CRITICAL BOOK REPORT

PROFFESI EDUCATION
Supporting Lecture:

Prof.Ibnu Hajar, M.Si

Nanda Ayu Setiawati, M.Pd

COMPLED BY:

DESI AJARAH (4231111016)

MATHEMATICS EDUCATION STUDY PROGRAM

FACULTY OF MATHEMATICS AND NATURAL SCIENS

UNIVERSITAS STATE OF MEDAN

2024

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2
 PREFACE

First of all, let us praise and gratitude, for the grace and grace of God Almighty, so that I can complete this
CBR assignment on time. In this review, we will review 2 books about the "Education Profession". I really
hope that this paper can add knowledge and knowledge and experience for the readers. In fact, I hope that
this paper can be practiced by readers in everyday life.

Therefore, I would like to express my gratitude to parties who have helped us in compiling this CBR,
especially the Supervisor Mr. "Prof. Ibnu Hajar, M.Si" and Mrs. "Nanda Ayu Setiawati, M.Pd " so that I can
fulfill the task of "Educational Professions" I as the compiler feel that there are still many shortcomings in
the preparation of this paper due to my limited knowledge and experience. Therefore, I really hope for
constructive criticism and suggestions from readers for the perfection of this CBR.

Medan, March 22 2024

Desi Ajarah (4231111016)

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 DAFTAR ISI

Contents
DAFTAR ISI ............................................................................................................................. ii
BAB 1.........................................................................................................................................1
PENDAHULUAN ......................................................................................................................1
1.1 Backround ....................................................................................................................1
1.2 Problem Formulation ....................................................................................................1
BAB 2.........................................................................................................................................2
SUMMARY OF BOOK CONTENT ...........................................................................................2
2.1 Book Identity ................................................................................................................2
2.2 Summary ......................................................................................................................4
BAB III ..................................................................................................................................... 16
BOOK EXCELLENCE ............................................................................................................. 16
3.1 Linkages Between Chapters ........................................................................................ 16
3.2 Book Provenance ........................................................................................................ 16
3.3 Book advantages ......................................................................................................... 16
BAB IV..................................................................................................................................... 17
BOOK WEAKNESSES ............................................................................................................ 17
4.1 Linkages Between Chapters ........................................................................................ 17
4.2 Book Provenance ........................................................................................................ 17
4.3 Book Weaknesses ....................................................................................................... 17
BAB V ...................................................................................................................................... 18
IMPLICATIONS ...................................................................................................................... 18
5.1 Implications for Theory............................................................................................... 18
5.2 Implications for Indonesia's Development Program ..................................................... 19
5.3 Discussion and Analysis.............................................................................................. 19
BAB VI..................................................................................................................................... 21
CONCLUSIONS AND SUGGESTIONS .................................................................................. 21
5.1 Conlusion.................................................................................................................... 21
6.2 Suggestion .................................................................................................................. 21

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Bibliography ............................................................................................................................. 22

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 BAB 1
PENDAHULUAN

1.1 Backround
The rapid flow of information in this era of globalization requires all levels of life to develop all
their dimensions in the fields of knowledge, values and attitudes, and skills. The development of
human dimensions can be done through education such as intellectual abilities, intelligence to
control emotions, and have high creativity. Education has a very strategic role to prepare young
people who have culture, high emotional intelligence and master steady mega skills. the
background of writing this book is to help book users in choosing a better book and to fulfill the
tasks of the education profession course.

1.2 Problem Formulation

1. How appropriate is the material from the book?
2. What are the advantages and disadvantages of the book?

1.3 Purpose

1. To find out the suitability of the material from the book

2. To know the strengths and weaknesses of the book

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 BAB 2
SUMMARY OF BOOK CONTENT

2.1 Book Identity

Main Book

Title : Profesi Pendidikan

Published edition : 2024

Author : Prof. Dr. Wildansyah Lubis, M.Pd.

Dr. Aman Simaremare, M.S.

Mirsza Irawan, S.Pd., M.Pd., Kons.

Nindya Ayu Pristanti, S.Pd., M.Pd.

