Proceeding Departemen Pedagogik Prodi PGSD

Abstrak
Development of teachers is one of the consensus that often receive less attention among researchers, professional development specialists, and policymakers on how to substantially improve the knowledge and skills of teachers. This new consensus demanding the importance of preparing the collegial opportunity to examine how to solve authentic problems that are limited by gaps between expected student achievement objectives with their actual performance. The parties stakeholder in this context, even though it provides a shared view on teacher development, but in reality these views differ radically between schools. Implementation of the model described above consensus sreperti certainly require major changes in the organization of things bapaimana teacher development, how to change the school structure, and how to change the culture and beliefs affect the already established conventional educational processes, especially in pengembangm teachers, and the low status of teachers' professional development among the priorities of education.