1

Lesson Study : Penilaian prestasi kemahiran mengajar guru kimia pra perkhidmatan

Maryam Sulaiman (maryam_mrsmbp@yahoo.com.my)
Zurida Haji Ismail (zurida@usm.my)
Balakrishnan Muniandy(mbala@usm.my)

Universiti Sains Malaysia
11800 Penang
Malaysia

Abstrak


Kertas kajian ini melaporkan suatu usaha menyepadukan kaedah Lesson Study secara simulasi dalam
kursus Kaedah Pengajaran Kimia yang ditawarkan kepada pelajar tahun tiga dalam program
pendidikan guru sains. Pendekatan Lesson study menjanjikan suatu kaedah peningkatan
pengetahuan profesionalisme guru yang berkesan yang memfokuskan pembinaan kemahiran asas
guru dan pembelajaran murid secara berterusan melalui penghasilan pengajaran berkualiti di dalam
bilik darjah. Sejumlah 44 orang pelajar yang mengikuti kursus ini terlibat dalam kajian dan mereka
dibahagikan kepada lapan kumpulan bergantung kepada subjek sains major dan minor masing-
masing. Lesson study dilaksanakan oleh kumpulan pelajar ini sebanyak tiga kitaran bagi satu topik
kimia Tingkatan Empat dan Lima. Peningkatan prestasi kumpulan Lesson study secara simulasi ini
diukur menggunakan instrumen Lesson Study Performance Assessment Form yang terdiri daripada
dua bahagian: prestasi guru yang mengajar dan pembelajaran murid. Pengukuran peningkatan
prestasi ini dilaksanakan sebanyak tiga kali ( bagi tiga kitaran) oleh pendidik guru dan rakan
sekumpulan (peer group). Penilaian prestasi Lesson study yang dilaksanakan semasa pencerapan
pengajaran telah memberi suatu pengalaman yang berharga kepada guru dan pelajar untuk membuat
refleksi yang terperinci tentang pengajaran guru dan pembelajaran murid sepanjang proses Lesson
Study khususnya dalam pembelajaran subjek sains kimia silibus Tingkatan Empat dan Lima.


Pembentang : Maryam Bt Sulaiman
Tel : 013-5131684 e-mel : (maryam_mrsmbp@yahoo.com)











2


Lesson Study: Assessing Pre service teachers performance of teaching Chemistry

Maryam Sulaiman (maryam_mrsmbp@yahoo.com.my)
Zurida Haji Ismail (zurida@usm.my)
Balakrishnan Muniandy(mbala@usm.my)

Universiti Sains Malaysia
11800 Penang
Malaysia


Abstract


This paper will report on an effort to integrate the simulated-teaching Lesson study approach in the
chemistry teaching methods course offered to third year students in a science teacher education
program. The integrated Lesson study has promised an effective teacher development methods
focusing on developing the appropriate skills of teaching and continual improvement of student
performance in the classroom. A total of 44 students enrolled in the course were involved in the
project. They were divided into eight groups based on their major and minor science subjects. Each
group of students conducted three cycles of Lesson study for one topic of form four or form five
chemistry syllabus. The improvement of simulated-teaching Lesson study performance was measured
at each cycle by using the instrument Lesson Study Performance Assessment Form that consisted of
two parts: the performance of teacher candidate and participating students; gives the totalled
measurement three times (three cycle) by the teacher educator and peer group member. The
measurement conducted during the teaching observation is perceived as a beneficial experience hence
enable them to evaluate and revise the lesson in detail particularly the teaching of teacher candidate
and participating students throughout the lesson study process in chemistry subject for secondary
syllabus.


Presenter : Maryam Bt Sulaiman
Tel : 013-5131684 e-mel : (maryam_mrsmbp@yahoo.com)











