Topic 5 : The Role Of Primary

School Teachers
Learning outcomes
1. Explains the different role of teachers in the context of school management.
2. Describe the practices of teachers who can fulfill the function of the teacher in
accordance with the current education.
3. Cultivate a willingness to accept the role of pre-service teachers roles associated
with effective teachers.
5.0 Introduction
s teachers! "ou will feel "ourself monitored and evaluated in terms of efficienc" not
onl" from the aspect of teaching in the classroom! but includes relationships with
other teachers! parents and students up to the wa" "ou dress.
#he formation of self-identit" as a professional teacher re$uires time and
participation in the processes of teaching ! educating and guiding a child that has
been entrusted to "ou. %ou will get satisfaction from "our career underta&ings when
students achieve success due to the efforts and dedication to 'change' his life around
"our protege to a better level. #hrough time! the personalit"! the role and nature of
self as a teacher would be well within "ourself. (n other words ! teaching is used as a
life or "our existence! not )ust the wa" "ou act or decision ma&ing teaching and
learning * # + L , in the classroom.
t the elementar" level! the teacher is one of the determining factors in the success
of a student studies. #eachers can influence classroom interaction and classroom
ps"chosocial environment. #eachers have the authorit" - freedom to determine the
sources and methods of teaching in their respective classes. Children at this stage to
be active! have high force curious! creative and willing to be guided b" their
teachers. Each primar" school teachers should have a variet" of s&ills and
&nowledge to perform the responsibilit" of educating children between the ages of
six to twelve "ears in line with the .ational Education /hilosoph" to produce a
comprehensive and balanced human in ph"sical! emotional! spiritual and social.
#he development of education nowada"s re$uire teachers to perform a variet" of
roles. #hese include the &nowledge practitioners! counselors! reflective practitioners!
researchers! agents of sociali0ation! agent of change! substitute parent! shaping
behavior and learning manager. Each of these roles leads to an increase in the
effectiveness of # + L.
5.1 Teacher as Practitioner Knowlede and S!ills
#eachers have a responsibilit" to alwa"s see& &nowledge and practice to meet the
educational needs of "oung people and the future of the countr". /ractitioners of
&nowledge mean love! master! alwa"s loo&ing and improving &nowledge! use or
appl" &nowledge in various aspects of life. Educators minded teachers consider
teaching is a trust given to him to give bac& and to share their &nowledge without
expecting an" reward and recognition for the advancement of the nation.
s discussed in chapter four! to be a successful teacher! it will ta&e $uite a long time.
%ou need to adopt the attitude to 'learn to teach'! constantl" improve the master" of
&nowledge and education content &nowledge through reading! discussion with
colleagues! attend in-service courses! conduct research and demonstrate openness
to &nowledge ac$uisition opportunities. 1nowledge based on textboo& alone is not
enough as the development of information and new &nowledge alwa"s coming.
#herefore! teachers need to become lifelong learners as &nowledge is constantl"
evolving and changing.
s a professional! teachers need to be concerned about the development of
&nowledge and current s&ills so as to provide a meaningful learning experience of
students and using that &nowledge to fight for truth and )ustice and provide $ualit"
and meaningful contribution to the students! communit" and countr".
#eachers should foster a culture of self-love for science in students while the" are in
school so that &nowledge can be developed and utili0ed in all aspects of their life.
#he role of teachers as practitioners of science! especiall" in the performance of # +
L activities is a noble role. c$uire &nowledge without practice will not bring an"
benefit to the parties! including the individual itself. /ractice loving &nowledge can
enhance the dignit" and decorum and students as well as provide guidance to the
right path.
#eachers need to have the appropriate s&ills to conve" &nowledge control.
2 #eachers are practitioners of pedagogical content &nowledge when he was able to
s"nthesi0e and integrate the three pillars of &nowledge! the &nowledge of content!
general pedagogical &nowledge and &now how to connect the educational context
and the different contexts in an integrated manner.
