Main Article Content

Abstract

Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.

Keywords

Learning Process Problem Solving Teacher Profesionalism

Article Details

References

  1. Beswick, K. (2007). Teachers’ beliefs that matter in secondary mathematics classrooms. Educational studies in mathematics, 65, 95-120.
  2. Beswick, K. (2012). Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127-147.
  3. Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of education for teaching, 15(1), 13-33.
  4. Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2018). Teachers’ reflections on students’ mathematical problem solving in junior high school. In Journal of Physics: Conference Series, 1088(1), 012011.
  5. Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2019a). Beliefs of junior high school teachers on learning process on mathematical problem solving. In Journal of Physics: Conference Series, 1157(3), 032112.
  6. Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2019b). How teacher professionalism influences student behaviour in mathematical problem-solving process. In Journal of Physics: Conference Series, 1188(1), 012080.
  7. Muir, T., & Beswick, K. (2007). Stimulating Reflection on Practice: Using the Supportive Classroom Reflection Process. Mathematics Teacher Education and Development, 8, 74-93.
  8. Muir, T., Beswick, K., & Williamson, J. (2008). “I’m not very good at solving problems”: An exploration of students’ problem solving behaviours. The Journal of Mathematical Behavior, 27(3), 228-241.
  9. Opolot, C. (2014). Improving Communication Skills in Science and Mathematics Education for Quality Student Outcomes. In 1st International Science and Mathematics Education Conference, 7th-9th August, Makerere University.
  10. Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
  11. Ulug, M., Ozden, M. S., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality and performance. Procedia-Social and Behavioral Sciences, 30, 738-742.
  12. Zoest, L. R. V., Jones, G. A., & Thornton, C. A. (1994). Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program. Mathematics Education Research Journal, 6(1), 37-55.
  13. Zsoldos-Marchis, I. (2015). Changing pre-service primary-school teachers’ attitude towards Mathematics by collaborative problem solving. Procedia-Social and Behavioral Sciences, 186, 174-182.