A Brief View on Teaching Philosophy in the Curriculum

Implementation in Universitas Pendidikan Indonesia (UPI)

Dinn Wahyudin

Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung, Indonesia

dinn_wahyudin@upi.edu

Keywords: curriculum development; teaching philosophy; teacher education.

Abstract: Universitas Pendidikan Indonesia (UPI) as one of Teacher Education Institutions (TEIs) in Indonesia is having

effort to reformulate its curriculum. The formula of redesign of professional education for teachers that was

developed by UPI is a response to need for better teacher education. This study focused on philosophy of

education in the implementation of curriculum in Study Program at UPI. In curriculum implementation, aspect

of philosophy of teaching is very important in the educational institutions. It is applied in the teaching-learning

situations, in the conduct of research, and in developing educational policies. Teaching philosophy of

individual lecturer is based on the university and faculty vision and mission, concept, beliefs, and attitudes on

teaching, and how they put these into the teaching-learning process. This has implications to classroom

management, pedagogy, facilitating and evaluating learning, and curriculum development. This study

presents some empirical based data from sampling faculty in UPI, namely FIP (Faculty of Educational

Sciences). Instruments used were questioners, interview, focused group discussion, and documentation study.

Result shows that the implementation of curriculum and individual teaching philosophies of lecturers are

strongly influenced and inspired by institutional teaching philosophy and its vision and mission.

1 INTRODUCTION

In the curriculum view, teacher professional

education as initiated by UPI, based on three key

assumptions. First, career professional teachers

should be understood as a continuous process, lasts

longer, and need ongoing coaching. Second, the

professional teacher education reform must start from

the effort to create coherence in the educational

curriculum, both structurally and conceptually in

order to obtain teacher education programs more

sustainable. Third, curriculum management gives

significant influence to the flow and the chain of

learning and academic culture for teacher education

institutions (Kartadinata et al., 2010; and Wahyudin,

2017).

This study focused on the implementation of

teaching philosophy in curriculum development in

the Faculty of Educational Sciences. In curriculum

perspective, aspect of philosophy of teaching is very

important in the educational institutions. It is applied

in the teaching-learning situations, in the conduct of

research, and in developing educational policies (Bar-

Yam et al., 2002; and Fry, Ketteridge and Marshall

Eds., 2009). In curriculum practices, the philosophy

of education leads to the understanding of the

philosophical issues in the educational institutions. It

is applied in the teaching-learning situations, in the

conduct of research, and in developing educational

policies. Every teaching philosophy is based on the

faculty’s vision, mission, concept, beliefs, and

attitudes on teaching, and how they put these into the

teaching-learning process. This has implications to

classroom management, pedagogy, facilitating and

evaluating learning, and curriculum development

(Chan, 1997; Fry, Ketteridge and Marshall eds.,

2009).

2 LITERATURE REVIEW

As described by UNESCO (2009), it is suggested that

philosophy teaching must be supported energetically

and insightfully, infused with new manners of

teaching, transmitting sand sharing, just as it must

also integrate the legacy of the past, without being

Wahyudin, D.

A Brief View on Teaching Philosophy in the Curriculum Implementation in Universitas Pendidikan Indonesia (UPI).

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 115-121

ISBN: 978-989-758-314-8

115

imprisoned by it, and take other modes of thought into

account, all the while constructing its own identity for

today and tomorrow. Teaching philosophy must

endorse its full role of stimulating people to the free

exercise of thinking – critical, responsible thinking –

just as it must contribute to the construction of peace

and the promotion of sustainable development. In

higher education level, UNESCO again finds

interdisciplinary approach that constantly inquires

about the connections between philosophical thought

and the different forms of cultural expression would

be a good means of restoring dynamism to the field

of philosophy itself (UNESCO, 2009). The

emergence of citizens fully conscious of their role, of

their responsibilities and the stakes these represent, is

an asset in face of challenges that arise. Nevertheless,

requests for teaching philosophies are becoming more

and more frequent in the academic market and

amongst tenure and promotion committees

(Schönwetter, Taylor and Ellis, 2006; Bruff, 2007;

Kaplan et al., 2008; and Meizlish and Kaplan, 2008).