2 #eacher organi0es lecture b" integrating learning s&ills and thin&ing s&ills in content
in order to produce students capable of higher order thin&ing and conducive to
learning st"les and cognitive st"les. #he era of information technolog" has an impact
on the proper role of the teacher changes from a purve"or of &nowledge to a mentor-
facilitator. #o help students achieve optimal learning! the facilitator must have s&ills
such as emotional intelligence competencies! communication s&ills! s&ills in using
technolog" in teaching and s&ills to motivate students. ll of these s&ills can be
owned b" teachers individuall" through reading! sharing information with colleagues!
practice reflection! attending courses and practice of action research.
5." #onsultant
#he teacher's role includes not onl" # + L activities based on the curriculum and
s"llabus alone but covers a person's entire moral development of pupils. n effective
teacher will ensure that students master the s&ills needed to address the problems or
challenges that ma" be faced in life.
3tudents who are not e$uipped with the s&ills to manage emotions and resolve
personal problems ma" affect the learning performance. #herefore! each teacher
must serve as consultant! wor&ing with schools and parents to guide students toward
$ualit" and health" life.
Discussion is often associated with the concept of guidance and counseling. #his
boo& is not intended to affect the role of school consultant and counseling teachers
as being outside the scope of our discussion topics. (n general! the role and duties of
the regular teacher in the context of the guidance can be viewed in terms of
providing advice! guidance! instruction and assistance to students who need it.
3hert0er and 3tone *1451, defines mentoring as a service to guide individuals who
need to reach an understanding! &nowledge and s&ills. #he coaching process can
occur in groups or individuall". #he coaching process can be carried out formall" in
the classroom! in the school hall or in a place of recreation through special courses
organi0ed for the purpose. 6pportunit" to provide guidance ma" occur during
informal interactions with students.
#eachers serve as consultant to 7
2 Cultivate the interest and motivation of the academic sub)ects in order to improve
their academic achievement.
2 8uide students to identif" strengths and wea&nesses! interests and inclinations
themselves against fields of endeavor! according to their interests and talents and
abilities so that their potential can be developed.
2 (nstill passion and health" attitudes toward school and relate it with their dail"
practices .
2 (dentif" and assist students who are experiencing problems of education - socio -
health in ma&ing personal ad)ustments from the social! emotional! mental and
ph"sical aspects.
(n the same context! the teacher ma" serve as a 'mentor' in which the role is a
combination of training! support! guidance and constructive feedbac&. 9entors will
tr" to build individual strengths to maximi0e and pupils who are under their care in a
classroom situation. 9entoring process is implemented based on the love
relationship between a mentor and mentee.
#he teacher's role as an instructor is not limited solel" b" the scope of their duties in
curriculum and instruction from the school management. s an educator! he is also
guiding and helping students become health"! positive and able to contribute to
societ".
5.$ The Reflecti%e Practitioner
:low of teacher education at the present emphasis on the production of a reflective
teacher! capable of engaging in the practice of self-in$uir" process in terms of social!
emotional and academic *3chon! 145;< 3par&s- Langer! 1442< =eichner + Liston!
144>,. #he studies related to teacher education agree! the practice of reflection is
effective in helping teachers structure their thin&ing toward master" of pedagogical
content &nowledge and general pedagogical. ?eflection allows practitioners to
evaluate! understand and learn from the experience.
lmost ever" teacher has to reflect on 'something' that is associated with teaching
activities. '3omething ' is probabl" the absence of specific students in the classroom!
student achievement on tests given b" teachers or suitabilit" of the content of
sub)ects with interest the pupils. #eachers as reflective practitioners should alwa"s
$uestion the practice itself and not )ust act on the habits or follow instructions alone.
?eflective teachers will plan and act with full awareness based on the theor" and
principles of # + L. #his practice can be expanded b" as&ing "ourself $uestions that
relate to things done before! during and after with the purpose of improving teaching
s&ills in the teaching profession.
ccording to 3chon *145;,! when an event or experience unforeseen circumstances!
the individual consciousl" thin& while facing those problems have to do reflection
during action *reflection-in-action,. @hen a person staring bac& at actions! anal"0e
the events in the past and planned actions! the person has to practice reflection on
action *reflection-on-action,.
