Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

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Abstract

Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher’s competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012–2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers, and in 2016 by 427,189 teachers, and (2) teacher development programs as a follow-up of teacher competency tests. The obtained data was analized by descriptive quantitative and qualitative, respectively, on the document study result data and the interviews. The teacher competency test results were used to measure the mastery of pedagogic and professional competence of teachers at all subject matter and all levels of schools in Indonesia. Furthermore, the results are used as the basis for determining teacher quality improvement program in Indonesia continuous training. They are expected to provide best practice information from the implementation of teacher competency mapping done in Indonesia including its follow-up in order to develop the teacher’s sustainable profession.

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