3

Introduction

The direction of teacher education in Malaysia is growing in line with changes in the
educational systems through the aspirations of the national education system that is depends upon
economic, political and social factors. Training in teacher education is to organize specific training
courses for specific levels of instruction for variety of school in Malaysia. Teacher training in
Malaysia is led by the Teacher Education Division (BPG), the Institute of Teacher Education (IPG)
and Public Higher Education Institutions (IPTA). These bodies are responsible for planning and
implementing teacher training to meet the needs of teachers in all educational institutions country.
The IPTA particularly University Science of Malaysia (USM) generally the Bachelor of
Science with Education is offered for four years. The science subject (Chemistry, Biology, Physics
and Mathematics) from the School of Science is integrated with the educational subjects aiming to
produce secondary school teachers who can teach science and mathematics and other related subjects.
With this in mind the teacher education program will provide a professional, dedicated and innovative
science or mathematic teachers and educational services officers with a broad perspective on overall
research, also having a deep knowledge on teaching and learning, able to teach the relevant skills
in different circumstances and have a positive attitude towards school, education and society.
Particularly the program aims to produce teachers who can teach at least one subject or mathematics
up to form six. (Buku Panduan SMSP, 2010)
The pre service teachers are trained to teach at least two science subjects. Students of science
education will take the science of chemistry, biology, physics and mathematics as a major or minor
subject. There are two key elements in the professional component of teacher education programs
offered: educational courses and practical training. Educational courses offered are conducted in a
formal and systematic process of learning to teach. This course provides an opportunity for pre
service teachers to be more exposed to the knowledge base needed about teaching so then can go out
and teach at schools. Students must take courses teaching science methods to meet the requirements of
this program.
Learning to teach refers to the preparation of pre service teachers to learn to be teachers
through teaching method courses and practical training in real schools. During the course of teacher
education, they learn to teach through simulated teaching and microteaching as part of the coursework
requirements. This teaching practice is hoped to help pre service teachers to 'see' the relevance of
courses to actual classroom practice. The component of teaching practice is seen as a necessary
component in teacher education program.
Learning to teach through teaching practice should be emphasized that the method can meet
the characteristics of the construction of teachers' practical knowledge according to Van Driel,
Beijaard and Verloop (2001), knowledge that is action-oriented and person bound. Practical
knowledge is constructed by teachers in the context of their work , integrates experiential knowledge,
4

formal knowledge and personal belief. In reviewing the building of teachers practical knowledge in
teaching , the element of the knowledge base of teaching particularly the concept of pedagogical
content knowledge (Van Driel, Beijaard and Verloop 2001, Shulman 1986 ) is very much relevent .
The pre service teacher has to learned how to combine and integrate their content knowledge and
pedagogical content knowledge (PCK) to produce good teaching in science subjects. However ,
Hiebart et al (2002) associate the knowledge base of teaching for new teachers with the knowledge of
practitioner teachers that can be transformed into professional knowledge. Teachers' practical
knowledge is meant here is the practical knowledge of teachers resulting from their active
involvement of teachers and teacher reflection, on how to reflect on teaching practices. For example:
the concept of electrical energy through chemical reactions that can link teachers in the use of battery
life for students to turn electrical appliances. Here, teachers develop a deeper understanding of the
subject by linking scientific knowledge and life experience. Teachers practical knowledge is gaining
useful in the teaching practices as the knowledge is built up through the reaction of teachers teaching
a specific problem during their instructions.
Knowledge associated with practice will established basic knowledge of teaching (Shulman
1987) and organized practical problem solving approach to the teaching. Hiebart et al (2002)
emphasis teacher professional knowledge developed through collaboration among teachers and need
to be shared and documented. The results of this documentation can be analyzed and developed
further in the future and become a reference. Lesson Study approach is a method to convert this idea
of teachers' practical knowledge to professional knowledge in teacher prefesional development
process.
Lesson Study is a translation word of Jugyokenkyu. Jugyou means instruction or lessons and
kenkyu means research or study. The term Jugyokenkyu encompasses a large family of instructional
improvement strategies, the shared feature on which observation of live classroom lessons by a group
of teachers who collect data on teaching and learning and collaboratively analyze it (Lewis, Perry &
Murata, 2006). These data are shared during a post-lesson colloquium, where they are used to reflect
on the lesson and on learning and teaching more broadly (Lewis, 2002). It allows teachers to work
collaboratively in order to improve the quality of their teaching and enrich students learning
experience. The characteristics of Lesson Study model has contributed to a mechanism for teachers
to develop knowledge for the purposes of public discussion and evaluation collaboratively . In this
way teachers will constantly learn to improved their knowledge particularly subject content
knowledge and PCK in promoting science good teaching through many cycles consequentively. The
practices should be applied starting from the pre service teachers. Knowledge of learning to teach is
the knowledge of how to learn from the experience of teaching in the classroom (Hiebart et al , 2007).
Teaching experience can be designed simulatedly so that results can be reflected and teaching in a
way that maximum benefit from the experience (Hiebart et al, 2003, Artzt, 1999) .Teacher preparation
needs to focus on how to build professional knowledge (Korthagen et al , 2006) with attention to
5

