My guess is the biggest that the origin of the Professional Teacher Education (PPG)

My guess is the biggest that the origin of the Professional Teacher Education (PPG) is the result of a misunderstanding Pre position in understanding teacher education and the teaching profession itself. Below I quote from the draft "Guidelines Pre position Teacher Professional Education" which can be taken at the National Education Ministry website.


    The teacher is seen as a professional position and therefore a teacher must be prepared through the education profession. [...] Liabilities held a Professional Teacher Education (PPG) require the existence of guidelines or rules of practice for professional education activities that can be carried out with the best.
Consider the first sentence, that a teacher must be prepared through professional education, education is a profession in the first sentence is a generic word (general) which I think can be pinned on the universities, institutes and colleges of education that has been around for this like UNJ, Unnes, UPI, Unesa, UNY, UMS, PGRI Teachers' Training College, the National Awakening STKIP and others. But suddenly in the second sentence, with no prologue, because it's in the original writings, the first sentence is the final paragraph and second sentence is the beginning of a new para-professional education for teachers written as a standard word who called the concept or specific entity, ie write it into Professional Teacher Education (PPG) with a capital letter at the beginning of the word.
Writing indicates that PPG is referred to in the second sentence refers to its own concept of standardized through the Teacher Professional writing abbreviated as PPG. Without a clear basis, the general concept of standardized teacher education profession into Professional Education Teachers (PPG), which differs from the teaching profession as education is run by the colleges of education over the years. When viewed to see what happens with the provisions of PPG are similar to those seen in the emergence of the Law No. 9 / 2009 on Legal Education.
Earlier in Act No. 20/2003 on National Education System (Education System), Article 53 paragraph (1) commentary is not a Legal Education (BHP) as a separate concept different from the campus, schools and educational institutions that existed for this. Board of education law is meant yes no other is the campus, schools and educational institutions that existed for this. Sure funny later when his argument, that the writing of Legal Education with a capital letter in each he said referring to the writing of Legal Education (with a capital letter at the beginning of each word) right before the article 53, which is under the word "Part Two". Yes, of course, written with a capital letter beginning every word, because it is the title section (chapter) hehehe ...
The next reason of the need for PPG is, "... felt more urgent considering the real needs of teachers in the field require PPG implemented immediately for the appointment of new teachers can be done in accordance with the provisions of the existing" (still from Chapter I Introduction item A of Rational Organizing PPG) . My question: What are the provisions that, to be appointed as a teacher, a person must pass the PPG? Nothing, that there is a provision that a person must pass the S1 or diploma IV. Do not believe? Okay, I quote from the Act. 14/2005 on Teachers and Lecturers, which is also referred to by the PPG guidance. In chapters 8 and 9 stated:

    (Article 8) The teacher must have academic qualifications, competence, education certificates, physically and mentally healthy, and have the ability to achieve national education goals. (Article 9) academic qualifications referred to in article 8 is obtained through higher education degree program or diploma program four.
It's obviously no dilegislasi of the law regarding the necessity of PPG. Apparently, the arguments seem to peg the need for PPG is on the Government Regulation no. 74/2008 on Teachers, on the Second Section of the Certification of Article 4 paragraph (1) and (2). It has stated that:

    (Article 4 paragraph [1]) Educator Certificate for Teachers acquired through professional education programs organized by colleges that have programs accredited procurement staff, both organized by the Government and the Public, and is set by the Government. (Article 4 paragraph [2]) professional education program referred to in paragraph (1) only followed by students who already have the Academic Qualifications S-1 or D-IV in accordance with the provisions of the legislation.
Let's examine. In the PP. 74/2008 on Teachers Article 4 paragraph (1) stated that educators for teacher certification obtained through a professional education program from a good college education and accredited. The term professional education programs in paragraph (1) it is what seems to be interpreted as a separate concept that is different from teacher education profession has been done educational campuses. Why? To me the sentence is ambiguous, and one interpretation can be construed to arguments for harirnya PPG. Because implicit article 4 paragraph (1) states that professional education is different from teacher education has been done, which is contained in the phrase "... professional education programs organized by colleges that have programs accredited procurement staff."
In other words, the word "organized" it implicitly suggests that the practice of teacher education by the UNJ, Unnes, UPI, UNY, Unesa, UNS, PGRI Teachers' Training College, and others during the teaching profession is not education!
Loh, memangnya during this educational campuses are not print-quality teachers? Does the teacher education graduates of these campuses have not scored the teachers as a profession? Is when the graduate student teacher training college and later taught at the school, they can not be called "a teacher"? Therefore, I suspect, strongly suspect that the presence of PPG is an effort to improve the quality of teachers but in the wrong way!
The teacher is not a profession such as doctors, psychologists, or advocate, who received a bachelor's degree upon completion shall be included in the education profession. Doctors, psychologists and lawyers indeed need further professional education, since then his work became more specific field, eg, there is a specialist heart, skin, ENT and others, psychologists and lawyers too. Well, the teacher is different, very different. Specifications teachers in teaching already exists in the education of S1, namely with the education of biology, mathematics, physics, history, Indonesian, English, guidance and counseling and others. So, very funny if then made the education profession, to what?
If the reason teachers are not qualified now-or in layman's terms "unprofessional"-that must be addressed is the practice of education in S1, not create new educational models. PPG Holding S1 clearly detrimental to student education, because it is their hard-earned outside money, effort, thought, concentration and other teacher education in S1, when passed, they should be forced to take longer for the education profession may be appointed as a teacher! This provision is contained in PPG guidance in PPG item B of Understanding which states that:

