Guru2 sukarno biography

Indonesia, like many countries around the world, has been engaged in the effort to improve its teacher quality as the main strategy to elevate the whole educational quality. This dissertation seeks to understand how Indonesian teacher educators make sense of the new teacher certification policy as they are engaged in its implementation. Few scholars have conducted studies that are published in English related to the implementation process of large-scale education reform in Indonesia, including in the implementation of the teacher certification policy, and this study intends to fill this gap. Moreover, teacher educators are, arguably, key implementing agents in many teacher reforms, not only in Indonesia, but also around the world. Surprisingly, there has been little research examining teacher educators in global teacher reforms, and this study intends to fill in that gap as well.This study uses an integrative sense-making framework proposed by Spillane, Reiser, and Reimer (2002). The framework’s main argument is: “What a policy means for implementing agents is constituted in the interaction of their existing cognitive structures (including knowledge, beliefs, and attitudes), their situation, an