influence on students science achievement. The pre service teachers has to be motivate to confidently
exert powerful influence to promote student learning through their expectations of students.
Lesson study framework characterize teacher to teach in the eye of students (Lewis,2000),
giving the opportunity for teachers to observe student participation in the classroom which Lewis
(2000) states You develop the vision to see the children . Sumar Hendayana et al (2007) have
shown the role of Lesson Study to develop teachers' knowledge in teaching during teacher
observations at Lesson Study events. At this stage teacher made a profound observation about the
response of the instruction provided by teachers to students collaboratively. Background knowledge
of different observers will give the different perceptions thus provide the situation which allows
reflection and assessment of interests among the teachers during the next stage of Lesson study
process, the colloquium reflection of the planned teaching.
The Lesson study approach benefits the pre service teachers the stage that will allow them to
be assessed consecutively for their performance of the teaching through teacher participation and
student participation. . In brief the Lesson study for pre service teachers does not involve the real
students in school. Teaching practice through simulated Lesson study will only involves their peers
as participating teachers and participating students. The collegiality among those pre service teachers
becomes critical factor in helping the teacher to develop classroom practices (McIntyre and Hagger,
1992).
Methodology
A total of 44 students enrolled in the course were involved in the project. They were divided
into eight groups based on their major and minor science subjects. Each group of students conducted
three cycles of Lesson study as microteaching for one lesson, each lesson for 30 minutes for a topic of
chemistry, electrochemistry form four and form five Redox reactions, syllabus of Secondary school.
The steps in the implementation process of Lesson Study are in the following order:
1. Defining the problem
2. Teaching plan
3. Teaching (simulated microteaching)
4. Analyze and evaluate teaching
5. Review or revise teaching
6. Documenting the process of planning and teaching

The pre service teachers are divided into a group of five people to six people. Group of students will
collaborate to meet in order to meet the planning, teaching, analyzing, reviewing and revising the
teaching and learning re-presented. During the implementation of teaching one student will do the
teaching while others of the same groups become observer together with the teacher educator (taking
role as knowledgable other) to measure or assess the teaching using the instrument Lesson Study
Performance Assessment Form . The discussion and reflection during the post colloqium stage is
6

make based on the instrument and video lesson intending to produce a discussion towards in- depth
involvement in instructional planning activities. The same process goes consecutively for three cycle .
The measurement of the Lesson study group performance is to address the overall question:
Are they any improvements in teaching skills of pre service teachers for each Lesson study cycle for
each group of students selected?
The instrument Lesson Study Performance Assessment Form are consisted of two parts:
the performance of teacher candidate and participating students; gives the totalled measurement three
times (three cycle) by the teacher educator and peer group member. The instrument contain eleven
items to assess for teacher candidate and seven items to assess the simulated participating students
(their peers) scaling points from 0-3; unacceptable =0 points; weak = 1 point; acceptable=2 point and
strong= 3point. The item for assessment of teacher candidate teaching is focusing the consideration of
skills in implementing inquiry in teaching and learning science , developing scientific skills in
teaching and learning science, developing constructivist environment in science teaching and learning,
uses of appropriate teaching and learning strategies mainly questioning skills in developing student
scientific learning experiences and consider the responds appropriately to what students contribute to
lesson. The item for assessment of participating students is focusing on the building up of science
process skill, scientific attitudes and noble values among the student through teaching and learning
strategies in the science curriculum.

Finding and discussions
The intensive Lesson study framework is very useful for the pre service teachers to produce
a more effective teaching through in-depth involvement in instructional planning activities. Table 1
shows the result of improvements in teaching skills of pre service teachers for the three consecutive
Lesson study cycle for one group of students selected.
The total points for each cycle reflects to answer the overall research questions: Are they any
improvements in teaching skills of pre service teachers for each Lesson study cycle for each group of
students selected?
Generally the data from table 1 shows increment of scores in total points of teacher candidate
and participating students (simulated students) after every lesson study cycle. For teacher candidate
the total points for lesson study cycle 1= 16, total points for lesson study cycle 2=29 and total points
for lesson study cycle 3= 31 respectively. For participating students candidate the total points for
lesson study cycle 1= 6, total points for lesson study cycle 2=14 and total points for lesson study
cycle 3= 21 respectively. The findings shows there are improvements in teaching skills of pre service
teachers for each Lesson study cycle for each group of students selected. High increment for total
points from first cycle to second cycle but not much to third for teacher candidate. The totals points
for participating students improves regularly from one to two and third cycle.