In line with that statement, Allison Boye (2015)

stated that every teaching starts learning happens

(Boye, 2015). It is suggested that approaching this

task through metaphor to aid with the process. It also

consists of firstly conceptualization of learning. It

might consider addressing what learning means to

someone or how he/she thinks that someone might

also want to address how he/she conceptualize

teaching – what does he/she think it means “to teach”,

and how he/she believes him/her to facilitate the

learning process as a “teacher”. Secondly,

conceptualization of teaching. Perhaps naturally, it

should be a unique and personal reflection of the

individual. Thirdly, goals for students. Addressing

the goals for students is perhaps one of the most

important components that can be included in

teaching statement. Fourthly, implementation of the

philosophy. It includes a description of how one’s

beliefs about teaching are translated into action. This

is another crucial component of the philosophy

statement, because without showing your philosophy

in action or details of how you translate that

philosophy into classroom activities, your statements

could be perceived as empty or perfunctory. Lastly,

fifthly, evaluation or assessment of goals. It is

including a discussion of assessment in teaching

statements to help show alignment with goals and

teaching methods (Boye, 2015).

Related to teaching philosophy in curriculum

perspective, S. Knight and C. Collins (2014) stated

that opening teachers’ minds to philosophy is the

crucial role of teacher education. Teachers’

underlying epistemological beliefs and openness to

philosophy depends on teachers being disposed to

engage in the practices of reason-giving and reason

evaluation, being aware of the epistemic value of such

practices and, concomitantly, having highly

developed reasoning skills (Knight and Collins,

2014). Drawing on evidences and wide-ranging

researches from within cognitive psychology, we go

on to make a case for change within teacher education

programs.

The foundations of curriculum is reflected in the

spirit of curriculum management is steady, reliable,

systematic, participatory, transparent, and

accountable, both in the study of the curriculum as

science, curriculum as a system, curriculum as a plan,

or the curriculum as a sustainable process (Kalantzis

and Cope, 2010). The curriculum can be seen as an

instrumental strategic input in educational programs.

Peter F. Oliva (1988) and Dinn Wahyudin (2014),

confirmed that the curriculum should be an

instrument of reconstruction of knowledge

systematically developed to control managerial

educational institutions; curriculum as that

reconstruction of school and university to enable the

learners to increase his or her control of knowledge

and experience (Oliva, 1988; and Wahyudin, 2014).

However, there should be coherence between

curriculum with learning knowledge and experience

systematically developed under the auspices of the

undertaken at the institution. First, the curriculum

rests on purposes or goals of the curriculum –

curriculum objectives to be achieved. Likewise, when

the curriculum is conceived as the transmission of

cultural heritage, the curriculum should serve as a

glue instrument for cultural heritage to the younger

generation next. Second, the curriculum which is

based on a point of view based on the context of the

curriculum used. Meaning of curriculum which is

based on the viewpoint of context, for specialist

curriculum wing essentialism is seen as the

transmission of cultural heritage by teaching the

younger generation for the preparation of a better life

in the future. Third, the curriculum is based at

strategic vantage points on the chosen curriculum

development. The development also can’t be

separated from the processes, which have better

teaching strategies, teaching techniques used (Oliva,

1988; Stobie, 2013).

That's the other side of view of the curriculum as

a process. Likewise, the experts who looked at the

curriculum as a way of learning through learning

individually programmed, basically this definition is

also based on the rules of the development strategy of

the curriculum used (Fry, Ketteridge and Marshall

eds., 2009; and Zuljan and Vogrinc eds., 2010). In

ICES 2017 - 1st International Conference on Educational Sciences

116

this context, Peter F. Oliva (1988) and Dinn

Wahyudin (2014) again refer to it as the curriculum

as individualized learning and the curriculum as

programmed instruction are in reality specifications

of systems by which the learners encounter curricular

content through the process of instruction. On this

understanding, the curriculum experts refer to the

curriculum as a process. (Oliva, 1988; and Wahyudin,

2014).

