Sumber Studi Literatur

8/13/2019 Sumber Studi Literatur

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The twelve roles of a teachera valuable framework for

teachers pedagogical trainingEeva Pyrl, PhDMatti Aarnio, MEdJuha Nieminen, MPsychResearch & Development Unit for Medical EducationUniversity of Helsinki, Finland

P.O.Box 63, 00014 University of Helsinki, FinlandAMEE 2009,Mlaga, Spain 29 August to 2 September 2009

In 2008-2009 the questionnaire wastranslated and used in a course of

university pedagogy for teachers ofthe medical faculty (10 ECTS credits)Questionnaire filled in twice, at the beginningand at the end of the course

Focus on the teachers current personal

commitment to the twelve roles

Results


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Todays teachers provide informationprimarily as clinical or practical teachers not

as lecturersTeachers are strongly committed to beinga role model for students

Teachers are little committed to theteachers planning activities and resourcedevelopment

Teachers are relatively little committed toassessment

Evaluation of the effectiveness of theteachers course on university pedagogyClear rise in four teachers roles at the end of

the course

Further use of the role

frameworkCourse on university pedagogyTeachers role a fruitful framework

More emphasis on assessment and planning

Development of teachers portfolio


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Tool for self-evaluation and assessmentduring the course of university pedagogy

Tool for the teachers personal developmentBoth quantitative and qualitative material

Development of a teaching unitAll roles need to be represented in a unit

Development towards a balanced team ofteachers

Pada 2008-2009 kuesioner diterjemahkan dan digunakan dalam suatu program universitas pedagogi

guru dari fakultas kedokteran ( 10 kredit ECTS )

s

hasil

en untuk kegiatan perencanaan guru dan pengembangan sumber daya

Penggunaan lebih lanjut dari kerangka peran


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ribadi guru


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Learner centred approaches in medical education

John A Spencer, senior lecturer in primary health care and Reg K Jordan, professor ofmedical education

BMJ. 1999 May 8; 318(7193): 12801283.

PMCID: PMC1115656

John A Spencer,senior lecturer in primary health care andReg K Jordan,professor of medical education

Medical Education, Faculty of Medicine, University of Newcastle, Newcastle upon Tyne NE2 4HH

Correspondence to: Dr Spencer j.a.spencer/at/ncl.ac.uk

Accepted April 16, 1999.

The pedagogic shift from the traditional teacher centred approach, in which the emphasis is on

teachers and what they teach, to a student centred approach, in which the emphasis is on

students and what they learn, requires a fundamental change in the role of the educator from

that of a didactic teacher to that of a facilitator of learning.3

Strategies that have been developed as self directed learning include:

Problem based learning

Discovery learning

Task based learning

Experiential and reflective learning

Portfolio based learning

Small group, self instructional, and project based learning

Peer evaluation and learning contracts.912

Pergeseran dari pendekatan pedagogik guru berpusat tradisional, di mana penekanannya adalah pada

guru dan apa yang mereka ajarkan, ke pendekatan student centered, di mana penekanannya adalah

pada siswa dan apa yang mereka pelajari, membutuhkan perubahan mendasar dalam peran pendidik

dari seorang guru didaktik dengan seorang fasilitator learning.3

Strategi yang telah dikembangkan sebagai diri diarahkan belajar meliputi:
http://www.ncbi.nlm.nih.gov/pubmed/?term=Spencer%20JA%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Spencer%20JA%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Jordan%20RK%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Jordan%20RK%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Jordan%20RK%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B9http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B9http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B12http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B12http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B12http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B12http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B9http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B3http://www.ncbi.nlm.nih.gov/pubmed/?term=Jordan%20RK%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Spencer%20JA%5Bauth%5D


