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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