Each teacher will have to ma&e research about what steps in the process of
reflection that can help him understand the closer role as an effective reflective
practitioner. s shown in fig A.1! the reflection began with the efforts of teachers to
describe the situation or identif" problems that arise! then tried to explain his feelings
about the situation based on the perception and self-esteem. (n the evaluation! the
teacher explores the possible causes of the problems and the strengths and
wea&nesses of the situation. s a result! teachers will strive to find wa"s to
overcome areas of wea&ness. (n the process of anal"0ing the situation! a practitioner
finds effort to see the situation from a different angle and consider the possibilit" of
alternative action. (n the conclusion! the teacher decided the best course of actions.
#he last circle is a reflective process of thin&ing about the future action plan *plan of
action, if the same events over and over again.
3uccessful teachers are not )ust teachers that managed to mimic the actions of an
efficient teacher teach or doing classroom management duties efficientl" as an"
re$uirements prescribed procedure. 3uch practice b" Ban 9anen *14;;, is )ust the
technical aspects! which is the teacher )ust thin&ing pedagogical decisions regarding
the use of effective and beneficial.
?eflective thin&ing should include the social! moral and ethical values in the process
of learning reflection of the state of teaching problem occurs on three different levels
of technical! practical and critical *Ban 9anen! 14;;< =eichener + Liston ! 144>,.
?eflection in practical level! teachers tr" to review the results and impact of the
means used to achieve educational goals. Cis thin&ing was more focused on the
assumptions made about the purpose and effect of education. ccording to Ban
9anen! teachers use critical reflection to combine criteria level moral! ethical and
professional action in teaching.
#eacher performance can be enhanced through reflective practice. mong the
benefits derived are7
2 ble to identif" the strengths and wea&nesses within himself to achieve better
performance.
2Decome a more confident teacher.
2 #eaching is more effective according to the principles and models of teaching and
diversit" techni$ues.
2 ctions and decisions based on &nowledge and pedagogical &nowledge effectivel".
2 ?eflective thin&ing can be documented in writing is an important reference not onl"
for teachers! but also as a contribution to new ideas to be referred to b" his
colleagues and teachers at other schools.
5.& Researchers
#he concept of teachers as researchers often discussed in the literature of teacher
education reform! particularl" in relation to upbringing and increasing the
professionalism. #eachers are encouraged to appl" the research to understand the
culture and practice of the learning environment and the actions themselves to
improve the $ualit" of professionalism.
Each da" the teacher must ma&e various decisions related to teaching and
classroom management. (n fact! ever" da" the teachers involved in the research
process! the plan lessons! help students in the learning process! classroom
management! assessing student wor&! provide feedbac& student achievement to
parents and other interested parties. Even though! clearing activities more in the
teaching process! but if restated using different terminolog" is to design and
implement an action plan! observe and collect data! anal"0e results and modif"
learning plans to meet the needs of pupils meet the definition of activities 'researchE.
#he role of the teacher as researcher is evident as the dail" activities of teachers
recorded or documented in a real - formal and s"stematic manner! involve
themselves in the process of in$uir" in order to improve teaching and student
achievement.
ction research! a form of research undergo b" teachers for teachers and teachers.
ll the roles! functions! practices! culture and norms in school better understood b"
teachers compared with third-part" researchers. #herefore! more appropriate to
investigate the practices of teachers in school situations where he wor&ed
*3tenhouse! 1453,.
ction research stud" in $uestion manifests of curiosit" about the problems.
#eachers as researchers involved in producing new theories and understanding
related to the problems faced *Elliott! 1441,. (n addition! researchers have the
opportunit" to collaborate with other teachers and pupils involved in decision-ma&ing
relevance of curriculum and instruction *Citchcoc& + Cughes! 1454,. #he findings
can be shared with other teachers as well as build relationships with friends in
search of best practices in # + L. mong the advantages of the teacher as a
researcher in his own class are7
2dding theoretical clarit"! language and learning.
2(ncrease &nowledge and understanding of classroom practice and improve teaching
s&ills.
2:acilitate collaboration with students and other teachers.
