Di Indonesia banyak guru yang dipekerjakan di sekolah tnpa kualifikasi mengajar.

Namun, jika
mereka ingin menjadi guru professional dan menerima tunjangan pemerintah, mereka harus
mengikuti program Pendidikan guru.

Semua negara ingin memiliki guru professional. Untuk itu,tiga negara mengembangkan program
yang wajib atau perlu diikuti oleh para guru agar lebih professional dalam mengajar. Namun, jika
untuk mendongkrak jumlah guru professional sesuai amanat undang undang,pemerintah
menyediakan Pendidikan dan pelatihan profesi guru (PLPG). Kemudian muncul kebijakan baru, guru
non kependidikan bisa menjadi guru professional dengan syarat mengikuti Pendidikan profesi guru
(PPG) selama satu tahun. Guru yang mempersiapkan diri menjadi kepala sekolah diberikan program
pertukaran kerja bayangan kepala sekolah, dimana para guru dapat praktik menjadi kepala sekolah.
Selain itu, guru juga di berikan cuti belajar dan cuti Panjang dan Ketika mendapatkan beasiswa ini
mereka tetap menerima gaji penuh.

Guru di tiga negara secara Bersama sama mengembangkan professioanalismenya secara mandiri
dengan mengikuti seminar, pelatihan jangka pendek, kelompok kerja guru atau professional learning
community. Namun, di Malaysia dan selandia baru telah terjadi proses peer training yang
berkembang di antara para guru, misalnya dengan mengamati seorang guru saat mengajar. Di
Indonesia, banyak guru yang melanjutkan Pendidikan pascasarjana untuk kebutuhan yang berbeda.

Hasil beberapa penelitian di Indonesia menunjukan bahwa pengembangan keprofesian yang di

lakukan oleh guru kurang memberikan dampak positif terhadap mutu Pendidikan, misalnya
perubahan prilaku guru dalam pembelajaran dan hasil belajar siswa. Sedangkan di Malaysia secara
umum dapat do katakan bahwa pengembangan pengembangan keprofesian berdampak positif
terhadap peningkatan mutu Pendidikan di sekolah. Sedangkan di selandia baru, Sebagian besar
penelitian menemukan dampak positif pengembangan keprofesian guru terhadap pembelajaran
siswa.

English

In Indonesia many teachers are employed in schools without teaching qualifications. However, if
they want to become professional teachers and receive government allowances, they must join the
Teacher Education program.

All countries want to have professional teachers. For this reason, three countries have developed
programs that are mandatory or need to be followed by teachers to make them more professional in
teaching. However, if to increase the number of professional teachers according to the mandate of
the law, the government provides teacher professional education and training (PLPG). Then a new
policy emerged, non-educational teachers could become professional teachers with the condition
that they take part in Teacher Professional Education (PPG) for one year. Teachers preparing to
become school principals are given the principal's shadow job exchange program, where teachers
can practice being school principals. In addition, teachers are also given study leave and sabbaticals
and when they get this scholarship they still receive their full salary.

Teachers in three countries are jointly developing their professionalism independently by attending
seminars, short-term training, teacher working groups or professional learning communities.
However, in Malaysia and New Zealand there has been a process of developing peer training among
teachers, for example by observing a teacher while teaching. In Indonesia, many teachers continue
postgraduate education for different needs.
The results of several studies in Indonesia show that the professional development carried out by
teachers does not have a positive impact on the quality of education, for example changes in teacher
behavior in learning and student learning outcomes. Whereas in Malaysia in general it can be said
that the development of professional development has a positive impact on improving the quality of
education in schools. Meanwhile in New Zealand, most studies have found a positive impact of
teacher professional development on student learning.