Linda Sutanto, Badri Munir Sukoco, Sri Pantja Madyawati, Erick Fajar Subhekti

TEACHER COMPETENCY DEVELOPMENT WITH CSCT MODEL AND PISA FRAMEWORK INTEGRATION

Introduction

Teacher competency development with csct model and pisa framework integration . Enhance teacher competency in Indonesia using the CSCT Model & PISA Framework integration. The Noble Teacher Program offers sustainable training, improving pedagogical, critical thinking, & tech skills for global education quality.

Abstract

The Noble Teacher Program enhances teacher competency in Indonesia through the CSCT Model and PISA Framework. It addresses training gaps by creating a sustainable framework aligned with global standards. The program began with Focus Group Discussions (FGDs) involving 20 education experts to identify needs and design a training model. Subsequently, 50 high school teachers in Surabaya participated in workshops and mentoring to improve pedagogical skills, critical thinking, social-emotional competencies, and technology integration. Evaluations showed significant improvements in teacher skills. Formative assessments identified program strengths and improvement areas, while pre-test and post-test comparisons confirmed gains in pedagogical and technological competencies, positively impacting classroom practices. The study concludes that the Noble Teacher Program effectively leverages community engagement to enhance education quality, aligning teacher competencies with global benchmarks. It provides a replicable model for integrating sustainability and global standards into teacher training initiatives.

Review

This paper presents the "Noble Teacher Program," an initiative designed to enhance teacher competency in Indonesia through a unique integration of the CSCT Model and the PISA Framework. The program addresses a critical gap in teacher training by aiming to create a sustainable framework that aligns local educational development with global standards. This objective is particularly pertinent in the current educational landscape, where the need for adaptive and globally-aware teaching professionals is paramount. The premise of leveraging international benchmarks to elevate national teaching capabilities is a compelling and timely proposition. The methodology employed appears to be well-structured, beginning with a foundational phase of Focus Group Discussions involving 20 education experts to inform the program's design and identify specific needs. This needs-based approach transitioned into practical implementation through workshops and mentoring sessions delivered to 50 high school teachers in Surabaya. The program targeted a comprehensive suite of competencies, including pedagogical skills, critical thinking, social-emotional learning, and technology integration. The abstract reports significant positive outcomes, with evaluations showing marked improvements in teacher skills, and pre-test/post-test comparisons confirming gains, particularly in pedagogical and technological competencies, which positively impacted classroom practices. In conclusion, the study highlights the Noble Teacher Program's effectiveness in enhancing education quality through strategic community engagement and the alignment of teacher competencies with global benchmarks. A significant contribution of this work is the claim that it offers a "replicable model" for integrating principles of sustainability and global standards into teacher training initiatives. This suggests a potential for broader impact and adaptation beyond its initial context, providing valuable insights for future teacher development programs globally. The initiative appears to offer a robust framework for improving teaching quality, making a meaningful contribution to the field of educational professional development.

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