26pportunit" to expand our mutual commitment towards the improvement and
enhancement of the profession.
#he role of the teacher as researcher allow scientific review of an event! to ma&e
anal"sis based on empirical evidence and authentic data thus help teachers ma&e
classroom decisions wisel" and effectivel" in accordance with the theories and
principles of # + L.
5.5 Sociali'ation (ents
3chool serves as a place of opportunit" for the students to ac$uire a wide range of
&nowledge and s&ills needed to progress and development of the countr". 3chool as
a social institution emphasi0es the development and change of behavior of pupils
based on values! norms and needs of the communit".
#eachers act of imparting &nowledge to the students as well as attitudes! values! and
outstanding personalities in accordance with the individual needs and expectations
of societ".
s an agent of sociali0ation! teachers are able to serve up individual sociali0e and
have high emotional intelligence to be able to adapt to the wor&ing world. #eachers
who understand their own feelings and others have self-control and self-motivation
will showcase empath" nature and able to help students develop emotionall"
health". (n terms of social relationships! the teacher should be eas" to adapt! caring
and respect individual differences. #hus! pupils can develop a positive self-concept
and self-confidence to reach their potential.
(n pla"ing the role as an agent of sociali0ation! teachers should be involved in
communit" activities organi0ed b" the local communit" as a famil" carnival! roc&
climbing expeditions! cultural activities! collaborative! tuition and so on. #eachers
ma"be invited as a coach! referee! spea&ers! observers or special guests in
particular event of the local communit". #eachers can extend assistance in terms of
the contribution of expertise! energ"! time and mone" to ensure the success of these
activities. t the same time! teachers have the opportunit" to sociali0e with parents!
residents and communit" leaders! mingle and get to &now the practice and culture of
the local communit" closer and deeper.
3ociet"'s expectations of the teacher to pla" the role of enhancing the $ualit" of life
patterns! preserve and maintain the culture and norms of social well-regarded in the
communit". #hus! the practices of moral values such as courtes"! good manners!
caring! affectionate! humanitarian values and respect the rights of others should be
displa"ed within a teacher. /atterns and values of teachers! speech and language!
respect the rules and laws as well as the response of teachers to the less fortunate
is an important tool in the development of sociali0ation and social development of the
$ualit" of students ' personalit" .
#eachers as agents of sociali0ation can be strengthened if he exhibits a willingness
to learn and adapt to new technologies in communication li&e the use of websites!
email! chat groups! create blogs and so on to channel information can be accessed
more $uic&l" and efficientl".
5.) (ent of #hane
#he teaching profession! a teacher of course face the changes in the performance of
his duties to receive new students! the need to master new &nowledge and s&ills!
new curriculum! new technolog"! new methods of teaching! new organi0ational
structure! a new service scheme and so on. @e are unable to avoid! in the face of
change! ever" time 'reform'! the routine or habit will be disturbed! there is also
something that ma" be overloo&ed in the process of transition to. Change can create
uncertaint"! anxiet" and stress. Changes can also bring positive effects such as the
new hope! innovation! and for those brave enough to face will ac$uire a sense of
satisfaction from the new experience. 'Change' is the act of ma&ing something in
some other wa"! to maintain the efficienc" and s&ills of their own! changes should be
made a part of our dail" life. 8enerative nature of change! the change in one part
can cause changes in the other.
3chool is an educational institution that pla"s a role as a reformer and innovative
moderni0ation of societ". #eachers as change agents must be able to manage the
transition from the old to the new! help others release the existing wa"s and tr" new
wa"s and show a positive spirit! with the abilit" of self- confidence and willingness to
engage constructivel" in the face of change.
/rimar" school teacher holds a bachelor's of course expected to be agents of
change not onl" the students but also the communit" among co-wor&ers! local
communities and the nation in general. #eachers will d"namicall" responsive and
strive to lead the change in line with the aspirations of the countr" through his
teaching duties in accordance with current demands.