In this case, teacher education institution’s

teaching philosophy may be explored in two levels:

through artificial philosophy; and through its organic

philosophy. In recognition to this statement, the study

explores both of these levels. First, it is observed from

the implementation of curriculum from the

perspective of teaching philosophy among faculty

members in the Faculty of Education Science.

Second, it is seen from lecturers’ actual

understanding of their institutional teaching

philosophy as reflected in their actual planning,

instructional approaches and methods.

3 METHODS

This study uses the descriptive method of research.

Descriptive studies are usually the best methods of

collecting information that will describe the world as

it is and demonstrate relationships among these units

of information. Descriptive studies can answer

questions such as “what is” or “what was” The study

is also uses a mixed-methods research. (Bickman and

Rog, 1998,: Ali, 1993; Ali, 2011; and Attride-Stirling,

2001). Moreover, the study is a mixed-methods

research. Specifically, as to qualitative methods,

content analysis, interviews, and FGD (Focus Group

Discussion) among lecturers in the Faculty of

Educational Sciences as faculty sampling. The

content analysis method will be employed to be

analysed from documents the teaching philosophy of

the sampling faculty. Interviews of faculty

management are conducted.

4 RESULTS AND DISCUSSION

Professional education for teachers that served by

UPI is based on the philosophical beliefs that being

professional teachers is a sustained process with

referenced to standardized norms and continued

performance assessment. Professional education for

teachers becomes a necessity in pre-service teacher

education as served by UPI, which includes academic

education program and profession education

program. The process of academic and profession

education program giving rise to the improvement of

pedagogic knowledge and skills includes three main

activities: (a) transfer of teaching experience in

authentic setting; (b) integration of teaching theories

and practices about learning to teach in the context of

practice and practice, and(c) collaboration in

professional communities, especially with primary

and secondary school communities.

UPI program is basically based on the

philosophical beliefs that the objective to achieve

through education is the ways in which learners

cultivate their potentials. In this way, university

teaching philosophy is based on the beliefs that UPI

students as prospective teachers should be facilitated

and guided in such a way that their learning

knowledge and skills were developed through

learning by doing, doing, and reflecting. In this case,

teaching learning process in UPI is based on the

activity to humanize individuals in engaging in

civilization and to the politically integrate into for

productive and constructive reasons.

Professional education for teachers served by UPI

is also based on the philosophical beliefs that teaching

learning process in UPI which emphasize content

based and content specific pedagogy to prepare pre-

service teachers to teach in multicultural contexts of

learners including country sides or remote areas in the

country. The entire program is prepared to support

teachers in being able to reflect on their learning,

collaboration with other teachers to seek the solution

of the problems in learning.

The mission of UPI has been determined as

follows: 1) running educational programs to prepare

professional teachers and other educational

professions with highly global competitiveness, 2)

developing with innovations theories of education

and other disciplines and its implementation to be the

base of stating national policy in education, 3) giving

services to communities in professional ways in terms

of helping solve existing problems in a national scope

either in the field of education or other fields such as

politics, economy, social related matters and cultures,

and 4) generating internationalization of education

through the development and networking and,

partnership at national, regional and international

levels.

The following data shows aspects of redesigning

curriculum viewed by faculty members in the Faculty

of Education Sciences in UPI concerning with the

aspects of Redesign of Curriculum. There are nine

aspects related to the redesign of new curriculum in

UPI. They are: foundations and principles re-design

A Brief View on Teaching Philosophy in the Curriculum Implementation in Universitas Pendidikan Indonesia (UPI)

117

of curriculum; curriculum components; delivery

system and implementation; evaluation and

curriculum implementation; curriculum

management; providing facilities; human resources

mapping; collaboration and coordination; and

professional development services. See also the table

Table 1: View of faculty members in implementing

curriculum at the UPI.