    According to Law No. 20/2003 on the NES professional education is higher education after an undergraduate program that prepares students to have jobs with specific skill requirements. Thus, the Professional Teacher Education (PPG) is an organized educational program for graduates of non-S1 S1/D-IV Education and Education Personnel who have talents and interests to be a teacher so they can become professional teachers and have the various competencies in full accordance with national standards education and educators can obtain a certificate ...
With reference to the quote which itself refers to the Act. 20/2003 on National Education System (Education System), it is very ironic when it is the education profession is to always refer to the provision leterlijk such Act. 20/2003 them. That is, do not see that teacher as a profession is not the same with doctors as a profession, and then declared that if teachers want education professionals so must join professions such as doctors. Therefore, education must be distinguished between the medical profession to specialization and professional education for teachers. Although the actual term professional education for teachers is also not appropriate in my opinion, yes enough education teacher training course. However, to respond to this so-so shortened PPG case that teacher education profession is teacher education that exist so far, that's it, period!
If I browse on a few overseas websites, it seems there is no professional education of teachers, even if there is then referred to as a course for teachers to always learn and improve the quality itself. In several "courses" that can be synchronized with the master (S2).
Just let us look at another form of PPG operation, namely by carrying out two types of education teaching profession, namely:

    PPG S-1 educational post that input derived from S1 graduate education with subject-specific curriculum structure pedagogy (education field of study) and PPL Education.
    PPG S-1/D-IV non-educational post that input from non-education graduates S-1/D-IV, with the structure of the educational curriculum of academic subjects (pedagogical content), specific subject paedagogy (education field of study), and PPL Education.
My question: memangnya S1 education students do not learn the education field of study, did not carry out PPL? This is really ridiculous. Now let us see also what is the purpose of education is the teaching profession, I quote from the draft guidelines on items PPG Prajabatan D on goal Professional Teacher Education.

    Professional Teacher Education Specific objectives is to produce teacher candidates who have the competence to plan and implement the learning process, assess learning outcomes, conduct supervision and training of learners in early childhood education, formal education, basic education and secondary education and conduct research.
Let us discuss. What is the purpose of "noble" can not be achieved by the campuses of existing educational and teacher education for this? Is not this goal is actually also be the goal of the colleges of science education and teacher training for this? Even if the intended simply "competence", then I apologize for URLs of PPG is an institution to teach the course. So there's no difference with the example I would like computer courses, sewing courses, courses welding, HP repair course, the difference in the PPG that is taught is "practical ways of teaching".
Hmm, that's not to mention if we try to improve teachers' conceptions of quality. In an interesting review entitled "Childbirth Teacher Transformative Intellectual" in the book edited HAR Tilaar, Jimmy Ph. Paat and Lody Paat (eds.), entitled "Critical Pedagogy: Development, Substance and Its growth in Indonesia" (Rineka Copyright, 2011), by Lody Paat by referring to Henry Giroux (1988) states that: no other teacher must be a transformative intellectual. With a different reference, I quote what is meant by Giroux that teachers must become transformative intellectuals.

    This means That Such educators are not merely Concerned with forms of empowerment That promotes individual achievement and traditional forms of academic success. Instead, They Are Also Concerned in. Their linking teaching with empowerment-the ability to think and act critically-to the concept of social transformation. [...] Acting as a transformative intellectual means Helping students acquire critical knowledge about basic Societal structure, Such as the economy, the state, the work place, and mass culture, so That Such cans institutions be open to potential transformation. (Giroux, 1997: 103-104)
Nah loh! Boro-boro teacher education practices we move towards creating the teachers as transformative intellectuals, er even suddenly appeared PPG that further alienate the existing teacher education practices today than ideal quality teachers-teachers intellectually transformative if refers to Giroux. However we do have to admit, now the practice of teacher education  is not ideal.
From the discussion in the evening with Mr. Lody and Jimmy Paat in the gazebo graduate UNJ March 28, 2011 and then, it can be concluded that many graduates who are not qualified, there are many students who study at teacher training college was not much motivated to become teachers, and teacher education practices are problematic, shallow, often technical-technical course. But that does not mean to make any adverse PPG education students, on the contrary these conditions should be a whip for teacher training colleges to improve themselves. If PPG keeps going on, my suggestion: better education and teacher training programs in UNJ, Unnes, UNY, UNS, Unesa, and others dismissed it, let all prospective college students in the program "pure", yet both the education and the pure ( non-educational) are all required to participate PPG if you want to be a teacher.