Publisher : UNIMED PUBLISHER

City of publishing : Medan

Number of pages : 190

Cover :

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 Companion Book

Title : Pedagogical Knowledge and the Changing Nature

Of the Teaching Proffesion

Published edition : 2017

Author : Sonia Guerriero

Publisher : OECD Publishing

City of publishing : Paris

Cover :

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 2.2 Summary
 Main Book Summary

CHAPTER I Basic Concepts of the Educational Profession

Definition of Profession

Expertise education is a conscious and planned effort to create a learning atmosphere and
learning process so that students become proficient in a particular science. So the key difference
from work outside the profession is that in a profession there needs to be expertise education that
is carried out consciously and planned, both by the government and the private sector.

Characteristics of Profession

Any unpaid or remunerative work activity is the basic definition of work. Unlike professions, the
scope of work is narrower and even less concerned with certain requirements such as mastery of
knowledge and ethical discipline in applying expertise and skills. Finding the difference between
a profession and an occupation is not so difficult. Based on further observation, it is known that
obtaining a job does not require a more complex educational background (theory and practice)
and does not require adequate experience and knowledge. Examples of jobs are porters,
computer operators, photocopier operators, laborers, gardeners, laundry workers and so on.

Educational Profession

The word education in the KBBI combines with the word energy, becoming education personnel.
Educational personnel are defined as members of society who are able to devote themselves to
organizing education in accordance with their expertise, who serve as mentors. teachers,
researchers, managers, or educational administrators.

The teaching profession

The term profession has been discussed previously, namely a field of work based on certain
expertise (skills, vocational, and so on). Meanwhile, teaching in the KBBI is defined as matters
(concerning) teaching, education, and teaching methods. So according to KBBI, the teaching
profession is a field of work based on education expertise about teaching, education and teaching
methods.

Qualifications and Competitions of Professional Teachers

The development of technology in today's world makes it easier for every community to access
any information in the world. This causes developments in all fields to accelerate. These
developments are not only positive but include negative ones as well. A teacher in this era has a
very big challenge in carrying out his role. So today's teachers must have qualified competencies
to face these challenges. Considering that teachers are the spearhead of educational goals. If the

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spear is blunt then it will not be able to penetrate the target. Indonesia will not be able to realize
its educational goals if its teachers are not prepared optimally.

Pedagogical Competence

The development of science and technology in the 21st century has changed the characteristics of
learners, requiring innovative orientations and ways of learning. We have certainly felt the
changes in 21st century learning including changes in learning patterns, changes in needs
orientation, and changes in learning habits of 21st century learners. The word profile based on
Indonesian is a view, description, biographical sketch, graph or overview that provides facts
about a particular thing. Teachers are professional educators with the main task of educating,
teaching, guiding, directing, training, assessing and evaluating students in early childhood
education in formal education, primary education and secondary education. The 21st century
demands a higher and more optimal role for teachers.

CHAPTER II Education Management

Basic Concepts of Education Management

Usman (2004 8), education management is a process of processing educational resources to

realize an innovative and active creative learning environment in ranka potential development of
religious spirituality, self-discipline, individuality, intelligence, and spiritual strength, noble
character and skills for personal, neighborhood, nation, and state. Haroid and Cyrilo Donnel (in
Mulyasa, 2017) suggest that a manager as a manager plans, organizes. organizes, directs and
controls the activities of others Management.

Education Management Functions

The functions of education management familiar to schools and education circles include the
planning function, the organizational function, the guidance and management function, and the
evaluation function. There are also organizational functions and personnel functions (staff chart).
Institutional managers, in this case the school principal, seek to master all existing administrative
functions in order to achieve optimal, effective and efficient results in managing education.

Objectives of Education Management

In general, the purpose of education management in the learning process is to develop a

management system, including administration and organization, human resource management,
school facilities and infrastructure management, financial management, media management and
educational devices, public relations management, and community management that manages the
implementation of a relevant, effective and effective learning process. Efficient and helps
achieve educational goals.

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National Education Standards

PP No. 4 of 2022 is actually an amendment to PP No. 57 of 2021. In this PP, the government has
set 8 national education standards.government has set 8 national education standards.

Areas of work in education management

Ornstein & Hunkins (2013:8) outline various curricula. First, the syllabus as a learning plan,
which means that the curriculum is designed to meet your mastery goals. It consists of planned
and programmed mastery experiences and learning consequences that can be formed from the
reconstruction of expertise that students have discovered.