Aspects

Score

Ideal

Score

Percentage

Foundations

and principles

re-design of

curriculum

1279

1554

82.30

Curriculum

components

749

940

79.68

Delivery system

and

implementation

1255

1642

76.43

Evaluation and

curriculum

implementation

361

470

76.81

Curriculum

management

330

495

66.66

Providing

facilities

355

495

71.71

Human

resources

mapping

332

470

70.64

Collaboration

and

coordination

687

940

73.09

Professional

development

services

151

256

58.98

Table 1 shows respondents’ answers on several

aspects in implementing curriculum in terms of nine

aspects to be viewed. Two aspects have got highest

scores. They are foundation and principles of

redesign of new curriculum gets score 1279 (82.30%)

and curriculum components gets score 749 (79.68%).

It means that the aspects mentioned have relatively

understood and be familiar by respondents. While, the

lowest scores are curriculum management (66.66%)

and professional development services (58.98%). It

means that aspect of curriculum management need to

be well managed, organized, and supervised by

management in the level departments as well as

faculty. At the same things, aspects of professional

development supports (58.98%) need to be more

intensively conducted and continuously done.

The following is incorporating the teaching

philosophy in curriculum planning, implementation,

assessment, from the point of view of lecturers in the

Faculty of Education Science in UPI. The data is

based on focused group discussion with respondents,

related documents that available in the Faculty of

Educational Sciences in UPI.

First, the Application of Teaching Philosophy in

Curriculum Planning. For FIP (Faculty of Education

Sciences), based on Focused Group Discussion with

lecturers, some points concerning with the

understanding of teaching philosophy among

lecturers and head of departments are as follows:

Related to the educational philosophy adopted by

UPI, most lecturers and head of departments believe

that basically the university teaching philosophy

makes students be religious persons, well educated,

with broader knowledge and understanding of the

content knowledge as well as pedagogical content

knowledge. It is believed that educational philosophy

is the spirit of the implementation of education in

every faculty, department, and study program.

Through educational philosophy of “a leading and

outstanding university”, all lecturers and university

communities can then align learning undertaken by

faculty and students to fit the vision and mission of

the institution, which is to educate prospective

professional teachers.

The vision and missions of UPI have been

implemented by all lecturers in the dimension of Tri

Dharma PT (three devotions of higher education

services in Indonesia), namely: conducting education,

research, and community services. In relation with the

university teaching philosophy, it means that

religious values and cultural core values, and ethical

values are very important and become the basic of

teaching at UPI. However, academic and professional

competencies shall be underlined as a very important

factor to lead all students to become professional

teachers of the future. All participants during FGD

agree that profession in education for future teachers

as served by UPI is based on the philosophical beliefs

that students as prospective teachers should be

facilitated and guided in such a way that their learning

knowledge and skills were developed through

learning by doing, implementing, and reflecting

during teaching learning process in the campus as

well as out of the campus. In addition, all participants

have discussed that professional education for

teachers that served by UPI should be based on the

philosophical belief that being professional teachers

need sustained process with referenced to

standardized norms and continued performance

assessment. The process of academic and profession

education program shall be translated by all lecturers

in order to rise pedagogic knowledge and skills

ICES 2017 - 1st International Conference on Educational Sciences

118

including the three main activities such as transfer of

teaching experience in authentic setting, integration

of teaching theories and practices, and collaboration

among stakeholders.

Second, the Application of Teaching Philosophies

in Curriculum Implementation. For FIP (Faculty of

Educational Sciences) in UPI, based on focused

group discussion with lecturers, some points

concerning with the teaching methods and strategies

that is incorporated in the institution’s teaching

philosophy are as follows: Based on the discussion,

methods and learning strategies frequently used are:

expository, project-based, inquiry, and discussion

that fits with the objectives to be achieved, the

material to be taught, and the needs of learners as

prospective teachers. They agree that suitable

teaching methods should depend on competencies

and should be achieved, character of learning

materials, and the character of students. Some

lecturers frequently practice by modeling and

learning on the example, and self or individual study.

