Reflection as an Effort for Early Childhood Teachers Development

DOI:10.21742/AJEMR.2020.5.2.02

AUTHORS

Lukluk Husnawati*,Department of Early Childhood Education, Yogyakarta State University, Indonesia

ABSTRACT

This paper presents the development of skills of teachers in the education of children of age early do the teaching reflection. Teacher child early age (n=15) need to develop competencies themselves in various ways one of them is through the teaching of reflection to improve the quality of teaching and discuss how the development of skills of teachers of early childhood education can be done in the district of Sleman, Yogyakarta Indonesia Ngaglik. This type of research is qualitative research. Data was obtained through extracting information from educators who talked about the way their headteachers who have expertise in managing learning in class. The analytical method used is content analysis. There is a theme in a pen of clarity in this article is the process of reflection, the follow-up results of the reflection, and fact to the factor of reflection. The reflection process carried out is the most influential variable in the process of development towards teacher expertise. This research shows that the development of early childhood education teacher skills requires new work methods and steps for educational planning. One attempt is using reflection of teaching where the needs for individual development plans will be obtained through reflection and will be easier if the reflection is done collaboratively together with colleagues. The natural result of teaching reflection is that the teacher can feel which areas of learning are most important to strengthen. Thus, teachers always improve themselves in learning, which in turn will improve student learning outcomes.