Education Public Classification

Educational institutions that grow and develop always experience obstacles that come from
within and outside. In fact, something that is considered an obstacle is actually an opportunity for
the organization.

Forms and Processes of Educational Public Relations Activities

Classification of types of public relations activities can be based on the intended target. This
review distinguishes the types of public relations activities into 2 parts, namely outward public
relations (external public relations) and inward public relations activities (internal public
relations).

CHAPTER III EDUCATION SUPERVISION

Concept of Education Supervision

Supervision is a supervisory activity carried out by the principal in order to assist teachers and
other education personnel to improve the quality and effectiveness of education and learning.
According to its word form, supervision consists of two words supervision: Super = above, over,
Vision see, observe, watch. The meaning contained in this definition is that a supervisor has a
position or position more than the person being supervised, his job is to see, look at or supervise
the people being supervised.

Academic Supervision (Teacher Survey)

In addition, supervision bulletins should be produced by supervisors as an effective

communication tool to convey the latest information to teachers. These bulletins can include
announcements, overviews of research.

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Managerial Supervision (Education Personnel)

As stated above, supervision is a supervisory activity carried out by the principal in order to
assist teachers and other education personnel to improve the quality and effectiveness of
education and learning in schools. Supervision carried out by the principal is aimed at providing
services to teachers and education personnel in carrying out institutional management effectively
and efficiently and developing the quality of educational institutions. Supervision is aimed at two
aspects, namely managerial and academic.

CHAPTER IV IMPLEMENTATION OF GUIDANCE AND COUNSELING FOR

SUBJECT TEACHERS

Basic Concepts of Guidance and Counseling

Guidance and counseling services are carried out directly (face-to-face) between guidance and
counseling teachers or counselors and counselees and indirectly (using certain media), and are
provided individually (the number of students/counselees served is one person), in groups (the
number of students/counselees served is more than one person), classically (the number of
students/counselees served is more than a group unit), and in large classes or across classes (the
number of students/counselees served is more than a classical unit).

Functions and Objectives of Guidance and Counseling

Understanding is helping the counselee to have a better understanding of himself and his
environment work, culture, and religious norms). (education, facilitation, namely providing
convenience to the counselee in achieving optimal growth and development, harmony, harmony
and balance in all aspects of his personality. Adjustment, namely helping counselees to be able to
adjust to themselves and to their environment dynamically and constructively. Channeling is
helping counselees plan education.

Principles and Principles of Guidance and Counseling

Confidentiality is a service principle that requires counselors or guidance and counseling

teachers to keep all data and information about students/clients confidential, as regulated in the
guidance and counseling code of ethics.

Guidance and Counseling Principles

Guidance and counseling is for all learners/clients and is non-discriminatory. This principle
means that guidance is given to all learners/clients, both those without problems and those with
problems; both men and women, both children, adolescents, and adults without discrimination.

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Components of Guidance and Counseling

Guidance and counseling services as professional services

organized in educational units includes program components, service areas, service structures
and programs, activities and service time allocations. Program components include basic
services, specialization services and individual planning, responsive services, and system
support, while service areas consist of personal, social, learning, and career service areas.

Service Areas

Guidance and counseling in educational units covers four service areas, namely service areas that
facilitate personal, social, learning, and career development. In essence, this development is a
whole unit that cannot be separated in each individual learner/client.

Service Program Structure

Rationale It is necessary to formulate the rationale for the urgency of guidance and counseling in
the overall program of the education unit. Formulation of the basic concept of the link between
guidance and counseling and learning/implementation.

Service Activities and Time Allocation

Guidance and counseling services in educational units are organized by professional educators,
namely counselors or guidance and counseling teachers. Guidance and Counseling Services are
held in the classroom (classical guidance) and outside the classroom. Guidance and counseling
activities in the classroom and outside the classroom are a unity in professional services in the
field of guidance and counseling. Services are designed and implemented by paying attention to
the balance and continuity of programs between classes and between grade levels, as well as
synchronizing with subject learning activities and extra-curricular activities.

