DAFTAR PUSTAKA
Anonim. (2007). RPP (Rencana Pelaksanaan Pembelajaran) Kelas I Semester 1 dan 2; KTSP (Kurikulum Tingkat Satuan Pendidikan Dasar). Jakarta: CV. Mini Jaya Abadi. Ansyar, M. (1994). Proses pendidikan guru dalam arus perubahan. Mimbar Pendidikan, Vol. 13(3), 47-53. Ashshiddiqi, A. M. (2009). Pengajaran reflektif dan pengaruhnya terhadap perkembangan epistemologi personal siswa. Laporan penelitian, tugas Mata Kuliah Metode Penelitian Kualitatif, Program Magister Sains Psikologi, Fakultas Psikologi Universitas Gadjah Mada Yogyakarta. Ashworth, P. (2006). The origins of qualitative psychology. In J. A. Smith (Ed.), Qualitative psychology: Practical guide to research methods (pp. 4-24). London: SAGE Publications. Baedhowi. (2006, Desember). Tantangan peningkatan profesionalisme tenaga pendidik pada era Undang-undang Guru dan Dosen. Jurnal Pendidikan dan Kebudayaan, Edisi khusus, 120-126. Banister, P., Burman, E., Parker, I. Taylor, M., & Tindall, C. (1994). Qualitative methods in psychology. Buckingham, Philadelphia: Open University Press. Basthomi, Y. (2007). A critical moment in the teaching profesion: A discourse of tensions. Jurnal Ilmu Pendidikan, 14(3), 135-139. Bernard, M. E. (1991). Taking the stress out of teaching. Melbourne: Collins Dove. Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. New Delhi: SAGE Publications. Bluck, S., & Glück, J. (2005). From the inside out: People‟s implicit theories of wisdom. In R. J. Stenberg & J. A. Jordan (Eds.), A handbook of wisdom: Psychological perspectives (pp. 84-109). New York: Cambridge University Press. Bransford, J. D., Brown, A. L., Cocking, R. R., Donovan, M. S., & Pellegrino, J. W. (2003). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press. Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102(1), 153-167. Brown, S., & McIntyre, D. (1993). Making sense of teaching (Developing teachers and teaching). Bristol, PA: Open University Press.
Buchori, M. (2009). Guru, sekolah, dan masalah erosi wibawa. Dalam Suyatno, P. Sumedi, & S. Riadi (Eds.). Pengembangan profesionalisme guru (70 tahun Abdul Malik Fadjar) (pp. 39-53). Jakarta: UHAMKA Press. Buttler, R. (2007). Teachers‟ achievement goal orientations and associations with teachers‟ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241-252. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers‟ job satisfaction. Journal of Educational Psychology, 95(4), 821-832. Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100(4), 977-987. Carr, W. (1989). Understanding quality in teaching (introduction). In W. Carr (Ed.), Quality in teaching: Arguments for a reflective profession (pp. 1-18). London: The Falmer Press. Charmaz, K. (2006). Grounded theory. In J. A. Smith (Ed.), Qualitative psychology: Practical guide to research methods (pp. 81-110). London: SAGE Publications. Chen, J. (2007). Teacher‟s conceptions of excellent teaching in middle school in the north of China. Asia Pacific Education Review, 8(2), 288-297. Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43-54. Churchill, S. D. (2000). Phenomenological psychology. In A. E. Kazdin (Ed.), Encyclopedia of psychology (Vol. 6, pp. 162-168). New York: Oxford University Press and American Psychological Association. Coyle, A. (2007). Introduction to qualitative psychological research. In E. Lyons & A. Coyle (Eds.), Analysing qualitative data in psychology (pp. 9-30). London: SAGE Publications. Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (second edition). Thousand Oaks, California: SAGE Publications. Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (third edition). California: SAGE Publications. Darling-Hammond, L., & Baratz-Snowden, J. (Eds.). (2005). Guru yang baik di setiap kelas: Menyiapkan guru berkualitas tinggi yang layak mengajar anakanak kita. Terjemahan I.K. Dewi & B. Budiharjo. Jakarta: Penerbit Indeks.
