BUILDING A PROFESSIONALISM A LECTURER STRENGTHENING THE COMPETITIVENESS OF THE NATION

Lecturers are one important component in the education system at universities high. The roles, tasks and responsibilities of lecturers are very meaningful to produce resources quality strength. Lecturers are required to be able to show good performance. Performance the good must be supported by competence and also professionalism. However lecturer professionalism is not always directly proportional to work professionalism. Many show that lecturers do not have professional skills. Quality professional lecturers are still low. As is known the level of professionalism lecturers are generally not optimal, this is largely influenced by factors background, including the role of government, university conditions and various other external conditions that directly or indirectly affect towards lecturer professionalism.

I. I NTRODUCTION
In the campus environment, lecturer is one of the main needs. He likes a driving machine for everything related to scientific activities and academics. Without lecturers, it's impossible for an educational institution to be named. College or university that, in developed countries, before founding universities, everything sought before is lecturer. After the lecturer is determined, New universities are established, no and vice versa. Such is the importance of this lecturer so it's not a little college became famous for the fame of the para lecturers who work in it position as the "heart" of college, lecturer determines quality education and graduates born college, on the side in general the quality of tertiary institutions alone. If the lecturer is qualified high, then the quality of the college will also be high if not. It doesn't matter how good the program is planned education, if not supported by high-quality lecturers, it will end in results that are not satisfying. That's due to running an education program where both teachers also need good quality. By having good and high quality lecturers, universities can formulate the most modern programs and curriculum to guarantee the birth of a graduate achievers and special quality that basis, development lecturer professionalism becomes important to improve quality College. Higher education as an institution higher education providers have its role is very large in this framework. National development. There are two tasks the principal is carried out by the college tall, the first to educate children nation to master science and technology and second became the locomotive of national development including preparing candidates nation leaders (Sofyan Effendi, 2003), Efforts to prepare resources human quality then quality education must always be improved. Improving the quality of education is needed and supported by quality improvement. The lecturer is a component important in administration responsible education, organizing teaching activities, training, research, managing and providing technical services at the education sector (Hamalik, 2003) The lecturer is one important component in the education system in college. Authority, the duties and responsibilities of lecturers are very high meaningful to produce sources of quality strength. Lecturer needed to be able to show that performance well. Good performance must be supported by competence and also professionalism. However lecturer professionalism is not forever directly proportional to professionalism work. Many accuse the lecturer of not having professional skills. The quality of lecturers is still professionally low. How do we know that? The general level of professionalism of lecturers is not optimal, this is a lot influenced by existing factors behind them, between them there the role of government, university conditions height and various external conditions other people directly or directly does not directly affect lecturer professionalism. Based on the description above, then the writer formulates the problem will be reviewed is; 1. What are the factors affect the professionalism of the Lecturer 2. How to build a strategy lecturer professionalism at PT to increase the nation' competitiveness? And the purpose is; 1. To find out the factors that exist affect the professionalism of lecturers 2. To review the building strategy lecturer professionalism at PT increase the nation's competitiveness Benefits of Research expected is; the results of this study can be used as a basis in decision making for stakeholders academic interests inside improve the quality and quality of lecturers; and can also be used as a means to increase development Lecturer in Higher Education. Professionalism has become a problem critical because it can describe the performance. The term professionalism means responsibility to behave more than satisfying responsibility that is charged to him and more than just comply with laws and regulations Public. In the Large Dictionary of Languages Indonesia, professionalism is interpreted as something that needs special skills to run, 18 in other words, professionalism is a set of skills that require work done efficiently and effectively with a high level of expertise to achieve work goals maximum. According to Tantri Abeng (1997) The term professional has certain aspects which concerns the problem of science knowledge (knowledge), aspects skills (skills), and mental attitude (attitude). Further stated aspects of knowledge, skills and mental attitude are the same or as important as the basis for building quality and quality professionals. High or low performance someone is very dependent on it personal abilities, social abilities and ability professional.Wakhid Haryanto inside states the criteria Lecturer professionalism includes: the ability to master the runway education, know learning interactions teaching, assessing student achievement, know the functions and service programs, and know the administration of education. Ahmad, (2011: 131)

Lecturer Position and Function
The lecturer is a professional educator and scientist with the main task to change, develop and spread knowledge, technology and art through education, research and service Public. Choice has a position as a professional higher education adjusted Law and regulation. Lecturer position as professional function for enhancing the dignity and role of lecturers as a learning agent, a developer of science, technology and art too community service serving to improve the quality of education National. Lecturer position as staff professional aims to run the national education system and realize national education goals namely the development of prospective students to be a believer and fear of Almighty God, noble, healthy, knowledgeable, capable, creative, independent and become a citizen democratic and responsible country to answer. Lecturer profession is a field Special work is done based on the principle of having qualifications academic and educational background according to their diploma field the level of academic education that must be owned by the lecturer according to the type, education level and units in place his research states that significant relationship between professionalism with lecturer performance. Lecturers with the main authority teaching face to face with students in the process arena learn how to teach. In educational interactions what students expect to get which is expected. To achieve something these lecturers play a role It is important that abilities are needed and professionalism. According to Suyanto (2013: 21) define professionalism the term refers to mental attitude in the form of a member commitment profession to always realize and improve its professional quality. Professionalism of lecturers about ways and strategies for developing themselves according to times change. According to Oding (2009) assignments, have competencies required in accordance with the task field and have responsibility for implementation professional assignment. Academy qualifications lecturers obtained through higher education accredited postgraduate programs according to the field of expertise. Lecturers have qualifications minimum postgraduate academy academy Masters or diploma undergraduate programs and graduate programs doctor for this program postgraduate. According to Djuwita, based on the results of his research, the strategy lecturer development and motives Achievement has a positive effect on lecturer productivity. According to Makmun (1996) lecturer as educational staff have positioned its strategic role and contribution significantly in the success of the effort development directed to the improvement of the quality of civilization and the dignity of the life of the people, nation and society humanity in general. Lecturers are individuals based on their education and expertise have been the main task of teaching on campus high, because lecturers as educators must meet competence as an educator. What is the meaning of competence is ownership formation, skills, and the ability requested by something position / job and lecturer work is a profession. Jhonson (in Makmun, 1996) competencies that must be possessed by education has 6 elements as following: first, Components of performance (Component performance); second, Components of teaching materials (Teaching Subject Components); third, component teaching process (teaching process Component); fourth, components personal adjustment (Professional Component adjustment); fifth, personal professional component (Teaching Professional Component); and sixth, Components of attitude (Attitude component). Referring to the opinion above then lecturers must have the ability and skills in carrying out the process of teaching and learning in college high. A lecturer must have work performance that shows have knowledge, skills in doing certain jobs rationally, mastering the device knowledge (theories, concepts, principles, rules, and generalizing data and information) related to the task, his job besides mastering methods and techniques, procedures and mechanism, facilities and instruments about how to do it his work A lecturer must have superior motivation and aspirations in carrying out their duties as well has radiating authority over the mastery of the device competence, so the lecturer is said as a future designer.

