Topic 5 : The Role Of Primary School Teachers

Learning outcomes

1. Explains the different role of teachers in the context of school management.

2. Describe the practices of teachers who can fulfill the function of the teacher in
accordance with the current education.
3. Cultivate a willingness to accept the role of pre-service teachers roles associated
with effective teachers.

5.0 Introduction

As teachers, you will feel yourself monitored and evaluated in terms of efficiency not
only from the aspect of teaching in the classroom, but includes relationships with
other teachers, parents and students up to the way you dress.
The formation of self-identity as a professional teacher requires time and
participation in the processes of teaching , educating and guiding a child that has
been entrusted to you. You will get satisfaction from your career undertakings when
students achieve success due to the efforts and dedication to 'change' his life around
your protege to a better level. Through time, the personality, the role and nature of
self as a teacher would be well within yourself. In other words , teaching is used as a
life or your existence, not just the way you act or decision making teaching and
learning ( T & L ) in the classroom.

At the elementary level, the teacher is one of the determining factors in the success
of a student studies. Teachers can influence classroom interaction and classroom
psychosocial environment. Teachers have the authority / freedom to determine the
sources and methods of teaching in their respective classes. Children at this stage to
be active, have high force curious, creative and willing to be guided by their
teachers. Each primary school teachers should have a variety of skills and
knowledge to perform the responsibility of educating children between the ages of
six to twelve years in line with the National Education Philosophy to produce a
comprehensive and balanced human in physical, emotional, spiritual and social.
The development of education nowadays require teachers to perform a variety of
roles. These include the knowledge practitioners, counselors, reflective practitioners,
researchers, agents of socialization, agent of change, substitute parent, shaping
behavior and learning manager. Each of these roles leads to an increase in the
effectiveness of T & L.

5.1 Teacher as Practitioner Knowledge and Skills

Teachers have a responsibility to always seek knowledge and practice to meet the
educational needs of young people and the future of the country. Practitioners of
knowledge mean love, master, always looking and improving knowledge, use or
apply knowledge in various aspects of life. Educators minded teachers consider
teaching is a trust given to him to give back and to share their knowledge without
expecting any reward and recognition for the advancement of the nation.
As discussed in chapter four, to be a successful teacher, it will take quite a long time.
You need to adopt the attitude to 'learn to teach', constantly improve the mastery of
knowledge and education content knowledge through reading, discussion with
colleagues, attend in-service courses, conduct research and demonstrate openness
to knowledge acquisition opportunities. Knowledge based on textbook alone is not
enough as the development of information and new knowledge always coming.
Therefore, teachers need to become lifelong learners as knowledge is constantly
evolving and changing.

As a professional, teachers need to be concerned about the development of

knowledge and current skills so as to provide a meaningful learning experience of
students and using that knowledge to fight for truth and justice and provide quality
and meaningful contribution to the students, community and country.
Teachers should foster a culture of self-love for science in students while they are in
school so that knowledge can be developed and utilized in all aspects of their life.
The role of teachers as practitioners of science, especially in the performance of T &
L activities is a noble role. Acquire knowledge without practice will not bring any
benefit to the parties, including the individual itself. Practice loving knowledge can
enhance the dignity and decorum and students as well as provide guidance to the
right path.

Teachers need to have the appropriate skills to convey knowledge control.

Teachers are practitioners of pedagogical content knowledge when he was able to

synthesize and integrate the three pillars of knowledge, the knowledge of content,
general pedagogical knowledge and know how to connect the educational context
and the different contexts in an integrated manner.

Teacher organizes lecture by integrating learning skills and thinking skills in content
in order to produce students capable of higher order thinking and conducive to
learning styles and cognitive styles. The era of information technology has an impact
on the proper role of the teacher changes from a purveyor of knowledge to a mentor/
facilitator. To help students achieve optimal learning, the facilitator must have skills
such as emotional intelligence competencies, communication skills, skills in using
technology in teaching and skills to motivate students. All of these skills can be
owned by teachers individually through reading, sharing information with colleagues,
practice reflection, attending courses and practice of action research.

5.2 Consultant

The teacher's role includes not only T & L activities based on the curriculum and
syllabus alone but covers a person's entire moral development of pupils. An effective
teacher will ensure that students master the skills needed to address the problems or
challenges that may be faced in life.