De la Rosa, P. S. M. (2005). Toward a more reflective teaching practice: Revisiting excellence in teaching. Asia Pacific Education Review, 6(2), 170-176. Denzin, N. K., & Lincoln, Y. S. (2003). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research, theories and issues (pp. 1-46). California: SAGE Publications. Dewey, J. (1910). How we think. New York: D. C. Heath and Co. Retrived from http://ia700308.us.archive.org/15/items/howwethink000838mbp/howwethink0 00838mbp.pdf Dewey, J. (2008). The direction of education. In J. A. Boydston, The later works of John Dewey, 1925-1953: Vol. 3. Essays, reviews, miscellany, and “Impressions of Soviet Rusia” (pp. 251-256). Carbondale, IL: Southern Illinois University Press. Retrived from http://books.google.co.id/books?id=ADWhbvwXJzcC&pg=PA255&lpg=PA25 5&dq=education+is+most+complex,+intricate+and+subtle+of+all+human+ent erprise&source=bl&ots=8nH8wyG5cP&sig=K_57m7_mgE0R9UCNiPfGBWe Mb_c&hl=en&sa=X&ei=416QUcWAM8aErAf69YDQDw&redir_esc=y#v=one page&q=education%20is%20most%20complex%2C%20intricate%20and%2 0subtle%20of%20all%20human%20enterprise&f=false Direktorat Jenderal Peningkatan Mutu Pendidik dan Tenaga Kependidikan (Ditjen PMPTK). (2010). Pedoman pemilihan guru berprestasi tahun 2010. Jakarta: Direktorat Jenderal PMPTK Kemendiknas. Direktorat Pembinaan Pendidik dan Tenaga Kependidikan - Pendidikan Anak Usia Dini, Nonformal dan Informal (Direktorat Pembinaan PTK-PAUDNI). (2011). Petunjuk teknis pemilihan guru TK berprestasi tahun 2011. Jakarta: Direktorat Jenderal PAUDNI Kemendiknas. Direktorat Pembinaan Pendidik dan Tenaga Kependidikan - Pendidikan Dasar (Direktorat Pembinaan PTK-DIKDAS). (2011). Petunjuk teknis pemilihan guru SD berprestasi tahun 2011. Jakarta: Direktorat Jenderal DIKDAS Kemendiknas. Direktorat Pembinaan Pendidik dan Tenaga Kependidikan - Pendidikan Menengah (Direktorat Pembinaan PTK-DIKMEN). (2011). Pedoman pemilihan guru SMA dan SMK berprestasi tahun 2011. Jakarta: Direktorat Jenderal DIKMEN Kemendiknas. Direktorat Tenaga Kependidikan. (2001). Profil guru berprestasi dan berdedikasi. Jakarta: Direktorat Jenderal DIKDASMEN Depdiknas. Direktorat Tenaga Kependidikan. (2003). Untukmu guru: Tri dasawarsa guru dalam keteladanan, penghargaan, dan perlindungan. Jakarta: Direktorat Jenderal DIKDASMEN Depdiknas.
Djohar. (2006). Guru, pendidikan dan pembinaannya (Penerapannya dalam pendidikan dan UU Guru). Yogyakarta: Grafika Indah. Dresner, M., & Worley, E. (2006). Teacher research experiences, partnerships with scientists, and teacher networks sustaining factors from professional development. Journal of Science Teacher Education, 17, 1–14. Duffy, G. G., Miller, S., Parsons, S., Meloth, M. (2009). Teachers as metacognitive professionals. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 240-256). New York: Routledge. Eatough, V., & Smith, J. A. (2006). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.), The SAGE handbook of qualitative research in psychology (pp. 179-194). New Delhi: SAGE Publications. Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on classroom (eighth edition). Canada: Pearson Education. Evans, C., Harkins, M. J., & Young, J. D. (2008). Exploring teaching styles and cognitive styles: Evidence from school teachers in Canada. North American Journal of Psychology, 10(3), 567-582. Flowerday, T., & Schraw, G. (2000). Teacher beliefs about instructional choice: A phenomenological study. Journal of Educational Psychology, 92(4), 634-645. Fraser, B.J. & Tobin, K. (1988, April). Psychosocial environment in exemplary teachers’ classrooms. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA. Educational Resources Information Center (ERIC), Office of Educational Research and Improvement, U.S. Departement of Education. (ERIC Reproduction Service No. ED295819) Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705-716. Ghaye, A., & Ghaye, K. (2003). Teaching and learning through critical reflective practice. London: David Fulton Publishers. Giorgi, A., & Giorgi, B. (2006a). Phenomenology. In J. A. Smith (Ed.), Qualitative psychology: Practical guide to research methods (pp. 25-50). London: SAGE Publications. Giorgi, A., & Giorgi, B. (2006b). Phenomenological psychology. In C. Willig and W. Stainton-Rogers (Eds.), The SAGE handbook of qualitative research in psychology (pp. 165-178). New Delhi: SAGE Publications. Giovanelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(5), 293309.
