Year: 2024 | Month: December | Volume: 11 | Issue: 12 | Pages: 128-136
DOI: https://doi.org/10.52403/ijrr.20241215
Needs for Sustainable Professional Development of Elementary School Teachers Through Culturally Responsive Teaching Approach Training
St. Habibah1, Wahira2, Sri Hastuti3
1,2,3 Educational Administration Study Program Faculty of Education, Makassar State University, Makassar City, Indonesia.
Corresponding Author: Wahira
ABSTRACT
Continuing the profession is not only to meet administrative requirements but also to improve the quality of teaching, prepare teachers for future challenges, and build a more robust educational community. Culturally Responsive Teaching helps teachers understand and appreciate differences to create an inclusive and supportive learning environment for all students. This study aims to determine the form of need for sustainable professional Development (PKB) through Culturally Responsive Teaching Training in the Elementary School Teacher Working Group that is needed. This study uses R&D with a research and development design as needed and content analysis at the preliminary study research stage. This research was carried out in a teacher working group in the Gowa and Takalar Regencies, which totaled 70 people. The results of the study show that (1) The average training received by teachers so far is in a suitable category because development training is needed according to needs; (2) the average need for sustainable professional development is a category of needs that are very needed. Therefore, further research is needed and conducting research involving different stakeholders, namely school administrators, mentors, and instructors, through case studies that can help us better understand the situation and mentoring in the context of training
Keywords: continuing profession, training, culturally responsive teaching approach
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