Companion Book Summary

CHAPTER I THE TEACHING PROFESIONAL AND ITS KNOWLEDGE BASE

In recent decades the teaching profession has been on the policy agenda of most OECD countries
and partner economies. Some of the key issues include how to attract motivated and high-
achieving candidates to the profession, how to retain quality teachers and how to improve initial

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teacher education and professional development. The teacher clearly contributes to student
learning and achievement, and the empirical research base showing the value of high quality
teachers in learning outcomes is growing. For example, even after accounting for prior student
learning and family background characteristics, several studies indicate that teacher quality is an
important factor in determining gains in student achievement (Darling-Hammond, 2000;
Hanushek, Kain and Rivkin, 1998; Muñoz, Prather and Stronge, 2011; Wright, Horn and
Sanders, 1997).

Often, the status of the profession has been implicated in the recent challenge in recruiting and
retaining good teachers. The teaching profession is perceived to have a lower status than other
professions such as medicine, law or engineering (Ingersoll and Merill, 2011). However,
defining what is meant by the status of a profession in general, and the status of the teaching
profession in particular has long been debated. In 1966, the United Nations Educational,
Scientific and Cultural Organization (UNESCO) and the International Labour Organisation
(ILO) addressed the importance of the status of the teaching profession. The publication "The
ILO/UNESCO Recommendation concerning the Status of Teachers" states that: "the expression
'status' as used in relation to teachers means both the standing or regard accorded them, as
evidenced by the level of appreciation of the importance of their function and of their
competence in performing it, and the working conditions, remuneration and other material
benefits accorded them relative to other professional groups" (UNESCO/ILO, 2008: 21).

Commonly, the word "status" is used as a generic term to indicate social standing. Scholars,
however, have proposed to operationalise the concept by decomposing it. For example, Hoyle
(1995a; 2001) proposes to distinguish occupational status from occupational prestige and esteem.
According to ligyle (2001), occupational status is the category to which knowledgeable groups
(eg politicians, sociologists) allocate an occupation. On the other hand, occupational prestige is
"the public perception of the relative position of an occupation in a hierarchy of occupations".”

CHAPTER II KNOWLEDGE DYNAMICS IN THE TEACHING PROFESIONAL

Knowledge is dynamic; it is changed and shaped by learning, experience and various other
processes. This is true whether we consider the individual knowledge of a person, the collective
knowledge of a group of people, or the underlying knowledge base of a profession Like other
professions, the knowledge base of the teaching profession is also dynamic and constantly
changing. For example, new knowledge emerges from research or is created by and shared
through professional communities. In some cases, new curricular demanda mi fron Bolicymakers
may require teachers to learn new pedagogies, such as the teaching of social and emotional
skills. As professionals, teachers are expected to process and evaluate new knowledge that is
relevant to their core professional practice and to regularly update their profession's knowledge

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base. Investigating the "knowledge dynamics" in the teaching profession is one way to measure
how knowledge flows within, and also in and out of the profession, and especially how new
knowledge is incorporated into the profession through processes such as initial teacher
education, professional development, or networking, as well as how it is created by the
profession itself.

The purpose of this chapter is to better understand the dynamics of knowledge, and in
partymular, the knowledge dynamics in the teaching profession. Some critics have argued that
the knowledge base of the teaching profession has not kept up-to-date with new pedagogical and
learning research (Dumont, Istance and Benavides, 2010). This will be covered in more detail
later. Doctors and engineers are either required or expected to update their practice based on new
advances in their fields. For example, doctors can more effectively treat cancers thanks to new
findings in DNA sequencing; engineers use advances in materials science to build better bridges
and taller buildings. On the other hand, arguments, such as that the knowledge upon which the
teaching profession is based has remained the same since the writings of Vygotsky and Piaget,
are not uncommon in discussions about teaching. For instance, teacher education institutions
continue to train new teachers based on Vygotsky's theory of the "zone of proximal
development" and Piaget's theory of cognitive development. While it is important for new
entrants to a profession to learn about the historical foundations upon which their profession is
based, it is just as important, if not more so, to also learn about contemporary perspectives on
teaching and learning (Anderson et al., 1995; Sawyer, 2006). For example, new research in the
fields of cognitive science and developmental psychology has shown that the theories of
Vygotsky and Piaget are not fully supported by empirical research (e.g. Meltzoff, 2007, 2013)
and that new understandings of how the brain "learns" - which are relevant to the teaching of
children (e.g. Thomas, 2013) have been advanced.

