The Implementation of Policies in Developing Four Dimensions of Teacher’s Professionalism

Abstract

Teacher professional development program covers four dimensions of competence namely Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and Teacher Career (TC). This article aims at describing the implementation of government policies in developing teacher’s professionalism that contributes to the four dimensions of teacher’s competence. 132 teachers of various school levels in the province of Lampung were involved in the research to uncover their perceptions on the implementation of government policies in developing teacher’s professionalism that contributes to the four dimensions of competence. Based on Chi-Square Tests analysis, the implementation of government policies in developing teacher’s professionalism has significantly contributed to CK and PK with the significance level of 0,03 and 0,03 respectively. However, the implementation of policies in developing teacher’s professionalism has not been able to increase the level of PCK (0,294) and TC (0,089). In other words, review and reconsideration are necessary in the implementation of government policies in developing teacher’s professionalism to have positive and significant impact on the increase of PCK and TC.

Keywords: Policy implementation; teacher’s professionalism; teacher career