COACHING ACTIVITY OF 2013 CURRICULUM FOR ENGLISH TEACHER PROFESSIONAL DEVELOPMENT
Lany Maelany1, Lies Amin Lestari2, Suharsono3 1Postgraduate students, 2Postgraduate lecture, 3Postgraduate lecture Department of Language and Literature Education Postgraduate Program, State University of Surabaya, firstname.lastname@example.org
This research aims to describe real implementation of material of Coaching activity of 2013 Curriculum in teaching-learning process to support teachers’ professional development, and to drive teachers’ perception of Coaching concerning their professional development. A qualitative research was employed; sampling two teachers received coaching, and come from two schools; data were collected from observation and interviews. Major findings are both teachers attempt to implement Scientific Approach as material of Coaching, but they do not conduct Questioning Stage effectively and skip Associating Stage in every meeting; and they view Coaching activity enhances their knowledge and skill in classroom practice, because there is On session which becomes the effective strategy and strength to develop their professionalism. Since the implementation of the material does not indicate a comprehensive support of teachers’ professionalism but they say that it does, they should optimize their efforts in implementing the material and follow-up should be continuously provided.
Key Words: Coaching Professional Development 2013 Curriculum.
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