3ince the countr"'s independence! educational institutions! particularl" schools
alwa"s evolutionar" process! reform! innovation and paradigm shift in terms of
curriculum design! infrastructure and education infrastructure! teaching approaches!
use of resources! polic" and education act. 3uch changes are aimed at ensuring that
the educational process more effective! relevant and meaningful and appropriate to
the demands of current customers. (n this decade alone! we have adopted the
concept of pedagogical! using English as the medium of instruction in the teaching
and learning of 3cience and 9athematics Education Development 9aster /lan and
the recentl" introduced /rimar" 3chool 3tandard Curriculum.
:ullan *1443, pointed out! teachers engage productivel" in the process of change!
teachers have a moral purpose *moral purpose, associated with their duties and
responsibilities. D" :ullen *1443,! there are four &e" areas to build the capacit" to
cope with the changing moralit"! namel"7
2Duild a personal vision *personal vision building,
2 (n$uir"
2 9aster"
2 Collaboration
Duilding a personal vision means to investigate and identif" ourselves desire to
become a teacher b" as&ing $uestions li&e! '@hat is the legac" that ( hold out to
change the $ualit" of life for m" studentsF '#hen ma&e an in$uir" with the practice of
self-assessment or reflection about personal goals in order to form a habit and
norms that are willing to learn throughout life. 9aster" means to achieve a thorough
understanding of their areas of expertise so that effectiveness can be improved. #his
includes the re$uirement to attend staff development training to gain exposure to the
latest ideas and s&ills. #he abilit" to collaborate will be able to double the
effectiveness of an" effort. 3upport and wor& alongside colleagues and other part"
can not onl" enrich the experience! but also to create s"nerg" and motivation to cope
with change.
Determination of the implementation of each field discussed above were related to
the role of education institutions< there is or is not the aim of building a shared vision
*shared vision - building,! structures *Distributed or bureaucratic, norms! the practice
of in$uir"! the development of human capital-oriented organi0ation and wor& culture
*collaboration and camaraderie among colleagues,.
s agents of change! teachers themselves must adopt the concept of Lifelong
Learning. Changes must be generative! that is a new idea to generate ideas and
innovation or progressive. (n short! the role of teachers as agents of change
associated holding role moralit". @ithout moral purpose! whatever changes or
innovations were introduced to the school implemented and )ust meeting the rule at
the top onl".
5.* Su+stitute Parent
/arents are the individuals closest to the students for earl" learning of children
obtained from their parents. #he earl" development of children begins in the home in
which the aspirations! values and attitudes of their parents as a model to be
followed. #herefore! aspirations and values of the school should be in line with the
aspirations! values and attitudes of parents in the home. /arents are the ma)or social
influence on the achievement of their children's schooling. (t is important to maintain
good and cordial relationship between the school and parents.
@hile the intent of the married couple to maintain domestic bliss! but in realit" there
are children who come from different harmon" bac&grounds families. #eachers not
onl" need to understand a child being taught b" them! but he must also gain an
understanding in terms of famil" structure and famil" function in the culture and
practices of different customs. .ot all children who attend the school come from the
famil" unit and ideall" managed. #here are single mothers! children under the care of
a guardian! divorced parents! parents who are bus" wor&ing and various other forms
of famil" problems. /overt"! child abuse! child labor! drug abuse is a social issues
the" ma" be facing one of the children in the class "ou are teaching.
wareness and sensiti0ation of teachers on these issues will help school children
cope with more confidence. #eachers who understand this situation will give more
specific attention and strive to create schools and classrooms more conducive to
worries and concerns of children about the world outside of school can be
minimi0ed.
Demonstrating the love! warmth and provide learning experiences that are
meaningful and $ualit"! the teacher can act as a substitute parent and treat students
who are hungr" for love and affection of their parents.