In general, the methods used include expository

approach in the form of varied lectures and question-

answer and discussion among students. In addition,

inquiry and problem solving methods are frequently

used by lecturers. While the frequent strategies are:

discussion, questioning, questing, and brainstorming.

As it has been mentioned that the process of academic

and profession education program gives rise to the

improvement of pedagogic knowledge and skills,

transfer of teaching experience in authentic setting,

and integration of teaching theories and practices. So,

the methods and strategies are often teaching practice,

observation, and academic activities that is based on

authentic setting.

Third, the Application of Teaching Philosophies

in Assessment. Based on the FGD (Focused Group

Discussion), most of the teacher education faculty

members revealed that they always incorporate their

institution’s teaching philosophy in their assessment

and evaluation with mean of 3.5200. Based on FGD

with lecturers, some points concerning with the

assessment and evaluation are as follows: In general,

professional student teacher education competency

evaluation includes structured observation,

dispositional evaluation, mid examination, and final

test or examination. The components of mid and final

examination consists of written test, performance test,

personal and character test, and portfolio

examination. The written test is conducted under the

administration of Faculty and Department or Study

Program. The written test consists of subject matter

and subject specific pedagogy. Performance test is

conducted by Department and Study Program and

Partner Schools (if the students are conducting a

teaching practice). Some lecturers also conduct social

and personal character test that is aimed at revealing

various aspects which are relevant to students’

personal and social skills.

Table 2: Faculty of educational sciences’ statistics.

Incorporating the

teaching

philosophy in

curriculum

planning

Incorporating

the teaching

philosophy in

curriculum

implementation

Apply the

teaching

philosophy

assessment

Valid

Missing

Mean

3.5714

3.4

3.5714

Std. Error of

Mean

0.0803

0.07722

0.07768

Median

4.0000

3.0000

4.0000

Std.

Deviation

0.67182

0.64606

0.64989

Variance

0.451

0.417

0.422

Range

2.00

Minimum

2.00

Maximum

4.00

The table 2 shows about faculty of educational

sciences’ statistics. And table 3 shows respondents’

answers on the implementation of teaching

philosophy in their instructional planning.

Table 3: The implementation of teaching philosophy in

curriculum planning.

Freque

ncy

Percent

Valid

Percent

Cumula

tive

Percent

Valid

Never

1.4

Rarely

8.6

10.0

Frequently

22.9

32.9

Always

67.1

100.0

Total

100.0

Table 3 shows respondents’ answers on

incorporating teaching philosophy in their

instructional planning. More than a half (67%) of the

respondents answer always. Less than half (22.9%) of

the respondents answer frequently; and a small

number (8.6% and 1.4%) of the respondents answer

rarely or never.

Table 4: The incorporation of teaching philosophy in

curriculum implementation.

Freque

ncy

Percent

Valid

Percent

Cumula

tive

Percent

Valid

Never

1.4

Rarely

7.1

8.6

Frequently

42.9

51.4

Always

48.6

100.0

Total

100.0

Table 4 shows that the respondents’ answer to the

questions on incorporating the institution’s teaching

A Brief View on Teaching Philosophy in the Curriculum Implementation in Universitas Pendidikan Indonesia (UPI)

119

philosophy in teaching through the teaching methods

and strategies used. Less than a half (48.6%) of the

respondents answer always. Less than half (42.9%) of

the respondents answer frequently; and a small

number (7.1% and 1.4%) of two groups of

respondents answer rarely and never respectively.

Table 5: The application teaching philosophy in

assessment.

Freque

ncy

Percent

Valid

Percent

Cumula

tive

Percent

Valid

Never

1.4

Rarely

7.1

8.6

Frequently

25.7

34.3

Always

65.7

100.0

Total

100.0

Table 5 shows the respondents’ answers to the

questions about applying the institution’s teaching

philosophy in assessing and evaluating my students’

learning. More than half (65.7%) of the respondents

answer always. Less than a half others (25.7%)

answer frequently; and 2 other small groups of the

respondents (7.1% and 1.4%) answer rarely and never

respectively.

