MENTORING TOWARDS IMPLEMENTATION OFudCONTINUING PROFESSIONAL DEVELOPMENT (CPD)udTHROUGH REFLECTIVE TEACHINGudAMONG HIGH SCHOOL TEACHERS IN YOGYAKARTA

摘要

Teacher can be regarded as the main player of education implementation. Teacher leads directly all activities ofudlearning-teaching in a class as the core activity of education. Therefore, teacher is the first person who isudresponsible for the quality of education. The role of teacher is so important that he has to meet the demand ofudhigh professionalism. Experts have proposed may kinds of ways to develop teacher’s professionalism; one ofudthem is by reflective teaching.udTo improve teacher professionalism, the government imposes a regulation that teachers have to undergo TeacherudPerformance Assessment that is done twice each year: Formative and Summative Assessment. Consequently,udsince 2013 all teachers in Yogyakarta have been assessed by the Teacher Performance Assessment (TPA)udassessors in their schools. There are 14 (fourteen) competences are measured in TPA and one of them isudCompetence Number 14 “developing teacher’s professionalism through reflective teaching”. Based onudthe Summative TPA result among High School teachers of Yogyakarta in 2014, the average result of theudcompetence above is still unsatisfied. To solve this problem, the writer as a school supervisor made a mentoringudprogram to enhance teacher professionalism through reflective teaching.udThe mentoring program could encourage teacher to do reflective teaching as a good habit that create academicudclimate. Reflective teaching was done by looking at what they do in their classroom, thinking why they do it,udthinking about if it works, and collecting information from students and teachers. They identify what goes on inudthe classroom, and analize and evaluate this information to improve their teaching.udKeyword: teacher professionalism, teacher professional development, reflective teaching