Students who are not equipped with the skills to manage emotions and resolve
personal problems may affect the learning performance. Therefore, each teacher
must serve as consultant, working with schools and parents to guide students toward
quality and healthy life.
Discussion is often associated with the concept of guidance and counseling. This
book is not intended to affect the role of school consultant and counseling teachers
as being outside the scope of our discussion topics. In general, the role and duties of
the regular teacher in the context of the guidance can be viewed in terms of
providing advice, guidance, instruction and assistance to students who need it.

Shertzer and Stone (1981) defines mentoring as a service to guide individuals who
need to reach an understanding, knowledge and skills. The coaching process can
occur in groups or individually. The coaching process can be carried out formally in
the classroom, in the school hall or in a place of recreation through special courses
organized for the purpose. Opportunity to provide guidance may occur during
informal interactions with students.

Teachers serve as consultant to :

Cultivate the interest and motivation of the academic subjects in order to improve
their academic achievement.
Guide students to identify strengths and weaknesses, interests and inclinations
themselves against fields of endeavor, according to their interests and talents and
abilities so that their potential can be developed.
Instill passion and healthy attitudes toward school and relate it with their daily
practices .
Identify and assist students who are experiencing problems of education / socio /
health in making personal adjustments from the social, emotional, mental and
physical aspects.

In the same context, the teacher may serve as a 'mentor' in which the role is a
combination of training, support, guidance and constructive feedback. Mentors will
try to build individual strengths to maximize and pupils who are under their care in a
classroom situation. Mentoring process is implemented based on the love
relationship between a mentor and mentee.

The teacher's role as an instructor is not limited solely by the scope of their duties in
curriculum and instruction from the school management. As an educator, he is also
guiding and helping students become healthy, positive and able to contribute to
society.

5.3 The Reflective Practitioner

Flow of teacher education at the present emphasis on the production of a reflective

teacher, capable of engaging in the practice of self-inquiry process in terms of social,
emotional and academic (Schon, 1987; Sparks- Langer, 1992; Zeichner & Liston,
1996). The studies related to teacher education agree, the practice of reflection is
effective in helping teachers structure their thinking toward mastery of pedagogical
content knowledge and general pedagogical. Reflection allows practitioners to
evaluate, understand and learn from the experience.
Almost every teacher has to reflect on 'something' that is associated with teaching
activities. 'Something ' is probably the absence of specific students in the classroom,
student achievement on tests given by teachers or suitability of the content of
subjects with interest the pupils. Teachers as reflective practitioners should always
question the practice itself and not just act on the habits or follow instructions alone.
Reflective teachers will plan and act with full awareness based on the theory and
principles of T & L. This practice can be expanded by asking yourself questions that
relate to things done before, during and after with the purpose of improving teaching
skills in the teaching profession.

According to Schon (1987), when an event or experience unforeseen circumstances,

the individual consciously think while facing those problems have to do reflection
during action (reflection-in-action). When a person staring back at actions, analyze
the events in the past and planned actions, the person has to practice reflection on
action (reflection-on-action).

Each teacher will have to make research about what steps in the process of
reflection that can help him understand the closer role as an effective reflective
practitioner. As shown in fig 5.1, the reflection began with the efforts of teachers to
describe the situation or identify problems that arise, then tried to explain his feelings
about the situation based on the perception and self-esteem. In the evaluation, the
teacher explores the possible causes of the problems and the strengths and
weaknesses of the situation. As a result, teachers will strive to find ways to
overcome areas of weakness. In the process of analyzing the situation, a practitioner
finds effort to see the situation from a different angle and consider the possibility of
alternative action. In the conclusion, the teacher decided the best course of actions.
The last circle is a reflective process of thinking about the future action plan (plan of
action) if the same events over and over again.

Successful teachers are not just teachers that managed to mimic the actions of an
efficient teacher teach or doing classroom management duties efficiently as any
requirements prescribed procedure. Such practice by Van Manen (1977) is just the
technical aspects, which is the teacher just thinking pedagogical decisions regarding
the use of effective and beneficial.

Reflective thinking should include the social, moral and ethical values in the process
of learning reflection of the state of teaching problem occurs on three different levels
of technical, practical and critical (Van Manen, 1977; Zeichener & Liston , 1996).
Reflection in practical level, teachers try to review the results and impact of the
means used to achieve educational goals. His thinking was more focused on the
assumptions made about the purpose and effect of education. According to Van
Manen, teachers use critical reflection to combine criteria level moral, ethical and
professional action in teaching.
Teacher performance can be enhanced through reflective practice. Among the
benefits derived are:

Able to identify the strengths and weaknesses within himself to achieve better
performance.
Become a more confident teacher.
Teaching is more effective according to the principles and models of teaching and
diversity techniques.
Actions and decisions based on knowledge and pedagogical knowledge effectively.
Reflective thinking can be documented in writing is an important reference not only
for teachers, but also as a contribution to new ideas to be referred to by his
colleagues and teachers at other schools.