Fourth, Commonalities of Teaching Philosophies.

Based on data be described commonalities analyses,

it can of teaching philosophies among faculty

members in the Faculty of Educational Sciences.

Commonalities: teaching philosophies are

anchored on academic, scientific, and religious

aspects: (1) to be an education program, research, and

community services; (2) preparing professionals with

highly global competitiveness, innovations,

professional services to communities; and (3) transfer

of teaching experience in authentic setting, world

class university with a leading and outstanding

university in educational science through earlier

exposure, and cross fertilization, in the context for the

World Class University, academic atmosphere,

competitiveness, innovation, and religious aspect.

5 CONCLUSIONS

In curriculum perspective, aspect of philosophy of

teaching is very important in the educational

institutions. It is applied in the teaching-learning

situations, in the conduct of research, and in

developing educational policies. In curriculum

practices, the philosophy of education leads to the

understanding of the philosophical issues in the

educational institutions.

The university’s teaching philosophy has been

well understood by faculty members, especially

sampled faculties under this study. Impacts take place

in the form of various fruitful discussions during class

sessions and bring with them some opportunities to

the learners to be inspired and thus triggered to

broaden their horizons their own ways. The lectures

in the faculty see to it that elements of imperative

points as core contents of the teaching philosophy are,

to a large extent, worth implementing. As a matter of

fact, most lecturers are eager to be parts of institution

in producing very promising qualified future teachers,

but they still need continuous guidance.

Different views of the essential elements as

contained in the teaching philosophy as the lecturers

understand them provide spaces for other possible

ways of implementing the elements even more

penetrating in sense: responsiveness, thoughtfulness,

and explorableness. Indicators of putting the core

values of the teaching philosophy into practice prove

to be evident in that the future teachers’ behavior fits

in quite qualifiedly with personal beliefs in teaching.

In the Faculty of Educational Sciences, teaching

philosophies are anchored on academic, scientific,

and religious aspects such as to be a world class

university with a leading and outstanding university

in educational science through education program,

research, and community services; to be preparing

professionals with highly global competitiveness,

innovations, professional services to communities;

and transferring of teaching experience in authentic

setting; earlier exposure, and cross fertilization. But

in implementing curriculum, aspect of curriculum

management to be well managed, organized, and

supervised by management in the level departments

as well as faculty. At the same things, aspects of

professional development for academic staffs need to

be more intensively conducted and continuously

done.

REFERENCES

Ali, M. 2011. Memahami Riset Perilaku and Sosial.

Bandung: Pustaka Cendikia Utama.

Attride-Stirling, J. 2001. “Thematic Networks: An Analytic

Tool for Qualitative Research” in Qualitative

Research, Vol.1, No.3, pp.385–405.

Boye, A. 2015. “Writing Your Teaching Philosophy”.

Available online at:

https://www.depts.ttu.edu/tlpdc/Resources/Teaching_r

esources/TLPDC_teaching_resources /Documents/

WritingYourTeaching Philosophy whitepaper.pdf

[accessed in Bandung, Indonesia: July 17, 2016].

Bunoti, S. 2010. “The Quality of Higher Education in

Developing Countries Needs Professional Support”.

Available online at: http:// www.intconfhighered.org

/FINAL%20Sarah%20 Bunoti.pdf [accessed in

Bandung, Indonesia: January 15, 2016].

ICES 2017 - 1st International Conference on Educational Sciences

120

Chan, S. M. 1997. Classic and Contemporary Reading in

the Philosophy of Education. New York: McGraw Hill.

Chism, N. V. N. 1998. “Developing a Philosophy of

Teaching Statement” in Essays on Teaching Excellence

toward the Best in the Academy, Volume 9, Number 3.

Fry, H., S. Ketteridge, S. Marshall [Eds]. 2009. A

Handbook for Teaching and Learning in Higher

Education: Enhancing Academic Practice. New York

and London: Routledge Taylor and Francis Group,

third edition.