We do not know however, to what extent this new research has penetrated into the educational
sphere. Some have suggested that it is not sufficiently integrated, and mention the lack of a
coherent and integrated knowledge base for education as a potential reason (e.gomargreaves,
1996; Brante, 2010) or that a large part of teachers' knowledge is implicit rather than explicit,
making it difficult to be codified and thus transferred or shared within the profession. While
there has been much speculation about why teachers' knowledge is thought to be outdated, the
dynamics underlying the knowledge base of the teaching profession are still not well understood.

This chapter, therefore, aims to review the processes and factors affecting the dynamics of
teachers' knowledge by triangulating evidence from different but strongly interrelated
disciplines, including knowledge management, the economics of knowledge codification and
educational sociology. The goal is to synthesise major theories relevant for the teaching
profession and to propose a framework within which to analyse the dynamics of teacher's
knowledge. Understanding what influences teachers' knowledge base, how teachers acquire,
develop and update their knowledge, and how policy and research affect this knowledge base is

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hoped to contribute to establishing a framework on the basis of which the knowledge dynamics
in the teaching profession can be studied.

CHAPTER III 21ST CENTURY DEMANDS ON TEACHER KNOWLEDGE

Neuroscience is a rapidly growing field of inquiry. Tens of thousands of individuals attend the
annual meeting of the Society for Neuroscience,¹ and new breakthrough studies are published
almost every week, increasing our understanding of how the brain works (Carlson, 2013; Kandel
et al., 2013). Newspapers are filled with reports about the latest neuroscientific research and how
this might impact the reader's life. As a consequence, there is growing public interest in findings
from neuroscience, especially as it relates to behaviour, including learning.

Neuroscience is becoming a hub science for addressing key questions concerning humanity, such
as how we develop, how we learn complex cultural skills such as reading, what drives our
behaviours, how we make decisions and how our emotions influence our decisions.
Neuroscience covers investigations at multiple levels of analysis, ranging from the study of how
genes influence the functioning of single nerve cells through to the study of large-scale systems
and networks in the brain and how these generate human behaviour. Not only do neuroscientists
work at multiple levels of analysis, but their work also intersects with many other disciplines,
such as philosophy, psychology, anthropology, economics, as well as education.

In education, there have been growing calls to use evidence from the study of the human brain to
influence what goes on in the classroom. It has been argued that the study of how the brain
develops and acquires new information has the potential to transforın education (Sigman et al.,
2014). As such, teacher training might benent from integrating evidence from neuroscience. In
this chapter, we highlight how evidence from neuroscience might influence how teachers
conceptualise and think about learners in their classrooms, with a critical discussion of what
neuroscience can and cannot do for education. In doing so, we will argue that neuroscience is
one of many pieces of evidence that can lead to more "evidence-based" practice in education and
can help empower educators to become more informed practitioners. It is critical to emphasise
that neuroscience should not be considered the most valuable source of evidence to influence
how teachers think about students in their classrooms, but that together with evidence from other
levels of analysis (such as cognitive science, psychology and educational research) it has the
potential to further enrich teachers pedagogical knowledge.

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One way of bringing research from neuroscience to bear on education is to make it a
fundamental part of teachers' pedagogical knowledge both through pre-service teacher education,
as well as through on-going professional development. In order to present how this might be
achieved and what kind of knowledge from within neuroscience would become part of teachers'
pedagogical knowledge, this report consists of a non-exhaustive review of some overarching
neuroscience concepts that are essential for a basic understanding of the research. Throughout,
we include examples of research from within neuroscience that illustrate the implications for
teaching and learning. Critically, the description of these illustrations will provide a justification
for why the research should be a part of teachers' pedagogical knowledge. The aim is not to
propose a framework of teachers' pedagogical knowledge that will overturn or replace existing
ones, but rather to add to what are already considered as essential components of teachers'
knowledge. Again, neuroscientific evidence should not be considered as being superior to other
forms of evidence about learning and development, but rather as complementary to them. Indeed,
often neuroscientific evidence can simply serve to confirm what we already know from evidence
coming from cognitive science and psychology.