7



Table 1: The results of lesson study group teacher performance
Student: ___Name of student teacher___ Assessor: __Name of student teacher assessor______
Lesson Study Group: _Group 1_ Date: _____________
Lesson Study Performance Assessment Form

No

The teacher
candidate:

Unacceptable:
(0 point)
Candidate
exhibits
no regard for
expected
behavior
Weak:
( 1 point)
Candidate
attempt to
exhibits
expected
behavior, but
fail.
Acceptable:
(2 points)
Candidate
implements
expected
behavior to a
limited
degree
Strong:
(3 points)
Candidate
regularly
exhibits
expected
behavior

SCORE


SCORE


SCORE

Lesson
study
cycle 1
Lesson
study
cycle 2
Lesson
study
cycle 3
1. focuses on
questions as
the active
mode of
inquiry.
No consideration
for this activity
over course of
three lessons.
Confuses asking
lots of questions
with true
inquiry.
Focuses on
finding the
answers to only
a very few
questions.
Great emphasis
on ways of
knowing answers
to very few
questions.

2. encourages
student
thinking and
questioning.
No consideration
for this activity
over course of
three lessons.
Provides
questions for
students to
investigate.
Attempts to have
students identify
questions to
investigate, but
fails.
Encourages
students to
identify questions
worthy of
researching.


3. engenders
debate and
discussion
among
students.
No consideration
for this activity
over course of
three lessons.
Asks few follow-
up questions;
does not deal
with apparent
discrepancies.
Regularly asks
follow-up
questions; draws
attention to
apparent
discrepancies.
Actively
encourages
meaningful
debate among
students on
observations and
interpretation of
data.

4. provides a
variety of
levels and
paths of
investigation
No consideration
for this activity
over course of
three lessons.
Generally takes
one approach to
achieving
educational
goals.
Seeks external
verification to
answered
questions.
Seeks alternative
means to
experimentally
verify answers to
questions.


5. is a mentor
and guide,
giving as
little direction
as possible.

No consideration
for this activity
over course of
three lessons.
A sage on the
stage providing
lots of specific
direction.
A mix of sage
and guide,
providing
suggestions for
appropriate
action.
A guide on the
side helping
students to
identify
appropriate
procedures.

6. promotes an
active quest
for new
information
and ideas.
No consideration
for this activity
over course of
three lessons.
Tends to provide
students with
information
rather than
helping them
create their own
knowledge.
Attempts to
engage student
in the
construction of
knowledge, but
fails.
Actively and
regularly
engages students
in the
construction of
their own
knowledge.

7. avoids
appeals to
authority and
avoids acting
as an
authority
figure.
No consideration
for this activity
over course of
three lessons.
Teaches from a
didactic
perspective and
sets self up as
authority figure
or uses textbook
as authority.
At weak
moments, sets
self up as
authority figure
or uses textbook
as authority.
Strongly
encourages
empirical
approach; avoids
reference to
external
authority.

8. maintains an
atmosphere
conducive to
inquiry.
No consideration
for this activity
over course of
three lessons.
Has a difficult
time
establishing and
maintaining
inquiry oriented
classroom
atmosphere
Generally
maintains
inquiry-oriented
classroom
atmosphere
conducive to
experiential
Regularly
maintains
inquiry-oriented
classroom
atmosphere
conducive to
experiential

2
2
2
2
2
1
1
1
1
3
3
3
3
2
3
3
3
3
3
3
3
3
3
3
1 2 3 0
8

conducive to
experiential
learning.
learning;
attempts to
employ learning
cycle.
learning;
successfully
employs learning
cycle.
9. places
emphasis on
How do I
known
material of
this course?
No consideration
for this activity
over course of
three lessons.
Places greater
emphasis on
what is known
rather than how
it is known.
An equal
emphasis placed
on what is
known and how
it is known.
Places greater
emphasis on how
is known rather
than what is
known.

