guru profesional

Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must
� Involve teachers in actively investigating phenomena that can be studied
scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.
� Address issues, events, roblem, or topic significant in science and of interest to participants.
� Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge.
� Build on the teacher�s current science understanding, ability, and attitudes.
� Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.
� Encourage and support teachers in efforts to collaborate.
Sumber : National Science Education Standard, National Academy Press,Washington D.C


(Dari point-point di atas, merujuk ke kondisi saat ini, bisa kita rasakan bahwa :
- guru belum sepenuhnya memperoleh point2 tsb di atas secara berkelanjutan, yang dirasakan masih berputar-putar atau bersifat sporadis hanya pada pelatihan2 yang sifatnya tidak dalam dan menjurus.
- Proses untuk Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry masih belum tercapai,buktinya..selama alat evaluasi produk pemerintah masih berupa UN, ya..proses inkuiri enggak dilakukan dengan benar, nilai praktek kan bisa diakalin oleh sekolah.
- Untuk encourage and support teachers in efforts to collaborate...wah susah ini,ternyata program mgmp hanya untuk segelintir orang dan lebih bersifat proyek dari instansi2 yang mempunyai target prestise dan finansiil...)




Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must
� Connect and integrate all pertinent aspects of science education.
� Occur in variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts.
� Address teachers� needs as leaners and build on their current knowledge of science content, teaching, and learning.
� Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.

Professional development for teachers of science requires building understanding and ability for lifelong learning.Proffesional development activies must
� Provide regular, frequent opportunities for individual and collegial examination and reflection on classroom and institutional practise.
� Provide opportunities for teachers to receive feedback about their teaching and to understand, analyze,and apply that feedback to improve their practice.
� Provide opportunities for teachers to learn and use various tools and techniques for self-reflection and collegial reflection, such as peer coaching, portofolios, and jornals.
� Support the sharing of teacher expertise by preparing and using mentors,teacher advisers, coaches, lead teachers, and resource teachers to provide proffesional development opportunities.
� Provide opportunities to know and have access to existing research and experiential knowledge.
� Provide opportunities to learn and use the skills of research to generate new knowledge about science and the the teaching and learning of science.
( Untuk point Support the sharing of teacher expertise by preparing and using mentors,teacher advisers, coaches, lead teachers, and resource teachers to provide proffesional development opportunities , sebaiknya sekolah2 memberdayakan terlebih dahulu SDM yang ada di sekolah, tidak dengan membeli SDM ke institusi lain dengan harga yang mahal, sementara SDM dari luar tidak paham benar dengan kebutuhan guru sains yang sebenarnya)