It is clear that teachers are actively seeking to learn more about the latest research and how it
might impact their practice. For example, the "Learning and the Brain" conference series is
attended by thousands of teachers from around the world. Similarly, the Mind Brain and
Education Society (IMBES) as well as the European Association for Research on Learning and
Instruction's Special Interest Group on "Neuroscience and Education" are organising conferences
that aim to bring together educators and cognitive neuroscientists to discuss evidence and forge
new collaborations. There are many new resources such as online courses and books (e.g.
Tokuhama-Espinosa, 2011, 2014; Blakemore and Frith, 2005; Della Sala and Anderson, 2012;
Howard-Jones, 2009) that are available to teachers. 2.3 This provides an important basis for the
potential success of educating educators about neuroscience in an effort to inform their practice.
In fact, evidence suggests that teachers believe that knowledge about brain function will aid their
pedagogy by helping them to understand the mechanisms underlying their students' learning
(Dubinsky, 2010; Pickering and Howard-Jones, 2007). There is already some evidence to
suggest that when teachers learn about neuroscience it positively impacts their practice
(Dommett et al., 2011).

While the field of neuroscience is growing rapidly, the ways in which research within this field
are translated into education are not formalised. A systematic integration of neuroscience
evidence into the knowledge that teachers are expected to have to optimally carry out their
profession is currently lacking. Anecdotal reports suggest that evidence about how children's
brains develop and learn, is not a focus of current pedagogical hnowledge frameworks (Ansari,
2005; Wilson and Conyers, 2013). If teacher education progtammes do include empirical
research on how children learn and develop, the knowledge transmitted is based on
comparatively old theoretical models (e.g. Jean Piaget, Lev Vygotsky) (Tokuhama- Espinosa,
2014). The present report argues to integrate the latest neuroscience evidence into a formalised

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framework of teachers' pedagogical knowledge rather than just presented ad-hoc or dependent
upon the initiative of educators.

It is important to acknowledge that the notion that neuroscience can play a role in education has
been heavily criticised. For example, in a recent paper (Bowers, 2016) contends that
neuroscience has no role to play in education and that only evidence from psychological
experiments that examine behaviour is relevant to education. We argue that such a perspective is
unnecessarily narrow and that educators can benefit from multiple levels of analysis (brain,
behaviour, social environment, etc.). There is no need to pit neuroscience and psychology against
one another and to be forced to choose which level of explanation is superior to the other in
terms of informing education (Howard-Jones et al., 2016). In Developmental Cognitive
Neuroscience, evidence from neuroscience and behaviour meet on a level playing field and
mutually constrain one another. Indeed, that is why we emphasise that it is Developmental
Cognitive Neuroscience that has potential to be meaningful to teachers' knowledge and thereby
fully acknowledge the important and critical role played.

CHAPTER IV TEACHERS PEDAGOGICAL KNOWLEDGE WHAT IT IS AND HOW

IT FUNCTIONS

The imperative in recent years about improving student outcomes is also about improving the
quality of the teaching workforce. In recent years, however, recruiting and retaining quality
teachers have become challenges among some OECD countries. In addition to the ageing of the
teaching workforce, some countries experience high rates of attrition among new teachers and a
shortage of quality teachers in high-demand subject areas and disadvantaged schools. There is
also concern about attracting high-achieving and motivated candidates into teacher education
programmes and the lowering of qualification requirements in the certification and licensing of
new teachers (OECD, 2005).

Issues such as these have an impact on the quality of the resulting teaching workforce that is
tasked with improving student outcomes. For example, the ageing of the teacher workforce
entails the loss of experienced teachers. High attrition rates among new teachers are costly to the
system and may prompt education authorities to fill teacher shortages by lowering qualification
requirements for the certification of new teachers or by assigning teachers to teach subjects or
grades for which they are not trained (for a review, see Santiago, 2002). In such cases, the
quality of the teaching workforce is negatively affected.