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pembelajaran berbasis masalah

belajar Penemuan

pembelajaran berbasis Task

Experiential dan pembelajaran reflektif

pembelajaran berbasis Portofolio

Kelompok kecil, instruksional diri, dan proyek pembelajaran berbasis

Evaluasi rekan dan belajar contracts.9-12

The changing role of teachers

Learner centred approaches challenge the traditional view of the teacher as the person

who determines what, when, and how learners will learn, with didactic teaching as the

predominant method. Creating an environment in which students can learn effectively

and efficiently becomes the new prerequisite, demanding not only that teachers are

experts in their fields but alsoand more importantlythat they understand how

people learn.34

This has major implications in terms of staff development, with the recognition that

changing a curriculum and keeping it going are unlikely to be effective if teachers are

not able to take on new roles. Such development needs to take place at all levels from

the institutional to the individual.35Barriers include the perennial problems of conflict

with service provision and the research first culture that prevails in most medical

schools, and the underresourcing of faculty development.

Conclusion

It is for each medical school to determine its own educational aim, analyse the context in

which it operates, identify the factors that constrain its operation, and choose the

curricular model and teaching and learning methods that suit it best. Provided it is

evidence based, diversity of approach is a good thing and to be encouraged. Whatever

the detail, a strategy that promotes self directed learning is likely to be the most
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B34http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B34http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B34http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B35http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B35http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B35http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B35http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B34


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effective. There is still, however, a need for rigorous evaluation before one approach can

be deemed to produce better doctors than another.36

Perubahan peran guru

Learner berpusat pendekatan menantang pandangan tradisional guru sebagai orang yang menentukan

apa, kapan , dan bagaimana peserta didik akan belajar , dengan mengajar didaktik sebagai metode

utama . Menciptakan suatu lingkungan di mana siswa dapat belajar secara efektif dan efisien menjadi

prasyarat baru , menuntut tidak hanya bahwa guru yang ahli di bidangnya , tetapi juga - dan lebih

penting lagi - bahwa mereka memahami bagaimana orang learn.34

Hal ini memiliki implikasi besar dalam hal pengembangan staf , dengan pengakuan bahwa perubahan

kurikulum dan menjaga itu akan tidak mungkin efektif jika guru tidak mampu mengambil peran baru .

Pembangunan tersebut perlu terjadi di semua tingkatan dari kelembagaan Hambatan individual.35termasuk masalah abadi konflik dengan penyediaan layanan dan " penelitian pertama " budaya yang

berlaku di sebagian besar sekolah kedokteran , dan underresourcing pengembangan fakultas .

kesimpulan

Hal ini untuk setiap sekolah medis untuk menentukan tujuan pendidikan sendiri , menganalisis konteks

di mana ia beroperasi , mengidentifikasi faktor-faktor yang membatasi operasinya , dan memilih model

kurikuler dan pengajaran dan metode pembelajaran yang sesuai dengan itu yang terbaik . Asalkan itu

berdasarkan bukti , keragaman pendekatan adalah hal yang baik dan harus didorong . Apapun detail ,strategi yang mempromosikan diri diarahkan belajar cenderung menjadi yang paling efektif . Masih ada ,

bagaimanapun , kebutuhan untuk evaluasi ketat sebelum satu pendekatan yang dapat dianggap untuk

menghasilkan dokter yang lebih baik daripada another.36

34. Irby DM. What clinical teachers in medicine need to know. Acad Med.1994;69:333

342. [PubMed]

35. Brew A, editor. Directions in staff development. Buckingham and Bristol: Society for

Research into Higher Education and Open University; 1995.

36. Woodward CA. Problem-based learning in medical education: developing a research

agenda. Adv Health Sci Educ. 1996;1:8394.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B36http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B36http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B36http://www.ncbi.nlm.nih.gov/pubmed/8166912http://www.ncbi.nlm.nih.gov/pubmed/8166912http://www.ncbi.nlm.nih.gov/pubmed/8166912http://www.ncbi.nlm.nih.gov/pubmed/8166912http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1115656/#B36

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