10. Uses
appropriate
questioning
skills such as
wait time &
variety.
No consideration
for this activity
over course of
three lessons.
Poor variety of
question types;
most questions
convergent.
Good variety of
questions, but
tend not to move
from convergent
to divergent.
Wide variety of
questions that
regularly move
from divergent to
convergent.

11. responds
appropriately
to what
students
contribute to
lesson
No consideration
for this activity
over course of
three lessons.
Only a minimal
amount of
attention paid to
student
responses; few
follow-up
questions.
Periodically
responds in the
affirmative to
student
questions;
sometimes asks
follow-up
questions.
Reflects student
responses;
regularly asks
follow-up
questions.

The group total points
Total points 0 11 22 33 16 29 31


No


Participating
students:

Unacceptable:
(0)
Students not
involved in
expected
behavior.

Weak:
(1point)
Students only
weakly
engaged in
expected
behavior.

Acceptable:
(2points)
Students
regularly
engaged in
expected
behavior.

Strong:
(3 points)
Students
exhibit
expected
behavior to
high degree.

SCORE

SCORE


SCORE

Lesson
study
cycle 1
Lesson
study
cycle 2
Lesson
study
cycle 3
12. make
observations
and collect and
interpret data.
No consideration
for this activity
over course of
three lessons.
Observations
generally
taken from
inquiry- oriented
lecture
demonstrations
Observations take
from a mix of
inquiry-oriented
lecture
demonstrations
and laboratory
activities
Observations
generally
taken from
laboratory
activities.


13. formulate
hypotheses and
create and
conduct
experiments to
test
No consideration
for this activity
over course of
three lessons.
Confuses
hypothesis with
prediction, but
follows up
with an
experiment to
test prediction.
Students
formulate simple
explanations, but
not experimental
follow-up occurs
Students
formulate
simple
explanations
and follow up
with test
activities

14. relate
independent
& dependent
variables to
establish
meaningful
relationships.
No consideration
for this activity
over course of
three lessons.
Students identify
and work with
independent and
dependent
variables, but do
not work with
them in a
meaningful way.
Students identify
and work with
independent and
dependent
variables; little
concern for
control of
extraneous
variables.
Students
identify and
work with
independent
and dependent
variables;
control of
extraneous
variables.


15.

use reasoning
ability to
interpret
data draw
relationships


No consideration
for this activity
over course of
three lessons.

Students derive
principles from
data; not
concern shown
for generation of
laws.

Students perform
algebraic
calculations using
discrete data to
generate law.

Students use
graphical
methods to
generate
meaningful
relationships
using all
suitable data.



2
2
1
1 3
3
1
1
3
0
0
0
3
3
3
3
3
3
2 1 3
9


The total points for the first lesson study cycle of teacher candidate shows is within the range of weak
to acceptable showing that the pre service teacher is lacking on appropriate skills on teaching
according to teacher performance assessment. In the first teaching, when planning lesson, teacher
candidate tend to impart a lot of information regarding content not in within time. Teacher takes more
than 30 minutes to deliver lesson with many learning outcomes. At this stage, teacher candidate could
not integrate the content knowledge and pedagogical knowledge coherently. The improvement of the
lesson after consecutive cycles is remarkably through their observation on other better planning of
instructions of other Lesson study group. The total point of first teaching on participating students is
within the range unacceptable to weak. The data may reflects the weakness of pedagogical content
knowledge of the teacher, teacher candidate fail to inquire the teaching of learning through science
experiment as activity and develop student science process skills . Conducting the experiment is only
by following the procedure without further in depth discussion. The results obtained is parallel with
the study by Fernandez (2010) on prospective teachers showing that during the first Lesson study
cycle the conversations of teachers often veered toward the idea of the teacher imparting the contents
to their students. With each cycle the lesson study performance assessment enables pre service
teachers to reflects and make adjustment of their teaching according the item and finally enable them
to produce a satisfied lesson that achieves their learning outcomes. The observers of the teaching
gathers rich evidence related to the learning goals during the lesson, capturing the complexity of
actual teaching and learning (Cerbin&Kopp, 2006). Collaborative involvement of peers and teacher
educator as knowledgeable other will fosters mutual understanding of teaching goals , teaching
practices and student learning . Not much different on score for questioning skills (item10) and
considering students idea (item 11) because the item needs teacher experience in facing real students
while the program is a stimulation and the pre service is not teaching the real classroom students.
16. make decisions
and draw
conclusions
on the basis of
data.
No consideration
for this activity
over course of
three lessons.
Students derive
their own results,
but do not
communicate
them to the
rest of the class
Students
communicate
results verbally
without the aid of
instructional
technology or
illustrations.