The quality of the teaching workforce has implications for student outcomes, as empirical
research has shown that teacher quality has an impact on student achievement. Research studies
using econometric approaches have shown that teacher quality is an important factor in

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determining gains in student achievement, even after accounting for prior student learning and
family background characteristics (e.g. Darling-Hammond, 2000; Hanushek, Kain and Rivkin,
1998; Muñoz, Prather and Stronge, 2011; Wright, Horn and Sanders, 1997). In these types of
studies, predictors of teas / quality have included factors such as class size, certification, type of
qualification, degrees earned or years of experience. However, findings have been inconsistent
(e.g. Darling-Hammond, Berry and Thoreson, 2001, Muñoz and Chang, 2007; Wayne and
Youngs, 2003) or minimal when teacher characteristics are examined independently of overall
teacher effects (e.g. Goldhaber and Anthony, 2007; Hanushek, Kain and Rivkin, 1998, Rivkin,
Hanushek and Kain, 2005)

It is not surprising that such studies have shown inconsistent results. Factors such as teacher
certification, qualifications or years of experience are proxies assumed to measure quality. In
these studies, it is hypothesised that such proxies will differentiate quality teaching (Hill, Rowan
and Ball, 2005). But in actuality, teachers' competency in the classroom, such as the quality of
the instructional skills employed, are not directly examined. In the same way, any policy changes
directed at certification or qualification requirements that do not target the actual competences
underlying teaching itself risk of being unsuccessful.

In a different set of studies, a more direct indicator of teacher quality has been explored by
investigating the substance of teachers' knowledge. In this approach, the study of teacher quality
goes beyond an investigation of distal indicators, such as qualifications, degrees earned or years
of study, to a more conceptual investigation of quality by studying the knowledge base of
teachers presumed to underlie competent teaching (Hill, Rowan and Ball, 2005). Studies of
teacher knowledge hypothesise that differences in the conceptual quality of teachers' knowledge
can better differentiate quality teaching because (competent) performance is based on an
underlying pedagogical knowledge base. This approach to understanding teacher quality is more
complex, but it is more likely to lead to policy changes that can have an impact on student
learning, for example, by exerting a direct influence on the content of teacher education
programmes. In fact, as will be discussed later, research shows that teacher knowledge is a better
predictor of student outcomes than distal factors.

In this chapter, we review the research on how teachers' knowledge has been conceptualised in
the literature in order to gain a better understanding of what it is and how it relates to teacher
quality and student outcomes. This review resulted as part of the development of the Innovative
Teaching for Effective Learning project introduced in Chapter 1. But before beginning the
review, we start with a brief overview of the teaching- learning process. It would not be possible
to investigate the knowledge base of teachers (a psychological concept) without first
understanding how the teaching-learning process works (a cognitive concept). As a result, this
paper adopts a cognitive-psychological view of teaching and learning where "learning" is a
cognitive process and defined as a change (i.e. growth) in student knowledge. Under this
approach, the learner is the focus of the teaching-learning process and teaching is viewed from
the perspective of the learner. In other words, (effective) teaching is interpreted from the
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perspective of its effect on student learning growth. Implications for teacher education arę
discussed at the end.

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 BAB III
BOOK EXCELLENCE

3.1 Linkages Between Chapters

The connection between books 1 and 2 is very continuous. Book one discusses what the
profession is and its implementation and what rules must be applied, as well as in the second
book, both complement the existing material, so that these two books are suitable for
collaboration as teaching or learning materials.

3.2 Book Provenance

When viewed from the year and source of the bibliography, the main book is superior to the
second book, but that does not mean that the information in the second book cannot be absorbed,
I think the information conveyed can still be adjusted to the development of education today.

3.3 Book advantages

 Main Book
 Source of the latest information
 Modern Cover Design
 Easy to understand material packaging

 Companion Book
 More complete material presentation
 sources taken can adjust to the times
 International scale but still can be understood from various countries

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 BAB IV
BOOK WEAKNESSES

4.1 Linkages Between Chapters

The material presented in the two books cannot be said to be a complete unity because the
writing of the titles in the chapters is different, as a result the reader has difficulty comparing one
material with another.

4.2 Book Provenance

The sources taken in book two are not up-to-date as a result, the accuracy of the material is not
perfect, so I recommend the main book to readers.

