the Madrasah Teachers’ Professionalism (Penguatan Kecerdasan Emosional dalam Mengembangkan Profesionalisme Guru Madrasah). Akademika, 90(2), 27-38. https://doi.org/10.17576/akad-2020-9002-03.
Tambak, S., Amril, A., & Sukenti, D. (2021). Islamic Teacher Development: Constructing Islamic Professional Teachers Based on The Khalifah Concept. Nazhruna: Jurnal Pendidikan Islam, 4(1), 117-135. https://doi.org/10.31538/nzh.v4i1.1055.
Tambak, S., Ahmad, M., Sukenti, D., & Ghani, A. R. B. A. (2020). Profesionalisme Guru Madrasah: Internalisasi Nilai Islam dalam Mengembangkan Akhlak Aktual Siswa. Jurnal Pendidikan Agama Islam Al-Thariqah, 5(2), 79-96. https://doi.org/10.25299/al-thariqah.2020.vol5(2).5885.
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Published
2021-12-15
How to Cite
Tambak, S., Mahfud, C., Latipah, E., & Sukenti, D. (2021). Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers. Dinamika Ilmu, 21(2), 417-435. https://doi.org/10.21093/di.v21i2.3527
Section
Articles
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