Graesser, A. C. (2009). Inaugural editorial for Journal of Educational Psychology. Journal of Educational Psychology, 101(2), 259-261. Haenilah, E. Y. (2013). Pengembangan Model Pembelajaran Praktik Mengajar Reflektif (MP2MR) untuk meningkatkan kompetensi pedagogik mahasiswa S1 Pendidikan Guru Sekolah Dasar (PGSD). Disertasi. Universitas Pendidikan Indonesia (UPI) Bandung, Program Magister Pendidikan, Jurusan Pengembangan Kurikulum. Hargreaves, A. (2009). Contrived collegiality: The micropolitics of teacher collaboration. In F. W. English (Ed.), Sage library of educational thought and practice: Vol. 1. Educational leadership and administration (pp. 201-222). London: SAGE Publications. Hinnant, J. B., O‟Brien, M., & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101(3), 662-670. Hoekstra, A. (2007). Experienced teachers‟ informal learning in the workplace. IVLOS Series. Instituut voor Lerarenopleiding, Onderwijsontwikkeling en Studievaardigheden (IVLOS), Institute of Education of Utrecht University. Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600. Julaeha, S. (2010). Pengembangan model pembimbingan untuk meningkatkan kemampuan guru dalam melakukan refleksi pembelajaran (Suatu studi pada program S2 PGSD Universitas Terbuka). Disertasi. Universitas Pendidikan Indonesia (UPI) Bandung, Program Doktoral, Jurusan Pengembangan Kurikulum. Kane, R., Sandretto, S., & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47, 283–310. Kelsay, K.L. (1989, March). A qualitative study of reflective teaching. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, California. Educational Resources Information Center (ERIC), Office of Educational Research and Improvement, U.S. Departement of Education. (ERIC Reproduction Service No. ED352320) Kennedy, M. M. (2008). Teachers thinking about their practice. In T. L. Good (Ed.), Twenty first century education: A reference handbook (pp. 21-28). Thousand Oaks, California: SAGE Publications. Kerlinger, F. N. (1990). Asas-asas penelitian behavioral. Terjemahan L. R. Simatupang. Yogyakarta: Gadjah Mada University Press.
Kindsvatter, R., Wilen, W., & Ishler, M. (1996). Dynamics of effective teaching (third edition). New York: Longman Publisher. King, N. (2010). Research ethic in qualitative research. In M. Forrester (Ed.), Doing qualitative research in psychology: A practical guide (pp. 98-118). London: SAGE Publications. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers‟ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756. Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers‟ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100(3), 702-715. Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2008). A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors. Journal of Educational Psychology, 100(1), 96-104. Kreber, C., & Castleden, H. (2009). Reflection on teaching and epistemological structure: Reflective and critically reflective processes in „pure/soft‟ and „pure/hard‟ fields. Higher Education, 57, 509–531. Kroll. L. R. (2004). Constructing constructivism: How student-teachers construct ideas of development, knowledge, learning, and teaching. Teachers and Teaching: Theory and Practice, 10(2), 199-221. Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. Lefrançois, G. R. (2000). Psychology for teaching (tenth edition). California: Wadsworth-Thomson Learning. Lie, A. (2009). Pengembangan profesionalisme guru. Dalam Suyatno, P. Sumedi, & S. Riadi (Eds.), Pengembangan profesionalisme guru (70 tahun Abdul Malik Fadjar) (pp. 56-176). Jakarta: UHAMKA Press. Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Lunt, I. (1997). Psychology and education: A century of challenge for educational psychology. In R. Fuller, P. N. Walsh, & P. McGinley (Eds.), A century of psychology: Progress, paradigms, and prospects for the new millennium (pp. 123-138). London: Routledge. Lyons, E. (2007). Analysing qualitative data: Comparative reflections. In E. Lyons & A. Coyle (Eds.), Analysing qualitative data in psychology (pp. 158-173). London: SAGE Publications.