Students use
white board
or other
appropriate
means to
communicate
results.

17. defend
conclusions
on the basis of
data.
No consideration
for this activity
over course of
three lessons.
Students write up
lab
reports in which
they
merely present
conclusions but
do not defend
them directly.
Students answer
questions from
other students
following
presentation.
Students
answer probing
questions from
other
candidate
following
presentation.

18. interpret
collected
data or
observations.
No consideration
for this activity
over course of
three lessons
Students apply
what they
have learned to
nearly identical
situations.
Students apply
what they
have learned to a
small variety of
situations.
Students apply
what has
been learned to
a wide variety
of situations.

Group total points

Total Points 0 7 14 21 6 14 21

3
0 3
3
3
3
0 3 0
10

Conclusion
The Lesson study Performance Assessment form provided a rubric to monitor teacher candidate
performance and student participating performance in a science teaching and learning. Within three
cycles of active planning, discussion, teaching and reflection Lesson study explicitly motivates the pre
service teacher to investigate their teaching performance consecutively and therefore improves their
content knowledge and pedagogical content knowledge of the topic. The measurement conducted
during the teaching observation is perceived as a beneficial experience hence enable them to evaluate
and revise the lesson in detail particularly the teaching of teacher candidate and participating students
throughout the lesson study process in chemistry subject for secondary syllabus.

References
Buku Panduan Sarjana Muda Sains dengan Pendidikan 2010/2011, Universiti Sains Malaysia
Artzt, A.F.(1999). A structure to enable preservice teachers of mathematics to reflect on their
teaching. Journal of Mathematics Teacher Education, 2,143-166
Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through
microteaching lesson study. Teaching and Teacher Education, 26, 351-362.
James Hiebert, A. K. M. a. B. G. (2003). Learning to learn to teach: An "Experiment model for
teaching and teacher preparation in mathematics. Journal of Mathematics Teacher Education
6, 201-222.
James Hiebert, A. K. M., Berk D. & Janson A. (2007). Preparing teachers to learn from teaching.
Journal of teacher Education 58, 47-61.
James Hiebert, R. G. a. J. W. S. (2002). A Knowledge Base for The Teaching Profession: What
Would It Look Like and How Can We Get One? Educational Researcher 31, 3-15.
Kopp, W. C. a. B. (2006). Lesson Study as a model for building pedagogical knowledge and
improving teaching International Journal of teaching and learning in higher education, 18,
250-257.
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher
education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041.
Lewis, C. (2000).Lesson Study: The core of Japanese professional development. Invited address to
the Special Interest Group on Research in Mathematics Education. American Educational
Research Association Meetings. New Orleans. Session 47.09
Lewis, C. (2002). Does Lesson Study have a future in the United States? Journal of the Nagoya
University Department of Education, No 1, 1-23.
Lewis,C.,Perry,R. , Murata, A. (2006) . How should research contribute to instructional improvement?
The case of lesson study Educational Researcher. Washington: Vol. 35, 3; 3-12
McIntyre,D.,& Hagger, H (1992) . Professional development through the oxford internship model.
British Journal of Educational Studies, 40(3), 264-283
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard
Educational Review, 57(1), 1-22.
Shulman, L. S. (Ed.). (1986). Paradigms and research programs in the study of teaching: A
contemporary perspective (Third Edition). New York: MacMillan
Sumar Hendayana, D. S., Muchtar A. Karim, Sukirman (Ed.). (2007). Lesson Study: Suatu strategi
untuk meningkatkan keprofesionalan pendidik (pengalaman IMSTEP-JICA).Bandung,
FPMIPA UPI dan JICA.
Van Driel J. H., B. D. a. V. N. (2001). Professional development and reform in science education: the
role of teachers' practical knowledge. J. Res. Sci. Teach, 38, 137-158.