Lecturer Profession in Higher Education
According to Makmun (1996) the study of the term profession contains at least three meanings and understanding, namely: first, Expressing a belief; second, Confidence in the truth; and third, one's credibility. Profession has the meaning of someone's trust because of knowledge, experience, and value that is in someone.Profession is a job or a position that demands expertise from its members. A professional occupation can not be done by people who aren't trained or prepared for work. Professional has two understandings, first, the person who occupies a position or profession, and second, the appearance of someone inside doing the work according to his profession. Professionalism is the attitude of the members of the profession towards his profession and level of knowledge and expertise they have for carrying out duties in his profession. Professionalism can too interpret the process of increasing qualifications and the ability of members of the profession in reaching inner standards as a member of the profession. The professional member is a good professional development process which is carried out through education or even through training. Hornby (in Makmun, 1996) states that the profession is on the essence is certain work according to special requirements and special so convincing and gaining trust from those who need it. Sanusi (1991) put forward the characteristics of the work considered a profession: first, Has a function and social significance crucially; second, have certain skills or expertise; third, being able to process problems with scientific method; fourth, based on a certain clear and scientific discipline explicit; fifth, has a code of ethics; sixth, Requires a period of education and / or long training; seventh, Have the freedom to give judgment; eighth, have a responsibility responsibility for autonomy; and ninth, Get recognition from the community 4. Competence and Workload of lecturers Lecturer workload includes activities the main thing is planning learning, carry out the learning process, carry out evaluation of learning, guide and train, do research, doing additional assignments as well as doing a service to the Public. Workload less than 12 (twelve) semester credit units (SKS) and a total of 16 (sixteen) semester credit units. In carrying out the task lecturer professionalism in addition to having rights freedom in giving judgment and determine students' graduation and freedom to associate deeply professional organizations / professional organizations science, it also has an obligation as follows: Carry out education, research and service to the community; Plan, carry out the learning process as well assess and evaluate results learning; Increase and develop academic qualifications and competencies are continuously aligned with the development of science, technology and art; Acting objective and not discriminatory on the basis of gender considerations. religion, tribe, race, certain physical conditions or settings behind the socio-economic learners in learning; Uphold statutory regulations, law and a code of ethics and religious and ethical values; and maintain and foster unity and national unity. One theory that can be used as the basis for its formation one's competence is field theory which was pioneered by Kurt Lewin. Kurt Lewin developed this theory with the position that someone will get competence because of the gravitational field around it which forms the potential of an individual. That means individual competence is influenced and shaped by its deep environment view of learning technology the environment is positioned as Learning Resources. Besides that information system that someone gets from the environment in the form of experiences that are obtained empirically through observation, scientific knowledge which received from formal education, and the skills it does independently helped color the formation her competence. With a competent individual, he can do something as you wish and his will. Nevertheless the will of the individual is still based on rules or applicable norms. According to Munsyi, competence refers to the ability to competence is the ability displayed by the teacher in carrying out its obligations to provide educational services for Public. According to him Littrell's competence is mental and physical strength to doing assignments or skills learned through practice and exercise.As according to Stephen J. Kenezevich, competence is the ability to achieve organization goals. Ability to obey Kenezevich is the result of merging capabilities of many types, in the form of knowledge, skills, leadership, intelligence and others that someone has to reach organization goals. Basic understanding of competence is ability and skill someone who is declared competent at a certain field is someone who mastering work skills or expertise in accordance with the demands of the field of work concerned. Next is Spencer divide the five characteristics of competency as follows : a) Motive, which is something that people have thought and want to cause something. Example, motivating people with achievement will overcome everything obstacles to achieving goals,and be responsible. b) Characteristics, namely physical characteristics consistent with response to the situation or information. Examples of vision good competence is natural physical for pilots. So cases with emotional self control and more complex initiatives in responding to situations in a way consistent. Even the nature of this competency is much needed inside to solve problems and carry out the call of duty. c) Self-concept, namely attitudes, values, and someone's self image. Example, confidence. Confidence or someone's beliefs for him to be effective in all situations is part of the concept of self. d) Knowledge, that is information owned by someone in the field, certainly. For example, knowledge surgeons to the inner neurologist human body. e) Skills, i.e. abilities to do tasks that are related to physical and mental. Examples of physical abilities are computer programmer skills to arrange data in a manner regular. Whereas ability analytical and conceptual thinking is related to ability mental or cognitively. 5. National Competitiveness Prof. Dr. Slameto in a The opportunity states that, desire to build the nation's competitiveness through continuous visible human resources fairly evenly distributed for all nations, fine developed and less developed nations. Competitiveness is defined as accumulation of various factors, policies and institutional influences on productivity of a country so it will determine the achievement of welfare people in the economic system nationally. Thus, increasingly competitive competitiveness of a system and the economy, then development will grow faster in time, medium and long. The problem is what is meant by power, national competitiveness, what are the indicators, and how to improve national competitiveness. What is the role of the Lecturer able to increase the competitiveness of the nation? The concept of national competitiveness and the factors that influence it The term competitiveness, "Begins" with the concept of excellence comparative advantage gets more and more attention especially in the past three decades competitiveness, one of the very jargon popular, but still not simple to understand. As a concept that is multidimensional, very competitive allows diverse definitions and measurement. Meaning of competitiveness too depends on context; Competitiveness the company is a forming element of competitiveness at the industrial, regional level or country. While on the other hand, various conditions and factors that exist in an industry and in an area or the state forms the context for the development of company competitiveness in industry and in that region concerned. Therefore, competitiveness can also be seen from macro policies of the economy. In the literature, discussing concepts competitiveness can be reviewed at the level of: company, industry or a set / group of industries, and country or region (as an entity economy). At the company (micro) level obtained the definition of competitiveness the most clear; At the industrial level (meso), though diverse, in general, can be understood will shift the perfective approach from sectoral approach to the cluster approach industry'; At the macro level, power is seen competitiveness is very important although still full debate and criticism, especially concerning the background of the theory. Furthermore Prof. Slameto states that the definition of competitiveness according to its level is the nation's competitiveness depends on knowledge, value and workforce skills. Factor-Other factors determine competitiveness including: business opportunities, systems fair trial, tax useful, bureaucratic, and technological innovations and education, international relations and copyright. The main pillar of the nation's competitiveness is human resources or resources human, human capital, the second is technological innovation. HR issues low cause the process progress while walking, less supported by productivity and adequate labor quality. We need the best cadres of the nation who have intelligence, attitude, prime mentality, superior and competitive high, reliable ability with true nationalism because of the progress of the economy, the progress of the nation, that is caused by human qualities capital. Level of HR productivity is one of the benchmarks of quality SDM, actually in the past 4 years drop.

Research Approach
This research uses a qualitative research approach. Based on Poerwandari (1998) qualitative research is research that produces and processes descriptive data, like interview transcriptions, notes fields, images, photos and video recordings etc. Qualitative research needs to emphasize the importance of closeness with people and research situations, so researchers gain understanding clearly about reality and conditions of real life. (Patton enters Poerwandari, 1998)

Stages of research
In research there are two stages research, namely: A. Research Preparation Phase First, the researchers made Interview guidelines compiled based on the meaning of life that is meaningful according to that problem subject faced. This interview guide contains basic questions which will later develop in the Interview. Interview guidelines have been compiled, shown to which more skilled in this matter is nursery research to get input about the contents of the interview guide. The next researcher looks for that subject according to the characteristics of the subject research. For that before the interview was implemented the researchers asked the subject about getting ready for the interview. After the subject wants to be interviewed, researchers make agreement with the subject about time and meetings for Conducting interviews.
B. Research implementation phase Researchers make a deal with subjects about time and a place to do interviews based on the guidelines made. After Interviews were conducted, researchers move notes based on the interview in the form of verbatim written. Next, the researchers did data analysis and interpretation of data accordingly with the steps outlined in the data analysis methods section at the end. This chapter. After that, researchers made psychological dynamics and conclusions which are completed, and researchers provide recommendations for further research.