5.4 Researchers

The concept of teachers as researchers often discussed in the literature of teacher

education reform, particularly in relation to upbringing and increasing the
professionalism. Teachers are encouraged to apply the research to understand the
culture and practice of the learning environment and the actions themselves to
improve the quality of professionalism.

Each day the teacher must make various decisions related to teaching and
classroom management. In fact, every day the teachers involved in the research
process, the plan lessons, help students in the learning process, classroom
management, assessing student work, provide feedback student achievement to
parents and other interested parties. Even though, clearing activities more in the
teaching process, but if restated using different terminology is to design and
implement an action plan, observe and collect data, analyze results and modify
learning plans to meet the needs of pupils meet the definition of activities 'research.

The role of the teacher as researcher is evident as the daily activities of teachers
recorded or documented in a real / formal and systematic manner, involve
themselves in the process of inquiry in order to improve teaching and student
achievement.

Action research, a form of research undergo by teachers for teachers and teachers.
All the roles, functions, practices, culture and norms in school better understood by
teachers compared with third-party researchers. Therefore, more appropriate to
investigate the practices of teachers in school situations where he worked
(Stenhouse, 1983).

Action research study in question manifests of curiosity about the problems.

Teachers as researchers involved in producing new theories and understanding
related to the problems faced (Elliott, 1991). In addition, researchers have the
opportunity to collaborate with other teachers and pupils involved in decision-making
relevance of curriculum and instruction (Hitchcock & Hughes, 1989). The findings
can be shared with other teachers as well as build relationships with friends in
search of best practices in T & L. Among the advantages of the teacher as a
researcher in his own class are:

Adding theoretical clarity, language and learning.

Increase knowledge and understanding of classroom practice and improve teaching
skills.
Facilitate collaboration with students and other teachers.
Opportunity to expand our mutual commitment towards the improvement and
enhancement of the profession.

The role of the teacher as researcher allow scientific review of an event, to make
analysis based on empirical evidence and authentic data thus help teachers make
classroom decisions wisely and effectively in accordance with the theories and
principles of T & L.

5.5 Socialization Agents

School serves as a place of opportunity for the students to acquire a wide range of
knowledge and skills needed to progress and development of the country. School as
a social institution emphasizes the development and change of behavior of pupils
based on values, norms and needs of the community.

Teachers act of imparting knowledge to the students as well as attitudes, values, and
outstanding personalities in accordance with the individual needs and expectations
of society.

As an agent of socialization, teachers are able to serve up individual socialize and

have high emotional intelligence to be able to adapt to the working world. Teachers
who understand their own feelings and others have self-control and self-motivation
will showcase empathy nature and able to help students develop emotionally
healthy. In terms of social relationships, the teacher should be easy to adapt, caring
and respect individual differences. Thus, pupils can develop a positive self-concept
and self-confidence to reach their potential.

In playing the role as an agent of socialization, teachers should be involved in

community activities organized by the local community as a family carnival, rock
climbing expeditions, cultural activities, collaborative, tuition and so on. Teachers
maybe invited as a coach, referee, speakers, observers or special guests in
particular event of the local community. Teachers can extend assistance in terms of
the contribution of expertise, energy, time and money to ensure the success of these
activities. At the same time, teachers have the opportunity to socialize with parents,
residents and community leaders, mingle and get to know the practice and culture of
the local community closer and deeper.

Society's expectations of the teacher to play the role of enhancing the quality of life
patterns, preserve and maintain the culture and norms of social well-regarded in the
community. Thus, the practices of moral values such as courtesy, good manners,
caring, affectionate, humanitarian values and respect the rights of others should be
displayed within a teacher. Patterns and values of teachers, speech and language,
respect the rules and laws as well as the response of teachers to the less fortunate
is an important tool in the development of socialization and social development of the
quality of students ' personality .

Teachers as agents of socialization can be strengthened if he exhibits a willingness

to learn and adapt to new technologies in communication like the use of websites,
email, chat groups, create blogs and so on to channel information can be accessed
more quickly and efficiently.