Magno, C., & Sembrano, J. (2007). The role of teacher efficacy and characteristics on teaching effectiveness, performance, and use of learner-centered practices. The Asia-Pacific Education Researcher, 16(1), 73-90. Makmal Pendidikan. (2007). Buku panduan pendamping sekolah. Bogor: Lembaga Pengembangan Insani (LPI) – Dompet Dhuafa. Malmberg, L. E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010). Observed classroom quality during teacher education and two years of profesional practice. Journal of Educational Psychology, 102(4), 916-932. Marsh, C. J. (1996). Handbook for beginning teacher. South Melbourne: Addison Wesley Longman. McAlpine, L., Weston, C., Beauchamp, C., Wiseman, C., & Beauchamp, J. (1999). Building a metacognitive model of reflection. Higher Education, 37, 105-131. McAlpine, L., Weston, C., Berthiaume, D., Fairbank-Roch, G., & Owen, M. (2004). Reflection on teaching: Types and goals of reflection. Educational Research and Evaluation, 10(4-6), 337-363. McCown, R., Driscoll, M., & Roop, P. G. (1996). Educational psychology: Learningcentered approach to classroom practice (second edition). Boston: Allyn and Bacon. McDonald, F. J. (1959). Educational psychology (Asian text edition). San Fransisco: Wadsworth Publishing Company. McLeod, J. (2011). Qualitative research in counselling and psychotherapy. London: SAGE Publications. McNergney, R. F., & Carrier, C. A. (1981). Teacher development. New York: Macmillan Publishing. Miller, A., Billington, T., Lewis, V., & DeSouza, L. (2006). Educational psychology. In C. Willig and W. Stainton-Rogers (Eds.), The SAGE handbook of qualitative research in psychology (pp. 472-488). New Delhi: SAGE Publications. Minichiello, V., Aroni, R., Timewell, E., & Alexander, L. (1995). In-depth interviewing: Principles, techniques, analysis (second edition). Melbourne: Longman. Moallem, M. (1998). An expert teacher's thinking and teaching and instructional design models and principles: An ethnographic study. Educational Technology Research and Development, 46(2), 37-64. Morse, W. C., & Wingo, G. M. (1969). Psychology and teaching (third edition). Glenview, Illionis: Scott, Foresman and Company. Moustakas, C. E. (1994). Phenomenological research methods. Thousand Oaks, California: SAGE Publications.
Neuman, W. L. (2003). Social research methods: Qualitative and quantitative approaches (fifth edition). Boston, MA: Allyn and Bacon. Norlander-Case, K. A., Reagan, T. G., & Case, C. W. (1999). Guru profesional: Penyiapan dan pembimbingan praktisi pemikir. Terjemahan S. Romadhona. Jakarta: Penerbit Indeks. Ng, P. T., Lan, L. K. Y., & Thye, J. T. E. (2004). Developing reflective teachers: The experience of two modules in the teacher training programme at the National Institute of Education, Singapore. Asia Pacific Education Review, 5(2), 200206. Nickerson, R. S. (2004). Teaching reasoning. In J. P. Leighton & R. J. Sternberg (Eds.), The nature of reasoning (pp. 410-442). Cambridge: Cambridge University Press. Oliver, P. (2008). Writing your thesis (second edition). London: SAGE Publications. Olson, J. (1992). Understanding teaching: Beyond expertise (Developing teachers and teaching). Bristol, PA: Open University Press. Ormrod, J. E. (2006). Educational psychology: Developing learner (fifth edition). New Jersey: Pearson Merril Prentice Hall. Palmer, A., & Christison, M. (2010). Seeking the heart of teaching. Ann Arbor: The University of Michigan Press. Palmer, P. J. (1999) The heart of a teacher: Identity and integrity in teaching. Maricopa Community Colleges, Maricopa Center for Learning and Instruction. Retrieved from http://www.mcli.dist.maricopa.edu/fsd/afc99/articles/heartof.html Palmer, P. J. (2007). Keberanian mengajar: Menjelajah ruang nurani kehidupan guru. Terjemahan D. Wulandari. Jakarta: Penerbit Indeks. Paris, S. G. (2004). Principles of self-regulated learning for teachers. In J. Ee, A. Chang, & O. Tan (Eds.), Thinking about thinking: What educators need to know (pp. 48-71). Singapore: McGraw-Hill Education. Parkay, F. W., & Stanford, B. H. (1998). Becoming a teacher (fourth edition). Needham Heights, MA: Allyn and Bacon. Parkay, F. W., & Stanford, B. H. (2008). Menjadi seorang guru (edisi ketujuh). Terjemahan D. Dharyani. Jakarta: Penerbit Indeks. Parkay, F. W., & Stanford, B. H. (2010). Becoming a teacher (eight edition). Upper Saddle River, NJ: Pearson Education International.
Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2001). Educational psychology: A practitioner, researcher model of teaching. Singapore: Thomson Learning. Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choices in the classroom. Journal of Educational Psychology, 102(4), 896-915. Patton, M. Q. (1990). Qualitative evaluation and research methods (second edition). Newbury Park, California: SAGE Publications. Poerwandari, K. (1998). Pendekatan kualitatif dalam penelitian psikologi. Jakarta: LPSP3 UI. Poerwandari, K. (2004). Psikologi dan penelitian kualitatif untuk mengembangkan teori. Anima, Indonesian Psychological Journal, Vol. 19(4), 317-332. Pollard, A. (2002). Reflective teaching: Effective and evidence-informed professional practice. New York: Continuum. Pressley, M., Raphael, L., Gallagher, J. D., & DiBella, J. (2004). Providence-St. Mel School: How a school that works for African American students works. Journal of Educational Psychology, 96(2), 216-235. Pugach, M. C. (2006). Because teaching matters. New Jersey: John Wiley and Sons. Punch, K.F. (2006). Developing effective research proposals. London: SAGE Publications. Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577-587. Reagen, T. (1993, Summer). Educating the “reflective practitioner”: The contribution of philosophy of education. Journal of Research and Development in Education, Vol. 26(4), 189-196. Reeve, J., & Jang, H. (2006). What teachers say and do to support students‟ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218. Reyken, A. E. (2004). A spider and a fly in a web: Seeing myself in the detail of praxis. Reflective Practice, 5(1), 111-123. Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to selfdetermined learning. Journal of Educational Psychology, 99(4), 761-774. Salmah. (2011). Kontribusi peningkatan kegiatan Kelompok Kerja Guru (KKG) dan motivasi berprestasi guru terhadap peningkatan mutu kinerja mengajar guru
Sekolah Dasar di Kecamatan Mangunreja, Kabupaten Tasikmalaya. Tesis. Universitas Pendidikan Indonesia (UPI) Bandung, Program Magister Pendidikan, Jurusan Administrasi Pendidikan. Schunk, D. H. (2008). Learning theories: An educational perspective (fifth edition). New Jersey: Pearson Education. Shaw, R. (2010). QM3: Interpretative phenomenological analysis. In M. Forrester (Ed.), Doing qualitative research in psychology: A practical guide (pp. 177201). London: SAGE Publications. Sholeh, A. N. (2006). Membangun profesionalitas guru: Analisis kronologis atas lahirnya UU Guru dan Dosen. Jakarta: Elsas. Simpson, D. J., Jackson, M. J. B., & Aycock, J. C. (2005). John Dewey and the art of teaching: Toward reflective and imaginative practice. California: SAGE Publications. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-781. Slavin, R. E. (1991). Educational psychology: Theory into practice (third edition). New Jersey: Prentince-Hall. Smith, J. A. (1995). Semi-structured interviewing and qualitative analysis. In J. A. Smith, R. Harré, & L. Van Langenhove (Eds.), Rethinking methods in psychology (pp. 9-26). London: SAGE Publications. Smith, J. A. (2006). Validity and qualitative psychology. In J. A. Smith (Ed.), Qualitative psychology: Practical guide to research methods (pp. 232-235). London: SAGE Publications. Smith, J. A., & Eatough, V. (2007). Interpretative phenomenological analysis. In E. Lyons & A. Coyle (Eds.), Analysing qualitative data in psychology (pp. 3550). London: SAGE Publications. Smith, J. A., Flowers, P., & Larkin, M. (2010). Interpretative phenomenological analysis: Theory, method and research. London: SAGE Publications.