Data Collection Techniques
In this study, researchers using two collection techniques data, namely: A. Interview According to Prabowo (1996) interviewing is giving method data by asking something to someone respondent, such as by talking face to face. This research interview will finish using interview guidelines. According to Patton (in Poerwandari 1998) in the process interview using general guidelines for this interview, interview equipped with interview guidelines is very common, and includes problems which must be closed without specifying sequence of questions, maybe not even explicit questions formed. Interview guidelines used to remind the interviewer about what aspects should be discussed as well as to be a checklist whether the relevant aspects have been discussed or asked. With guidelines So the interviewer has to think about it how is the question concretely spelled out in sentences Asked, while adjusting questions with the current context the interview took place (Patton in poerwandari, 1998) B. Observation In addition to interviews, research It also uses the observation method. According to Nawawi & Martini (1991) observation is observation and systematic recording elements that appear in a symptom or symptoms on objects research. In this research observation needed to be able to understand the process of the occurrence of interviews and results the interview can be understood in content. Observation be what is done is observation subject, subject behavior during interviews, subject interactions with researchers and things that are considered relevant so that it can provide data additional to the results of the interview. According to Patton (in Poerwandari 1998) the purpose of observation describes the settings of learning, activities which are underway, the people involved in activities, and the meaning of the event seen from their point of view in the event observed. Still according to Patton, one thing important, but often forgotten observation is observing things that exist not occur. Thus Patton states that the results of observations important data because; Researcher will get a better understanding about the context in which things are learned will or occur and Observation allows researchers to behave open, discovery oriented about proof and maintenance the choice to approach the problem in a way inductive A. Data Collection Tool According to Poerwandari (1998) the writer was very instrumental in the whole process research, ranging from choosing topics, detecting topics, collecting data, to be analyzed, interpret and conclude research results. In data collection, which the author needs assistive devices (research instruments). In The researchers of this study used 3 tools assistance, namely: 1. Interview guidelines Interview guidelines are used thus The interview was not conducted deviate from the purpose of research.This guide was prepared not only based on research objectives, but also based on related theories with the problem under study.

Observation Guidelines
Observation guidelines are used thus researchers can make observations in accordance with the objectives of the study. Observation guidelines prepared based on observations on subject behavior during interviews and environmental observations or interview settings, and their effect on the subject's behavior and information which appeared at the time of the Interview.

Recorder
The recorder is useful as a tool Help with the interview, Facebook the researcher can concentrate the process of taking data without having to stop to record answers from the subject. In data collection, new recording devices can be used after getting permission from the subject to use the tool at the time of the interview.

a. Validity and Research Validity
This research uses a qualitative approach. Yin (2003) put forward four criteria for validity and the amount required in a qualitative research approach. Four these are as follows: 1. The construct validity (Build validity) The validity of the boundary form related to that certainty really measures the variable that you want to measure. This validity can also be achieved by process proper data collection. One of the ways is with the triangulation process, the data validity checking technique that utilizes something else outside the data for inspection purposes or as a comparison data. Internal validity is a concept which refers to how far the conclusion of research results describe the state of being Is it true. This validity can be either achieved through the analysis process and the right interpretation. Inside activities will always do qualitative research change and will definitely have an impact research result. Although Internal validity tests have been carried out, there is still a possibility of emerging other different conclusions.

External validity (External validity)
External validity refers to how far the research results can be generalized in other cases. Although in qualitative research no inferior nature certainly qualitative research but it can be said to have external validity in other cases during the case he has the same context.

Miracle (reliability)
Image is a concept that refers to the extent of research. Furthermore, it will achieve the same results if you repeat the same research, once again. In this study, constancy refers to the possibility of researchers then getting the same results if the research is done once again with the same subject. This problem discusses the concept of holiness Qualitative research in addition to emphasizing in research designs, also in ways data collection and data processing.

Factors that influence
Lecturer Professionalism Lecturers who have teacher quality which is quite adequate according to Muhahibbin Syah (1999) is a lecturer who is competent or who is able to carry out obligations, responsible and decent. In addition, Megarry and Dean (1999) states that lecturers are needed to develop professional abilities so you can improve performance inside performing functional tasks. For the competency variable is measured from seven indicators that include preparation lectures, discipline and obedient rules academic, assessment, personal wisdom, attitude and behavior, ability to express opinions, openness accept criticism and suggestions the overall indicator is manifestation of pedagogical competence, personality and social competence. Shape, condition from professionals measured by using the appropriate skills indicator with the field of scientific insight viz broad, the linkage of expertise to context life, mastery of the current problem in the area of expertise, ability to discuss, develop science and technology and involvement in professional organizations. Increased competitiveness of human resources still faced with a large number of labor, unemployment (underemployed or temporary) (not working), low culture of excellence, education level, poverty, commitment government, government administration, segmentation of educational services which lacking justice and variety and the extent of the area that must be served. To produce power, knowledge, have value and skills, will depend greatly on the quality of education and training. The graduate workforce should be that many colleges will be able to increase product added value and the resulting service. It has been marked by improving the quality of work, increased productivity both in terms of total and / or partial, cost reduction production, faster working time, and more efficiency. That is very possible if PT graduates are indeed of high quality: trained, skilled and productive. Productivity is the main determinant ROI (Return on Investment) and aggregation of economic growth. Condition a problem in Indonesia which multicomplex doesn't seem to work Exit; We can achieve national competitiveness by improving the quality of human resources, applying science and appropriate technology, improved conditions economics and micro and macro improvement quality of public institutions. The fate of a nation will not change, unless the nation itself wants to change it. If we want to change it, change must be the basis of scale priority. One of the main priorities is the development of quality human resources through education. This is where the role is expected and educational contribution in it regenerates and modernizes industry and encourages development, economic and community growth. To catch up with competitiveness globally, education policy must have a high commitment, consistent and sustainable.