5.6 Agent of Change

The teaching profession, a teacher of course face the changes in the performance of
his duties to receive new students, the need to master new knowledge and skills,
new curriculum, new technology, new methods of teaching, new organizational
structure, a new service scheme and so on. We are unable to avoid, in the face of
change, every time 'reform', the routine or habit will be disturbed, there is also
something that may be overlooked in the process of transition to. Change can create
uncertainty, anxiety and stress. Changes can also bring positive effects such as the
new hope, innovation, and for those brave enough to face will acquire a sense of
satisfaction from the new experience. 'Change' is the act of making something in
some other way, to maintain the efficiency and skills of their own, changes should be
made a part of our daily life. Generative nature of change, the change in one part
can cause changes in the other.

School is an educational institution that plays a role as a reformer and innovative

modernization of society. Teachers as change agents must be able to manage the
transition from the old to the new, help others release the existing ways and try new
ways and show a positive spirit, with the ability of self- confidence and willingness to
engage constructively in the face of change.

Primary school teacher holds a bachelor's of course expected to be agents of

change not only the students but also the community among co-workers, local
communities and the nation in general. Teachers will dynamically responsive and
strive to lead the change in line with the aspirations of the country through his
teaching duties in accordance with current demands.

Since the country's independence, educational institutions, particularly schools

always evolutionary process, reform, innovation and paradigm shift in terms of
curriculum design, infrastructure and education infrastructure, teaching approaches,
use of resources, policy and education act. Such changes are aimed at ensuring that
the educational process more effective, relevant and meaningful and appropriate to
the demands of current customers. In this decade alone, we have adopted the
concept of pedagogical, using English as the medium of instruction in the teaching
and learning of Science and Mathematics Education Development Master Plan and
the recently introduced Primary School Standard Curriculum.
Fullan (1993) pointed out, teachers engage productively in the process of change,
teachers have a moral purpose (moral purpose) associated with their duties and
responsibilities. By Fullen (1993), there are four key areas to build the capacity to
cope with the changing morality, namely:

Build a personal vision (personal vision building)

Inquiry
Mastery
Collaboration

Building a personal vision means to investigate and identify ourselves desire to

become a teacher by asking questions like, 'What is the legacy that I hold out to
change the quality of life for my students? 'Then make an inquiry with the practice of
self-assessment or reflection about personal goals in order to form a habit and
norms that are willing to learn throughout life. Mastery means to achieve a thorough
understanding of their areas of expertise so that effectiveness can be improved. This
includes the requirement to attend staff development training to gain exposure to the
latest ideas and skills. The ability to collaborate will be able to double the
effectiveness of any effort. Support and work alongside colleagues and other party
can not only enrich the experience, but also to create synergy and motivation to cope
with change.

Determination of the implementation of each field discussed above were related to

the role of education institutions; there is or is not the aim of building a shared vision
(shared vision - building), structures (Distributed or bureaucratic) norms, the practice
of inquiry, the development of human capital-oriented organization and work culture
(collaboration and camaraderie among colleagues).

As agents of change, teachers themselves must adopt the concept of Lifelong

Learning. Changes must be generative, that is a new idea to generate ideas and
innovation or progressive. In short, the role of teachers as agents of change
associated holding role morality. Without moral purpose, whatever changes or
innovations were introduced to the school implemented and just meeting the rule at
the top only.

5.7 Substitute Parent

Parents are the individuals closest to the students for early learning of children
obtained from their parents. The early development of children begins in the home in
which the aspirations, values and attitudes of their parents as a model to be
followed. Therefore, aspirations and values of the school should be in line with the
aspirations, values and attitudes of parents in the home. Parents are the major social
influence on the achievement of their children's schooling. It is important to maintain
good and cordial relationship between the school and parents.
While the intent of the married couple to maintain domestic bliss, but in reality there
are children who come from different harmony backgrounds families. Teachers not
only need to understand a child being taught by them, but he must also gain an
understanding in terms of family structure and family function in the culture and
practices of different customs. Not all children who attend the school come from the
family unit and ideally managed. There are single mothers, children under the care of
a guardian, divorced parents, parents who are busy working and various other forms
of family problems. Poverty, child abuse, child labor, drug abuse is a social issues
they may be facing one of the children in the class you are teaching.
Awareness and sensitization of teachers on these issues will help school children
cope with more confidence. Teachers who understand this situation will give more
specific attention and strive to create schools and classrooms more conducive to
worries and concerns of children about the world outside of school can be
minimized.

