PEDAGOGIC COMPETENCE DEVELOPMENT MODEL: PEDAGOGIC KNOWLEDGE AND REFLECTIVE ABILITY

The effectiveness of the pattern of relationships between teachers and students is possible to develop in the context of teachers understanding of the characteristics and potential of students. This ability becomes urgent and fundamental for teachers to have and needs to be prepared from the start and become a skill in managing learning interactions or what is called pedagogical competence This has become the focus of attention for solving the crucial situation of the low pedagogical competence of elementary school teachers in DKI Jakarta Province (30.43%) and the occurrence of situations and conditions of violence in schools that place educational institutions in Indonesia in the highest position of violence against children. The focus of fundamental research is directed at the development of a pedagogical competency model that includes the need for a pedagogical knowledge paradigm and reflective abilities for teachers, especially primary school teachers. Analyzes were carried out for the construct of the model formation. The quantitative research approach with the Structural Equation Modeling (SEM) technique is intended to be able to analyze the dominant indicators that constitute the model. Data collection with 26 statements in a questionnaire of 264 elementary school teacher respondents. The results of the study: (1) twenty-six valid indicators as indicators to measure the construct, (2) there is a suitability of the model with the data so that the pedagogical competency model can be developed with the construct of pedagogic knowledge and reflective ability. Research is expected to be a trigger for advanced competency development research models.

1.  UEU-Journal-17257-13. 2020 PEDAGOGIC COMPETENCE DEVELOPMENT MODEL PEDAGOGIC KNOWLEDGE AND REFLECTIVE ABILITY.Image.Marked.pdf - 476 KB

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