Improving Strategies Lecturer Professionalism
In the era of globalization like now, where the world changes so fast, colleges are faced with more complex challenges. Thanks to advances in science and technology, methodology education also drove rapidly with relies on methods and technology up to date. In the midst of this situation, nothing other than college except to start formulating the program comprehensive development, including increased professionalism of the lecturer. As one of the main pillars of college, the level of ability and personal integrity of the lecturers becomes one of the determining factors of optimization of the educational process and teaching in college. If para lecturers are not able to adapt to the development of science as well changes in method or technology education is changing fast, then that is threatened not only by the future of its graduates, but also their existence and the future of the college. Therefore, lecturers are required to continue improving scientific ability and his personality through various efforts he might do. Actually there is no program specifically to develop integrity personal lecturers. Every lecturer has the right to determine what program is needed to develop professionalism. All programs development that has been explained before this for example, basically are programs that refers to developing integrity lecturer personal. A lecturer can choose one or add other programs that he thinks are relevant for himself. Availability of human resources in control science and technology in terms of quantity, quality and ownership Adequate purchasing power is generated from educational institutions will encourage the growth of institutions, the world and science based industries which can absorb labor productively, which can produce goods, services and products very competitively. The assumption is that labor Quality must be seen from the quality of the existing education system in a country. That is, if a country has a good education system, then the system will be able to give birth to a good workforce. And that is his job College to be able to do a role to achieve national competitiveness, the strong one. Arrangements need to be made education system with a new paradigm, need integrated self management, continue to keep fighting for creativity and innovation, increasing the relevance of education, need to draw up a strategic and renop plan for spur targets that match the indicator performance is expressed in numbers and the quality and relevance of graduates, even the principle of links & is suitable to be implemented, with hope the government is consistently investing in the field of education, improvement quality of teaching staff, facilities and infrastructure, increase engagement the entire academic community through organizational structure, programs, usage effective and efficient funds, mutual exchanges exchange experiences to achieve Criteria for the National Accreditation Board in Indonesia increased learning ability to produce improvements competence of graduates.
IV. CONCLUSION

Conclusions
Based on the description above, the author can draw conclusions as following: a. Factors affecting lecturer professionalism is increased competence, academic climate development healthy and development facilities and adequate learning infrastructure b. Strategies that can be taken to improve the competitiveness of lecturers give it a chance as wide as possible to the lecturer to continue education to jenjan higher, through giving scholarships and so on; provide access for lecturers to involved in scientific forums international level; give it strategic research project to the lecturer; and help universities in improving college management capacity height conscious international. For its realization professionalism of helpless lecturers competitiveness, then things must be done Is;

Suggestions
a. Always improve yourself to become a lecturer power in science too Skills b. Always active in activities lecturer competency development, both as participants and as speaker.
c. Active in the following forum organized scientifically by lecture, both inside and abroad.
d. Active in producing works innovative research, yielding service to community and actively produce supporting teaching books tridharma college activities


A Case Study of Curriculum Implementation and K-13 Challenges in Indonesia

Starting in the 2013-2014 academic year there were formal schools which consists of the elementary level, junior high school, senior high school in Indonesia begun to implement curriculum 2013 (K-13). Before July 2013, the educational system in Indonesia used curriculum prepared at the school level was implemented since July 2006. It was developed by each school, in accordance with the conditions of the school, regional characteristics, social culture characteristics. Related to the implementation of this curriculum, the school has full authority and responsibility to develop strategies and set priorities in education. The keywords of this curriculum are the local wisdom, selfdevelopment activities, mastery learning and life skills.(Retnawati, Hadi, & Nugraha, 2016). Curriculum 2013 was implemented in the grade of 1.2, 4 and 5 (for elementary school), grade of 7, 8, (for junior high school) and grade of 10 and 11 (for senior high school). The K-13 curriculum was developed in on the theory of "education based on the standard" (standard-based education), and the theory of competency based curriculum. Competency-based learning is an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process In general, Curriculum 2013 contains four elements of change. They are (1) standard of graduate competencies, (2) standard of contents, (3) standard of learning processes, and (4) standard of assessment (Prihantoro, 2014). ARTICLE HISTORY

INTRODUCTION
Starting in the 2013-2014 academic year there were formal schools which consists of the elementary level, junior high school, senior high school in Indonesia begun to implement curriculum 2013 (K-13). Before July 2013, the educational system in Indonesia used curriculum prepared at the school level was implemented since July 2006. It was developed by each school, in accordance with the conditions of the school, regional characteristics, social culture characteristics. Related to the implementation of this curriculum, the school has full authority and responsibility to develop strategies and set priorities in education. The keywords of this curriculum are the local wisdom, selfdevelopment activities, mastery learning and life skills. (Retnawati, Hadi, & Nugraha, 2016).
Curriculum 2013 was implemented in the grade of 1.2, 4 and 5 (for elementary school), grade of 7, 8, (for junior high school) and grade of 10 and 11 (for senior high school). The K-13 curriculum was developed in on the theory of "education based on the standard" (standard-based education), and the theory of competency based curriculum. Competency-based learning is an approach to education that focuses on the student's demonstration of desired learning outcomes as central to the learning process In general, Curriculum 2013 contains four elements of change. They are (1) standard of graduate competencies, (2) standard of contents, (3) standard of learning processes, and (4) standard of assessment (Prihantoro, 2014).

ABSTRACT
The K-13 curriculum has been implemented since July 2013 in several Indonesian schools and might have been in effect in all school arround 2014. The study was aimed to obtain information regarding teachers' difficulties in impelemnting the curriculum 2013. The research was descriptive explorative research by means of qualitative data gathering which conducted from July 2016 to January 2018. The data on teachers' difficulties in implementing the curriculum 2013 were gathered by means of interviews, observation, and focus discussion with elementary school teachers and the vice principals of curriculum in Tangerang City Indonesia. The result of the study showed that in implementing the curriculum 2013 , the teachers had more difficulties the content standard 35.2%, the process standard 25.3%, the assessment standar 20.0%, The teacher and educational personal standar 4.2%, the infrastructure standard 4.2%, the management standard 4.2%,the graduate compotence standard 3.90%, and the funding standard 3.0%. The highest of them is the difficulty in understanding the implementation standard, the second on processes standards and third on assessment standards. This reseacrh is expected to lead to an outcome that will answer the needs of the community that the curriculum 2013 requires a lot of improvements and development so that all the problems found can be solved. Curriculum 2013 covers attitudes, cognitive and skills to develop individual learners in religion, art, creativity, values, communication, and the various dimensions of intelligence that suits the learner and the needs of the community, nation and mankind. (Kemendikbud RI, 2014). On other hand, there are four major U.S. curricular initiatives that can be identified in the history of curriculum development and reform: (1) academic rationalism, (2) the social effi-ciency model, (3) progressive education, and 4) social reconstructionism (Family & Surveys, 1861). the importance of students taking an active role in their own educational process, and they support this assumption of best practice with an extensive literature review. They begin by providing a rationale for students sharing responsibility of learning with their teachers. They then present three types of non-curricular learning skills that may enhance and promote success in school and beyond: self-regulation, collaboration, and academic mindsets. For each, the authors provide a definition, review relevant research, and give schoolbased examples of how to incorporate each skill within a classroom setting. They conclude by suggesting that practitioners and researchers pursue practices that have the potential to strengthen student engagement and acumen with non-curricular skills, including providing supportive environments, using various types of formative assessment, and employing the flipped learning model. (Sharilyn C. Steadman Chan Evans, 2013).
However, curriculum is an important part of formal education.
Another advantage in the implementation of K-13 is the implementation of a scientific approach that is scientifically based learning activities that combine skills, knowledge and competence of learners. Teachers and students are also required to be more innovative and creative to be capability for good reasoning. The curriculum should always be dynamic (M. Hainsworth, 2017), (Fomunyam, K.g & Teferra, 2017), in order to follow the progress and challenges of the times by always conducted change and development (Kayode, Nasirudeen, & Al-Hasani, 2016), (Cheung, 2016). Before change and development is carried out needs to be evaluated in advance to directed and systematic (Arafeh, 2016).
However, development of the Curriculum is a very important problem, because the curriculum should always be adapted to the demands of the times. This is driven by several international studies on the ability of Indonesian students in the international arena. The results of the survey PISA 2012 shown that only 5 percent of Indonesian students are able to work on a reasoning problem high categorized; whereas Korean learners can reach 71 percent. In contrast, 78 percent of Indonesian students can work on a low-caliber matter, while Korean students are 10 percent. Other data disclosed by the Program for International Student Assessment (PISA), the results of the study in 2009 put Indonesia ranked under the top 10, from 65 countries participating PISA (Kirwan, 2015). Almost all learners of Indonesia only master lessons up to level three, while many learners from other countries can master the lesson up to level four, five, even six, so require change and curriculum development begins with the arrangement of four elements of national standards as follows:1).Graduation Competency Standars; 2).Conten Standars; 3). Proses Standars; 4).Educational Assessment Standars (Falak, 2014).The 2013 Curriculum advocates the learners with the quality of contributing to the advancement of the lives of the society where they live, the live of the nation in political, social, economic, culture, arts, technology said hamid hasan, History Education in Curriculum 2013: A New Approach to Teaching History. 166 and others. The curriculum also aims at providing the students with the competency to contribute to the welfare of humanity (Hasan, 2013).
The result of the study of PISA influences the policy changes including the curriculum also happens to other countries (Michel, 2017), (Nakayasu, 2016), In Ireland the policy changes in the mathematics subjects were conducted driven from the results of the PISA study " In particular, through its development of the Programme for International Student Assessment (PISA) it has become a technology of government, a tool in the reform of education policy (Kirwan, 2015).
Other problems faced by the Indonesian nation are various problems involving students, such as student fights, gambling, drug abuse, drugs, plagiarism, leaks and various cheating in exams. This reason is the need for curriculum development due to some current curriculum gaps. How the implemntation K-13? The purpose of this study was to describe elementary school teachers difficulties in implementing the Curriculum 2013 in Tangerang -Banten Province Indonesia.