5., Shapin -eha%ior
#eachers are individuals who are directl" involved in the process of learning face to
face with students ever" school da". #eaching is a ver" important model in delivering
the message about the practice of values! beliefs! philosophies and attitudes to their
students. /arents and societ" in general view the role of teachers in molding the
behavior of a ver" influential during the student is in school. (f teachers demonstrate
boredom! la0iness and lac& of enthusiasm! students will imitate the behavior that it
observes.
s a shaper of behavior! basicall" the teacher must understand the learning goals to
be achieved. :ormation approach behavior used should support the goals and
purposes of education. :or example! if the goal of education aimed at creating a
human able to thin& on a higher level! to solve problems independentl" and
appreciate the uni$ueness of the individual! then the formation of behavior must be
consistent with the goals set. #eachers need to have wisdom in the selection of
approach behavior in professional development! based on the philosoph" and theor"
of conduct.
shaper of behavior that use behaviouris approach will7
2/rovide a focus on behavior change.
2#he behavior is action that can be seen! heard and measured.
2#herefore! attitudes! values ! beliefs! feelings and self-image are not the main focus
in the development of behavior.
28oals of behaviouris approach is to teach new behaviors or maintain the desired
behavior through reinforcement.
2/rioriti0e the use of natural reinforcement.
.
teacher in molding behavior of consumption using humanist approach will7
2 /rovide a focus on thoughts! feelings! ps"chological and emotional needs of the
individual.
2 /rovide opportunities for individuals to master the control of his own behavior!
rather than through conformit" to the other part" or the formation of behavior.
2 #he interventions emphasi0e communication s&ills! understanding of motives!
personal consultation *private conferences,! problem solving in groups - individuals
and the use of consultants.
%our choice to manage student behavior! depending on the7
2@hat are "our views on the holding and studentsF
9aturit" level! cultural bac&ground! previous record F
2 @hat is "our role as a teacherF
#o direct! guide! influenceF
2 @hat are "our motives when dealing with discipline problemsF
Cow far power! self reliance! concern for students! learning! compl" with regulationsF
5.. /earnin 0anaer
# + L is effective not onl" depend on the abilit" of teachers to appl" teaching s&ills in
the classroom! but must have the s&ills to create a conducive learning environment.
#eachers as learning managers will strive to create a learning environment that
encourages collaboration among students in the classroom so that the learning
process meaningful and productive. s a manager of learning! teachers are
responsible for7
2 /lanning! organi0ing! directing and controlling the activities of # + L.
2 9anage the classroom in terms of rules and routine of handling class.
2 9anage the ph"sical environment in terms of tables and chairs set furniture!
temperature! lighting! landscaping! safe e$uipment - (? + (/ to the ph"sical safet" of
the classroom reserved.
2 9anaging the ps"chosocial environment of the classroom to ensure the learning
environment is friendl"! where students build self-confidence! there is a feeling
accepted unconditional and mutual respect among students and teachers.
2 9anage the process of assessment in the classroom in terms of providing
$uestions examinations! administering! monitoring! inspection! record &eeping and
provide reporting pupil achievement or progress.
n effective learning managers have high personal $ualities! competence pedagog"
and content as well as appreciation and a positive attitude.
5:10 Summary
(n this chapter we have touched the diversit" of roles pla"ed b" a primar" school
teacher as &nowledge practitioners! counselors! reflective practitioners! researchers!
agents of sociali0ation! agent of change! substitute parent! shaping behavior and
learning manager. ctuall" the role of teachers to prepare students toda" for the
world tomorrow */reparing toda"'s children for tomorrow's world,. Demands of
societ" and the world in general is that teachers are able to e$uip themselves with
the s&ills and 2l centur" global competencies.
s a practitioner of &nowledge! agents of sociali0ation and agents of change!
teachers need to be more aware of the abilit" to communicate and share &nowledge
globall"! able to see the problem from the perspective of a different communit" and
collaborating with communities of the world in the use of resources and &nowledge to
achieve the well-being and world peace we have in common. #his generation of
students will enter the world of wor& and communication technolog" based on @eb
3.G that allows networ& without borders. #he challenge for teachers who educate
8eneration % will pla" a broader role. #o ensure our role as an effective teacher ! we
need to explore and master 21st centur" s&ills such as the use of digital e$uipment
*cameras! mobile phones! computer software, and online resources *online
resources, to support and enhance the presentation and partnership that we teach
science.
1oin acti%ity
#hin& of a situation where teachers have the opportunit" to serve as agents of
change to a colleague. Discussion it with "our classmates.
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