Ganly, S. 2012. “Educational Philosophies in the

Classroom: The Categories of Various Teaching

Philosophies”. Available online at: http://www.

doe.in.gov/sites/default/files/cte/ncteb-edphil. Pdf

[accessed in Bandung, Indonesia: July 17, 2016].

Hunkins, F.P., A.C. Ornstein. 2009. Curriculum,

Foundations, Principles, and Issues. Boston: Pearson.

Johnson, B., L. Christensen. 2004. Educational Research:

Quantitative, Qualitative, and Mixed Approach. New

York: Pearson Education Inc., 2

edition.

Kalantzis, M., Bill Cope. 2010. “The Teacher as Designer:

Pedagogy in the New Media Age” in E–Learning and

Digital Media, Vol.7, No.3.

Kaplan, M. et al. 2008. “A Research-Based Rubric for

Developing Statements of Teaching Philosophy” in

D.R. Robertson and L.B. Nilson [Eds]. To Improve the

Academy: Resources for Faculty, Instructional, and

Organizational Development, Volume 26. San

Francisco, CA: JosseyBass, pp.242-262.

Kartadinata, S., et al. 2010. Re-Desain Pendidikan

Profesional Guru. Bandung: UPI [Universitas

Pendidikan Indonesia] Press.

Kearns, K.D., C.S. Sullivan. 2010. “Resources and

Practices to Help Graduate Students and Postdoctoral

Fellows Write Statements of Teaching Philosophy” in

Advances in Physiology Education, 35, pp.136-145.

Knight, S., C. Collins. 2014. “Cultivating Reason- Giving:

The Primary Purpose of Education?” in The

International Journal of the Humanities, Vol.3, No.2,

pp.155-178.

Marsh, H. W. 1984. “Students’ Evaluations of University

Teaching: Dimensionality, Reliability, Validity,

Potential Biases, and Utility” in Journal of Educational

Psychology, 76, pp.707-54.

Meizlish, D., M. Kaplan. 2008. “Valuing and Evaluating

Teaching in Academic Hiring: A Multidisciplinary,

Cross-Institutional Study” in Journal of Higher

Education, 79, pp.489-512.

Oliva, P. F., 1988. Developing Curriculum: A Guide to

Problems, Principles, and Process. New York: Harper

and Publisher.

Pope, C., S. Ziebland, N. Mays. 2000. “Analysing

Qualitative Data” in British Medical Journal, 320,

pp.114–116.

Schönwetter, D.L., K.L. Taylor, D.E. Ellis. 2006. “Reading

the Want Ads: How Can Current Job Descriptions

Inform Professional Development Programs for

Graduate Students?” in Journal on Excellence in

College Teaching, 17, pp.159-188.

Stobie, T. 2013. Implementing the Curriculum with

Cambridge: A Guide for School Leaders.

Taylor, L., J. Parsons. 2011. “Improving Student

Engagement” in Current Issues in Education, 141.

Available online also at: file:///C:/Users/acer

UNESCO [United Nations for Education, Scientific, and

Cultural Organization]. 2009. Teaching Philosophy in

Asia and the Pacific. Paris, France: UNESCO for

Social and Human Sciences Sector.

Wahyudin, D. 2016. “A View on Teaching Philosophy in

Curriculum Implementation at the Indonesia University

of Education” in SOSIOHUMANIKA: Jurnal

Pendidikan Sains Sosial dan Kemanusiaan, Vol.92

November, Bandung, Indonesia: Minda Masagi Press

and UPI Bandung, ISSN 1979-0112.

Wahyudin, D. 2014. Manajemen Kurikulum. Bandung: PT

Remaja Rosdakarya.

Wahyudin, D. 2017. Curriculum Development and

Teaching Philosophy. Saarbrucken, Germany: Lambert

Academic Publishing.

A Brief View on Teaching Philosophy in the Curriculum Implementation in Universitas Pendidikan Indonesia (UPI)

121