METHODS
The research method used is qualitative with case studi type. The participants were 622 primary teachers from elementary schools in Tangerang, Indonesia, who were purposively selected. The researchers determined the sampling by setting specific requirements. The teacher should have teaching experience at least three years. Based on the results of this research we concluded that: the first, the management process applied learning is the learning of planning activities, implementation of learning activities, and evaluation of learning activities. The second, the constraints faced by the teachers' lesson plans are still not referring to the Curriculum 2013; application of learning with a scientific approach by the teacher is not optimal; teachers less than optimal in applying the learning model; and teachers are not optimal assess student learning outcomes that cover three domains of learning, namely the attitude, knowledge and skills. And the third, alternative solutions to resolve the problems faced is the need to make mentoring to teachers on the implementation of Curriculum 2013 (which deals with lesson plans, scientific approach, models of learning, and assessment of student learning outcomes) and conducting lesson study club (Gunawan, 2017).
The data collected is sourced from initial research to determine the focus and formulation of the problem that will be raised in a more in-depth study. Data collection is done by interview, observation, and documentation for twelve months at primary schools in Tangerang Indonesia. Interviews were conducted with 18 teachers regarding various challenges faced in implementing curriculum 2013 at schools. Besides, observations were made in two settings, namely during the learning process in the classroom and outside the classroom. Moreover, documentation is carried out to support data obtained from interviews and observations Information related to teacher perceptions of the autentic assessment.
The supporting documents of the school curriculum 2013 and standar base regulation were also analyzed. The collected data were analyzed descriptively by being matched together and based on Miles-Huberman model of qualitative research conducted in three steps following, namely, reducing data, data display, and data verification . The data that has been cut is then presented, and conclusions are drawn.

RESULTS AND DISCUSSION
Curriculum is a plan to do a written document that includes strategies to achieve the goals or desired goal, to determine the experience or achievement that would be obtained by learners in the learning process, can take place both inside and outside the school, and all the teaching materials as well as everything that can be a source of learning both in school and out of school, to fulfill the needs of learners.
The Indonesian government has made various arrangements in the standardization system of education, as stated in the government regulation of the Republic of Indonesia Regulation No. 32 2013. Elements changes in the curriculum 2013 include: (1). Competence of graduates, (2). Subjects Position changed from previously derived from subjects into developed core competencies (3) approach, the thematic integrative in Elementary School, school subjects junior high school, Compulsory Subjects and selections subjects in senior high school, Compulsory , selection and vocational subjects in vocational school; (4) . curriculum structure; (5). Learning Process with scientific approach (6) Authentic assessment.
National education standards (SNP) includes eight standard: which the outline can be described as follows (PP No. 19   The results of the interviews above illustrates the difficulties experienced by teachers in implementing curriculum 2013. The highest of them is the difficulty in understanding the implementation standards, the second on processes standards and third on education assessment standards.
On the Content Standards, teachers lack the understanding about the competence level that was revealed in the materials scope that are formulated based on the criteria set out in the charge compulsory provisions of the legislation, the scientific concept; and characteristics. Competence level are formulated based on the learners developmental criteria level, competence and qualifications of Indonesia; and tired competencies mastery.
In the process standard of learning, the paradigm shift from the teaching process to the learning process. The learning process in the educational unit held interactively initiative, fun, challenging, motivating the students to actively participate and provide enough space for innovation, creativity and independence in accordance with their talents, interests and students' physical and psychological development. Teachers who are used to on teacher centers should switch to the student center by using a scientific approach (Chang & Wu, 2015), (Cápay & Magdin, 2013).
On the assessment standards, teachers lack of understanding on authentic assessment systems and procedures. Assessment conducted in the learning process, which aims to measure the achievement of competence, progress and improvement of student learning outcomes continuously include attitudes, knowledge and skills.
Themes used in the thematic lessons in Elementary Schools should be universal, so that in the learning process the teacher is easy to do development and make thematic whole teaching design, not very clear boundaries of subject separation but all base competency and indicators included in the theme network in with flexible taught.

CONCLUSION
The result of the study showed that in implementing the curriculum 2013 , the teachers had more difficulties the content standard 35.2%, the process standard 25.3%, the assessment standar 20.0%, The teacher and educational personal standar 4.2%, the infrastructure standard 4.2%, the management standard 4.2%,the graduate compotence standard 3.90%, and the funding standard 3.0%. The highest of them is the difficulty in understanding the implementation standard, the second on processes standards and third on assessment standards. This reseacrh is expected to lead to an outcome that will answer the needs of the community that the curriculum 2013 requires a lot of improvements and development so that all the problems found can be solved.
The first implication of this research was making a map of material characteristics to make it easier for teachers in organizing the material that has similar characteristics from each of the basic competencies that will be integrated into a theme. Since in learning process, the characteristics of each subject it should not appear clear, and there was no respite when the subject changes. The second implication showed that the socialization of the scientific approach must be more in-depth and broader in understanding the stages, not just fixing on an additional activity of students. For instance, observation activities could be conduct not only through visual but also through the process of watching, monitoring, scrutiny, examination, inspection, viewing survey, attention, reviews, and so fort.
The third implication was teacher should making authentic assessment with adjustments between core competencies and the kind of material scope, for instance, religious core competencies in science and mathemathic subject are indirectly, but the values are taken directly in religious subject.