Demonstrating the love, warmth and provide learning experiences that are
meaningful and quality, the teacher can act as a substitute parent and treat students
who are hungry for love and affection of their parents.

5.8 Shaping Behavior

Teachers are individuals who are directly involved in the process of learning face to
face with students every school day. Teaching is a very important model in delivering
the message about the practice of values, beliefs, philosophies and attitudes to their
students. Parents and society in general view the role of teachers in molding the
behavior of a very influential during the student is in school. If teachers demonstrate
boredom, laziness and lack of enthusiasm, students will imitate the behavior that it
observes.

As a shaper of behavior, basically the teacher must understand the learning goals to
be achieved. Formation approach behavior used should support the goals and
purposes of education. For example, if the goal of education aimed at creating a
human able to think on a higher level, to solve problems independently and
appreciate the uniqueness of the individual, then the formation of behavior must be
consistent with the goals set. Teachers need to have wisdom in the selection of
approach behavior in professional development, based on the philosophy and theory
of conduct.

A shaper of behavior that use behaviouris approach will:

Provide a focus on behavior change.

The behavior is action that can be seen, heard and measured.
Therefore, attitudes, values , beliefs, feelings and self-image are not the main focus
in the development of behavior.
Goals of behaviouris approach is to teach new behaviors or maintain the desired
behavior through reinforcement.
Prioritize the use of natural reinforcement.
.
A teacher in molding behavior of consumption using humanist approach will:

Provide a focus on thoughts, feelings, psychological and emotional needs of the

individual.
Provide opportunities for individuals to master the control of his own behavior,
rather than through conformity to the other party or the formation of behavior.
The interventions emphasize communication skills, understanding of motives,
personal consultation (private conferences), problem solving in groups / individuals
and the use of consultants.

Your choice to manage student behavior, depending on the:

What are your views on the holding and students?

Maturity level, cultural background, previous record ?
What is your role as a teacher?
To direct, guide, influence?
What are your motives when dealing with discipline problems?
How far power, self reliance, concern for students, learning, comply with regulations?

5.9 Learning Manager

T & L is effective not only depend on the ability of teachers to apply teaching skills in
the classroom, but must have the skills to create a conducive learning environment.
Teachers as learning managers will strive to create a learning environment that
encourages collaboration among students in the classroom so that the learning
process meaningful and productive. As a manager of learning, teachers are
responsible for:

Planning, organizing, directing and controlling the activities of T & L.

Manage the classroom in terms of rules and routine of handling class.
Manage the physical environment in terms of tables and chairs set furniture,
temperature, lighting, landscaping, safe equipment / IR & IP to the physical safety of
the classroom reserved.
Managing the psychosocial environment of the classroom to ensure the learning
environment is friendly, where students build self-confidence, there is a feeling
accepted unconditional and mutual respect among students and teachers.
Manage the process of assessment in the classroom in terms of providing
questions examinations, administering, monitoring, inspection, record keeping and
provide reporting pupil achievement or progress.
An effective learning managers have high personal qualities, competence pedagogy
and content as well as appreciation and a positive attitude.

5:10 Summary

In this chapter we have touched the diversity of roles played by a primary school
teacher as knowledge practitioners, counselors, reflective practitioners, researchers,
agents of socialization, agent of change, substitute parent, shaping behavior and
learning manager. Actually the role of teachers to prepare students today for the
world tomorrow (Preparing today's children for tomorrow's world). Demands of
society and the world in general is that teachers are able to equip themselves with
the skills and 2l century global competencies.
As a practitioner of knowledge, agents of socialization and agents of change,
teachers need to be more aware of the ability to communicate and share knowledge
globally, able to see the problem from the perspective of a different community and
collaborating with communities of the world in the use of resources and knowledge to
achieve the well-being and world peace we have in common. This generation of
students will enter the world of work and communication technology based on Web
3.0 that allows network without borders. The challenge for teachers who educate
Generation Y will play a broader role. To ensure our role as an effective teacher , we
need to explore and master 21st century skills such as the use of digital equipment
(cameras, mobile phones, computer software) and online resources (online
resources) to support and enhance the presentation and partnership that we teach
science.

Join activity

Think of a situation where teachers have the opportunity to serve as agents of

change to a colleague. Discussion it with your classmates.
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