Smith, J. A., & Osborn, M. (2006). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: Practical guide to research methods (pp. 51-80). London: SAGE Publications. Smylie, M. A., Miller, C., & Westbrook, K. P. (2008). The work of teachers. In T. L. Good (Ed.), Twenty first century education: A reference handbook, Vol. 1 (pp. 3-11). Thousand Oaks, California: SAGE Publications. Sparks, G. M. (1988). Teachers‟ attitudes toward change and subsequent improvements in classroom teaching. Journal of Educational Psychology, 80 (1), 111-117. Sternberg, R. (2008). Applying psychological theories to educational practice. American Educational Research Journal, 45(1), 150 –165. Stoll, L. & Fink, D. (2009). The power of school culture. In F. W. English (Ed.), Sage library of educational thought and practice: Vol. 1. Educational leadership and administration (pp. 301-321). London: SAGE Publications. Stone, L. (1989). Meanings and reflective teaching. Educational Resources Information Center (ERIC), Office of Educational Research and Improvement, U.S. Departement of Education. (ERIC Reproduction Service No. ED347100) Storey, L. (2007). Doing interpretative phenomenological analysis. In E. Lyons & A. Coyle (Eds.), Analysing qualitative data in psychology (pp. 51-64). London: SAGE Publications. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, California: SAGE Publications. Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2007). What is the relationship between teacher quality and student achievement? An exploratory study. Journal of Personnel Evaluation in Education, 20, 165– 184. Subijanto. (2007, Juli). Profesi guru sebagai profesi yang menjanjikan pasca Undang-undang Guru dan Dosen. Jurnal Pendidikan dan Kebudayaan, 13(067), 696-718. Suhartono. (2011). Desain jurnal belajar sebagai refleksi guru IPS SD dalam meningkatkan kemampuan Penelitian Tindakan Kelas (Studi implementasi PTK di SDN Rahayu Cisauk Tangerang Banten). Tesis. Universitas Pendidikan Indonesia (UPI) Bandung, Program Magister Pendidikan, Jurusan Pendidikan IPS. Suryabrata, S. (2004). Pendekatan kuantitatif dan kualitatif dalam penelitian psikologis: Isu dan perspektif. Anima, Indonesian Psychological Journal, Vol. 19(4), 311-316.
Tjundjing, S. (2004). Lima jalan menuju penelitian kualitatif berkualitas: Manakah pilihan anda?. Anima, Indonesian Psychological Journal, Vol. 19(4), 333-369. Torff, B., & Sessions, D. N. (2005). Principal‟s perceptions of the causes of teacher ineffectiveness. Journal of Educational Psychology, 97(4), 530-537. Tremmel, R. (1993, Winter). Zen and the art of reflective practice in teacher education. Harvard Educational Review, Vol. 63(4), 434-458. Vallance, R.J. (2003). Excellent teachers: Exploring construction of teaching. Academic Exchange Quarterly, 7(2), 249-256. VandenBos, G. R. (Ed.) (2007). APA (American Psychological Association) dictionary of psychology. Washington, DC: American Psychological Association. Varga, A., Ko´szo´, M. F., Mayer, M., & Sleurs, W. (2007). Developing teacher competences for education for sustainable development through reflection: The environment and school initiatives approach. Journal of Education for Teaching, 33(2), 241–256. Vivienne, C., Maureen, K., & Stephenson, H.J. (1998, April). Exemplary teachers: Practicing an ethic of care in England, Ireland, and the United States. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA. Educational Resources Information Center (ERIC), Office of Educational Research and Improvement, U.S. Departement of Education. (ERIC Reproduction Service No. ED423217) Wang, S. S., Treat, T. A., & Brownell, K. D. (2008). Cognitive processing about classroom-relevant contexts: Teachers‟ attention to and utilization of girls‟ body size, ethnicity, attractiveness, and facial affect. Journal of Educational Psychology, 100(2), 473-489. Wideman, R. (2005). Case commentary on “Negotiating different styles when two teachers share a class.” In P. F. Goldblatt & D. Smith (Eds.). Cases for teacher development: Preparing for the classroom (pp. 82-84). California: SAGE Publications. Wolters, C. A., & Daudherty, S. G. (2007). Goal structures and teachers‟ sense of efficacy: Their relation and association to experience and academic level. Journal of Educational Psychology, 99(1), 181-193. Woods, P. (1990). Teacher skills and strategies. Bristo, PA: The Falmer Press. Woolfolk, A. (2004). Educational psychology (ninth edition). Boston: Allyn and Bacon. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers‟ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implication for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49.