s2fieldsofstudy: Education Sociology

text:
Contextualizing “Practice”: Helping Pre-Service Teachers Unpack the Ideological and Sociopolitical Dimensions of Required Practices for Licensure

How to cite Moody, R. (2020). Contextualizing “Practice”: Helping Pre-Service Teachers Unpack the Ideological and Sociopolitical Dimensions of Required Practices for Licensure. Journal of Curriculum Studies Research, 2(2), 60-80. https://doi.org/10.46303/jcsr.2020.10 ABSTRACT The turn toward “practice” in teacher education, while controversial, has become a reality for many programs that prepare pre-service teachers for state licensure. This conceptual paper argues that while many people link teacher quality to educational equity, a focus on discrete teaching practices alone is insufficient to address inequitable outcomes in schooling. In addition to developing pre-service teachers to be critically conscious of the contexts in which their work is embedded, I contend that pre-service teachers may also benefit from contextualizing prescribed teaching practices themselves. Using examples from essential “elements” for teaching in the state of Massachusetts, I demonstrate two ways that required practices are themselves ideological and sociopolitical manifestations. By highlighting the ideological and sociopolitical discourse embedded within elements of effective teaching practice, teacher educators have the potential to prepare pre-service teachers to become critical consumers of practice.

INTRODUCTION
reality in most states' teacher evaluation and licensure systems. As states become increasingly concerned with evaluating "pupil learning results or other outcome measures" (Crowe, 2010, p. 5), they have more narrowly focused on the teaching practices that they believe produce those outcomes. In Michigan, for example, value-added measures of teacher effectiveness have been phased into evaluation systems and the Michigan Department of Education has heavily invested in the utilization of TeachingWorks' 19 "high-leverage" teaching practices in their preparation programs (Michigan Department of Education, n.d.) 1 . Although value-added measures are no longer used for evaluation in the state of Massachusetts, a focus on practice is nevertheless baked into program requirements in the form of "essential elements of practice for novice teachers" (Massachusetts Department of Elementary and Secondary Education, 2016, p. 5). As state officials attempt to isolate the variables (in the form of teaching moves) that produce effective instruction, many preparation programs must increasingly focus on practice regardless of institutional goals and visions.
Like those featured above, I echo the sentiments of teacher educators and scholars who posit that a focus on practice alone is insufficient to address issues of equity and opportunity in education. This paper argues that pre-service teachers may additionally benefit from a rich contextualization of required teaching practices themselves. Using the term, "contextualization," I signal the unpacking of individual teaching practices in order to identify from where and whom they have emerged. As I will show, education stakeholders construct seemingly objective criteria for effective instruction while operating from specific ideological and sociopolitical positionings. Instead of isolating ideological and sociopolitical topics within social foundations coursework (e.g. "Democracy and Equity in Education"), I, and others, propose that teacher educators take up these topics with pre-service teachers as we engage in practical conversations of what "good" teaching looks like (Milner IV, 2010;Nieto, 2000). To illustrate this process, this paper draws upon required teaching practices for Massachusetts state licensure. Although the focus of my analysis is limited to one state, my interrogation of practice discourse in Massachusetts will likely resonate elsewhere.
In the section that follows, I provide further details about this contextualization process, including a rationale and examples of scholars already engaged in similar work. I also expand upon my own context and make a case for utilizing discourse from Massachusetts as an example of stakeholders' discursive construction of teaching practice writ large. In the second part of the article, I draw upon personal experience and relevant literature to illuminate ways in which teacher educators might critically interrogate practice discourse with pre-service teachers as they learn to teach. Specifically, I detail my exploration of Massachusetts's descriptors of "Well-Structured Lessons" and "High Expectations," two of the state's elements of effective teaching practice for licensure. The article concludes with a call to continue to find ways to develop pre-service teachers' professional judgment, manifested in their ability to become critical consumers of practice.