4.3 Book Weaknesses

 Main Book
 The material is too short
 There are no illustrations in each material

 Companion Book
 Sources are not up-to-date
 There are no illustrations in each material

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 BAB V
IMPLICATIONS

5.1 Implications for Theory

These two books have several implications for theory, including:

1. Implications for Learning Theory:

 An understanding of the education profession can influence the selection and

application ories that suit the needs of learners.
 Knowledge of teachers' roles and responsibilities can help in designing effective
learning strategies.

2. Implications for Curriculum Development Theory:

 An understanding of the education profession can help in developing a curriculum

that suits the needs and demands of society.
 Knowledge of teacher competencies can influence curriculum development and
teacher andards.

3. Implications for Education Management Theory:

 An understanding of the education profession can help in managing human

resources education, such as recruitment, development and teacher performance
evaluation.
 Knowledge of the ethics of the education profession can influence education
management actices.

4. Implications for Learning Evaluation Theory:

 An understanding of the education profession can help in designing and

implementing learning evaluation systems that are appropriate to teachers' roles
and responsibilities.
 Knowledge of teacher competencies can influence teacher performance evaluation
criteria and standards.

5. Implications for Teacher Professionalism Development Theory:

 An understanding of the education profession can help in designing teacher

professional development programs.

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5.2 Implications for Indonesia's Development Program
The implications of these two books for Indonesia's development program can be seen
from several aspects, including:

1. Improving the Quality of Human Resources (HR):

 Quality education professional materials can produce competent teachers who are
able to educate the next generation of the nation.
 Improving the quality of human resources through good education will have an
impact on Indonesia's progress and development in various sectors.

2. Curriculum and Learning Development:

 Education professional materials must be in line with the needs and challenges of
Indonesia's development.
 Curriculum and learning that is adaptive to the times will produce graduates who
are ready to face development challenges.

3. Research and Innovation:

 Education professional materials must encourage teachers to conduct research and

innovation in the field of education.
 The results of research and innovation can be used to support Indonesia's
development programs, for example in the development of technology, policies,
or solutions to problems.
 Professional education materials should emphasize character building and values
that are in line with Indonesian culture and personality.
 Education that instills noble values will produce the next generation who have
integrity and commitment to Indonesia's development.

4. Cooperation with Stakeholders

5.3 Discussion and Analysis

The discussion and analysis in these two books are:

1. Definition of Education Profession

 The education profession is a job or activity carried out by a person and becomes
a source of life income that requires expertise, proficiency, or skills that meet
certain quality standards or norms and requires professional education.
 The education profession includes various roles, such as teachers, lecturers,
counselors, education administrators, and others.

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2. Characteristics of the Education Profession

 Has special competence and expertise in the field of education.

 Have high responsibility and commitment in carrying out their duties.
 Have a professional code of ethics that regulates behavior and actions in carrying
out the profession.
 Having a professional organization that maintains and develops the profession.
 Receive recognition and appreciation from the community.

3. Roles and Responsibilities of the Education Profession

 Main role: educate, teach, guide, direct, train, assess and evaluate students.
 Responsibilities: creating a conducive learning atmosphere, developing students'
potential, being a role model, and helping students achieve learning goals.

4. Education Professional Competencies

 Pedagogic competence: the ability to manage students' learning.

 Personality competence: the ability to have a steady, stable, mature, wise and
authoritative personality.
 Social competence: the ability to communicate and interact with students, fellow
educators, and the community

5. Education Professional Development

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 BAB VI
CONCLUSIONS AND SUGGESTIONS

5.1 Conlusion
In the main book, the sources are up-to-date as a result of the information being up-to-
date, while in the second book, the sources are outdated but can still be used as teaching
materials or personal learning. This is influenced by the year of publication.

6.2 Suggestion
Suggestions for the authors of the main and companion books are that each chapter of
material is given an illustration or description of the material so that readers can easily
understand the material.

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 Bibliography

Guerrireo, S. (2017). Pedagogical Knowledge and the Changing Nature of the Teaching
Proffesion. Paris: OECD Publishing.

Wildansyah Lubis, A. s. (2024). PROFFESI KEPENDIDIKAN. Medan: UNIMED PUBLISHER.

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