CONTEXTUALIZING REQUIRED TEACHING PRACTICES
There is significant debate about the kind of teacher quality that is required to help achieve equitable outcomes in schooling. Universities have been criticized for doing too little to prepare pre-service teachers for the practical matters of the classroom (Ball & Forzani, 2009;Grossman et al., 2009;Zeichner, 2012). Driven by federal mandates (e.g. No Child Left Behind, Every Student Succeeds Act), select scholarship on the importance of practice in teacher education (e.g. Ball & Cohen, 1999;Ball & Forzani, 2009;Grossman et al., 2009;McDonald et al., 2014;Thompson et al., 2013), and "research-based" teaching strategies (e.g. What Works Clearinghouse), leaders have begun to define quality teaching at the state level. Some states, such as Michigan and Massachusetts, have further infused this vision into requirements for teacher preparation programs.
Manifested within these practices are specific ideologies of teaching and learning along with signals of larger sociopolitical trends in education and society. Pre-service teachers focused on acquiring specific skills for licensure may miss out on these larger references and debates. If teacher educators want teachers that are not only skillful practitioners, but who also know how their teaching practices position them within the field of education, we must let them in on larger debates surrounding practice. In other words, pre-service teachers can become attuned to deeper meanings embedded in practice as they practice teaching. This integrated approach is rooted in a vision of teaching as a complex intellectual, political, and practical professional that involves careful decision-making (Cochran-Smith & Lytle, 2006). Cochran-Smith & Lytle (2006) asserted that "rather than a process of using strategies certified by so-called scientifically based research, teaching requires the intentional forming and re-forming of frameworks for understanding practice" (p. 691). Through an unpacking of discourse and reflections on my own experiences teaching, this paper identifies some ways that teacher educators can engage preservice teachers in this formation process.
Although there are many dimensions of practice that could be explored, I examine two: underlying ideologies of teaching and learning and sociopolitical discourse manifested in individual practices. First, I focus on ideologies of teaching and learning due to the significant shifts in the ways that scholars have studied and conceptualized what it means to know and learn over the last few decades. In Kolodner's (1991) opening editorial of the first issue of The Journal of the Learning Sciences, she declared that although there were many theories of teaching, those in education "[did] not have sufficiently concise theories of learning to be able to tailor the curricula to the natural way kids learn" (p. 1). At the time, Kolodner was speaking to the ways in which cognitive science could play a role in education, but the research on learning has since been undertaken by scholars with diverse orientations and backgrounds (Yoon & Hmelo-Silver, 2017). Scholars in the learning sciences now know that depth of understanding is more important than coverage of topics; students must actively engage in their own learning; teachers should draw upon students' prior knowledge; and students benefit from metacognitive awareness of the learning process (Bransford et al., 2000;Sawyer, 2014). Many also understand that culture and identity play a large role in students' understandings of content and engagement in classrooms (Gutiérrez & Rogoff, 2003;Lee, 2017;Nasir et al., 2014;Sfard & Prusak, 2005). Pre-service teachers deserve to know how required practices reflect (or do not reflect) these evolving understandings of what it means to know and learn.
Pre-service teachers may also benefit from understanding how individual practices can reflect larger sociopolitical trends in education-messages which are perhaps more difficult for beginning teachers to locate themselves. Nasir et al. (2016), for example, spoke to the frequent absence of sociopolitical context in research on teaching and learning. This paper aims to address that gap. Nasir et al. (2016) further highlighted the ways in which stakeholders utilize sociopolitical frames to "shape norms, attitudes, and beliefs about what constitutes equitable teaching, what equitable schools look like, and which practices such schools should emphasize in their daily work" (p. 356). Stakeholders that believe in the frame of meritocracy, for example, may push for equity via educational efficiency. "Equitable" schools in this scenario, might separate students by (perceived) ability in an effort to tailor instruction to individual needs (i.e. tracking) (Anderson & Oakes, 2014;Lucas, 1999). This common sense approach, although hotly debated, is thought to result in increased achievement for all students (Hallinan, 1994). Teachers are then guided toward specific practices for different levels, often resulting in higherorder creative tasks for higher tracks and simple recall tasks or test preparation for lower tracks (Oakes, 2005;Watanabe, 2008). In this example, the frame of meritocracy has been effectively mobilized toward a specific school structure and corresponding teaching strategies. If teacher educators attempt to deconstruct other popular instructional strategies, they might similarly uncover specific sociopolitical frames underlying the rationales for such approaches. This contextualization process might also help pre-service teachers discern whether seemingly equitable approaches match their own definitions of educational equity.
Recent scholarship has similarly attempted to locate ideological and sociopolitical discourse embedded in popular approaches to teaching. Dutro and Cartun (2016), for instance, explored ideological discourse emerging during enactments of instructional routines for writing. Specifically, the authors helped pre-service teachers look at student affect as a way to highlight "discourses of control and failure in teaching and learning" (p. 124). Both Crawford-Garrett and Riley (2019) and Sheth (2018) have engaged in the identification of sociopolitical frames embedded in best practices in their content areas. Crawford-Garrett and Riley (2019) intentionally addressed the need to "[help] pre-service teachers recognize how daily practices are bound up within broader discourses" (p. 43). In their study linking knowledge of endemic poverty and equitable assessment in literacy, the authors consistently asked pre-service teachers to examine this discourse and consider "how particular practices can both promote and undermine efforts towards educational equity" (p. 46). Additionally, Sheth (2018) located the frame of colorblindness in Windschitl et al.'s (2012) strategies for "ambitious science teaching". Her study found that colorblind teaching practices served to flatten the racialized experiences of students in science classrooms She proposed "grappling with racism as a foundational practice that provokes teachers to critically engage with…contradictions that emerge from racism manifested in science and science teaching to make principled decisions that disrupt persistent unequal relations of power" (p. 55). In summary, the aforementioned scholars argued that students benefit from having teachers who have critically interrogated the complexity of any instantiation of "effective" teaching practice.
These authors, however, have mostly questioned the use of best practices in different content areas. I specifically focus my questions on Massachusetts state policy surrounding effective practice and draw from my own experiences working with beginning pre-service teachers in the licensure process. Massachusetts is unique in that it is consistently looked to as having the best public schools in the United States (U.S. News & World Report, 2020). Scoring exceptionally well on standardized tests such as the NAEP, Massachusetts has historically led the way in embracing high standards and accountability structures (Chieppo & Gass, 2009;Wong, 2016). As such, the state was also an early adopter of performance assessments used to measure the readiness of pre-service teachers. As other states are now just beginning to adopt similar assessments (e.g. edTPA), Massachusetts has spent years developing and implementing their own home-grown version. The Candidate Assessment of Performance, or the CAP, identifies effective teaching practices, or "elements," and is purportedly better aligned to Massachusetts standards for the teaching profession (Massachusetts Department of Elementary and Secondary Education, 2016). Because Massachusetts has identified specific practices to help pre-service teachers be ready "on day one," (Massachusetts Department of Elementary and Secondary Education, 2016), it is a ripe context for the application of my pedagogical approach. As a trailblazer in education policy, Massachusetts's focus on practice may additionally be emblematic of future policy trends across the U.S. In the following two sections, I examine discourse from two teaching elements from the Massachusetts CAP, "Well-Structured Lessons" and "High Expectations," in order to illustrate how one might do the work of contextualizing required practices with pre-service teachers.

UNPACKING THE "WELL-STRUCTURED LESSONS" TEACHING ELEMENT
Although there are six required teaching elements in Massachusetts 2 , this paper will focus on two in order to demonstrate ways to contextualize practice with pre-service teachers. The first element I explore, "Well-Structured Lessons" (Figure 1), was designed as part of the larger "Curriculum, Planning, and Assessment" standard. Embedded within each descriptor of proficient practice are obvious and less explicit referents to sociopolitical frames and visions of teaching and learning. There are numerous ways to draw out these contextual features, thus, the examples I provide are not exhaustive. For the purposes of this paper, I specifically focus on one phrase in the "Well-Structured Lessons" descriptor: "challenging, measurable objectives." I utilize this discourse to highlight some questions and topics that one could use to help preservice teachers both understand what they're being asked to do and critically examine whether and how to do it. Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, actiities, materials, resources, technologies, and grouping. Note.

"Challenging, measurable objectives" in Policy and Practice
The use of "backward design" (Wiggins & McTighe, 2005) and the revised Bloom's Taxonomy (Anderson et al., 2001;Krathwohl, 2002), originally called The Taxonomy of Educational Objectives, have become ubiquitous in teaching and teacher education (Cho & Trent, 2005;Peltier & Noonan, 2003;J. Schneider, 2014). The two are used in tandem so frequently that Wiggins and McTighe's (2005) Understanding by Design advocated for the use of the revised Bloom's Taxonomy in its introductory chapter. When pre-service teachers are asked to develop "challenging, measurable objectives" as part of lesson planning, they are being asked to engage in the backward design process. This process involves determining learning objectives and related assessments prior to teaching a lesson. Objectives are derived from larger unit or course goals ("Enduring Understandings" or "Big Ideas") as well as state content standards (Wiggins & McTighe, 2005). To make sure objectives are appropriately "challenging," pre-service teachers are regularly asked to refer to Bloom's in order to choose a verb that describes the type of thinking that students will be doing during the lesson. Although not explicitly stated in the CAP's descriptor for "Well-Structured Lessons," both backward design and the revised Bloom's Taxonomy are commonly used by preparation programs to meet such visions of effective practice. Indeed, in all four institutions where I have supervised or taught pre-service teachers in Massachusetts, required lesson plan templates align with these approaches. At one institution, for example, pre-service teachers are asked to create objectives and assessments that align to larger state curriculum standards and the "big picture" of student learning ( Figure  2).

Figure 2 One Institution's Required Lesson Plan Template
Note. This template was publicly available via online Google search (Boston College, 2013) To complete this template, one of my supervisees wrote the following learning objective: "Students will be able to classify four-sided shapes as rectangles or other quadrilaterals." Here, this pre-service teacher utilized the verb "classify," which is drawn from the lower part of the Bloom's triangle ( Figure 3). Not surprisingly, I had not prepared this teacher to draw upon Bloom's in this way. Before working together, they were already familiar with the process of creating "challenging, measurable objectives" via other coursework and practicum experiences. This instructional planning example, thus, highlights the degree to which Massachusetts guidelines for effective instruction are paralleled in many institutions' program design features.

Figure 3
Bloom's Taxonomy Triangle Note. Image licensed under a Creative Commons Attribute and retrieved from the Vanderbilt University Center for Teaching website (Armstrong, n.d.)

Questioning the Role of the Teacher in Instructional Planning
As we consider the popular instructional approaches reflected in state directives (such as using "challenging, measurable objectives"), it is important that teacher educators raise questions about their affordances and limitations. Approached uncritically, pre-service teachers may not realize that nearly all aspects of curriculum design are debated. In fact, some scholars who advocate for the use of inquiry-or project-based approaches to teaching, reject the idea that all learning outcomes be predetermined by the teacher (Blumenfeld et al., 1991;File et al., 2012;Schneider et al., 2002;Singer et al., 2000). Dewey (1959) argued that when students are engaged in an inquiry process, they are more intrinsically motivated and gain deeper understandings of material. In phenomenon-based science teaching, an approach rooted in student inquiry, teachers and students engage in a process of collectively formulating questions in order to investigate a particular scientific phenomenon (Next Generation Science Standards, 2016). The teacher understands the components of the phenomenon in order to nudge students in a particular direction, if necessary, but students are often responsible for identifying which topics surface at which times. Inquiry thus, involves students in directing the content and flow of discussion. This is a more constructivist approach to teaching and learning, while the language of "Well-Structured Lessons" more closely resembles teacher-directed learning.
In my own classes with beginning pre-service teachers, we critically examine required lesson plan templates. These templates differ slightly across institutions, but all reflect a standard backward design process. I first gauge my students' initial assumptions about planning and their reactions to the lesson plan format. We then co-construct our class objectives for learning about lesson structure. This approach accomplishes two goals. First, our instructional objectives emerge from where students are beginning and what they are interested in. Second, my modeling of a more constructivist approach to lesson design serves as an opportunity for critique and comparison via meta-analysis. In this example, beginning pre-service teachers are presented with alternatives to "normal" backward design processes, and are, thus, treated as discerning consumers of practice. By engaging in conversations about the pros and cons of student-and teacher-centered instruction, they are allowed to consider the philosophical, moral, and practical implications of their work.

Sociopolitical Debates : Predetermined Objectives and Measurement of Learning
Embedded within the short phrase "challenging, measurable objectives" are also referents to sociopolitical discourse and historical trends in education. Although "measurable" may immediately appear to education scholars as a loaded term, this is likely not the case for preservice teachers. Thus, pre-service teachers may benefit from unpacking the concept of measurement with teacher educators as they learn to measure what students produce.
In their early conception, measurement practices in education were used as mechanisms for determining who was capable of learning. Although this practice continued for many years (see Larry P. v. Wilson Riles), the purpose of measurement shifted as the field of curriculum and instruction emerged in the early-to mid-20th century. Measurement was now seen as a mechanism for educational improvement by a growing camp of educational researchers focused on child and human development (Lagemann, 2000). In 1949, Ralph Tyler, a member of this developmentalist camp, published his famous text Basic Principles of Curriculum and Instruction, in which he stated that the formulation of objectives (and corresponding assessments) was crucial for effective instruction. Interestingly, Wiggins and McTighe (2005) (who are scholars in the field of educational measurement) credited "the logic of backward design" to Tyler in the first chapter of Understanding by Design (p. 20). In my discussions of practice with pre-service teachers, we consider how the purposes of education evolved alongside testing and measurement practices. As momentum shifted in favor of increased educational access, curriculum and instruction scholars "wanted to improve the effectiveness of instruction, rather than perfecting instruments of selection" (Lagemann, 2000, p. 157). Measurement, then, could be used to help tailor instruction to increasingly diverse groups of students.
Today, the effects of measurement in education are widely contested. Cho and Trent (2005) argued that a focus on predetermined objectives and their corresponding assessments align neatly with larger accountability practices in education. The process of designing curriculum "backward" "fulfill imperative needs of stakeholders facing standards, assessment, and accountability measures resulting from the No Child Left Behind Act" (Cho & Trent, 2005, p.105). Nasir et al. (2016) further posited that measurement practices in education reflect the neoliberal values of "competition, productivity, and efficiency" (p. 359) and that "public education's heavy reliance on high-stakes, standardized testing, data-driven decision-making, technology, objectives-based planning, performance monitoring, and curricular alignment reveals the depth with which schools and districts mediate these institutional trends" (p. 359). Implicit in such market-oriented approaches to education is the idea that tight control and measurement of instructional practices will result in high academic achievement for all students. The presupposition underlying this assumption is that teachers can create the conditions for educational equity. Another presupposition is that increased academic achievement (likely measured via standardized test scores) will translate to a more equitable distribution of our society's resources. When discussing this idea with pre-service teachers, it is important that they understand that teaching-centered approaches to educational equity are debated. Cochran-Smith et al. (2016), for example, saw such approaches as overly simplistic, or "thin" attempts to increase equity. These authors wrote: When policies work from a thin equity perspective, the assumption is that school factors, particularly teachers, are the major source of educational inequality and that access to good teachers is the solution to the equity problem. This viewpoint ignores the fact that teachers account for a relatively limited portion of the overall variance in student achievement, and it does not acknowledge that inequality is rooted in and sustained by larger, longstanding, and systemic societal inequalities. (Cochran-Smith et al., 2016, p. 5) By investigating this tension, pre-service teachers learn how "good" instructional practices can be mobilized by state officials and practice-focused scholars as silver bullet solutions to problems of educational equity. If instructors present pre-service teachers with these tensions related to instructional measurement, they not only learn where a focus on measurement comes from, but can develop a more well-rounded view of what their teaching practices can realistically accomplish.

UNPACKING THE "HIGH EXPECTATIONS" TEACHING ELEMENT
Students come to school with varying levels of preparation, interest, and success in different content areas. A perennial challenge for teachers is figuring out how to set realistic, but challenging goals for student outcomes. This is especially difficult for pre-service teachers. Education stakeholders regularly attribute student success to the expectations teachers hold for them. Phrases such as having "high expectations for all students" are ubiquitous in everything from school promotional materials to national governing agencies' websites. Many charter school leaders, for example, believe that "high expectations are the most reliable driver of high student achievement" (Lemov, 2015, p. 89). But what exactly is meant by "high expectations"? This seemingly common sense phrase is laden with assumptions about teaching and learning and has been historically mobilized toward sociopolitical ends. As teacher educators talk to preservice teachers about their expectations for students, it may be beneficial to deeply contextualize the usage of this common rhetoric.
In this section, I explore the required element of practice, "High Expectations." This element comes from the CAP's "Teaching All Students" standard and asks pre-service teachers to facilitate students' mastery of content by emphasizing the importance of "effort," rather than "innate ability" (see Figure 4). In order to explore concepts that influence teacher expectations, I specifically focus on the juxtaposition of "effort" and "innate ability" used in this element. I also delve into the historical usage and contemporary debates surrounding "high expectations" for student effort and performance. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Note.

The Juxtaposition of "Effort" and "Innate Ability"
Scholars, policymakers, and educators have long tried to distill the elements that produce academic success. In particular, many believe that teachers' expectations of students influence schooling outcomes. The logic goes that if teachers set high goals and provide appropriate supports, any student is capable of growth. This refutes the common rhetoric that some people are "born smart." Although educators likely believe that they are communicating the importance of effort to students, schools also communicate many messages about "innate ability." In my own classes, for example, pre-service teachers who regularly applaud the efforts of their hard-working students also utilize evaluative labels when discussing their (perceived) abilities. This phenomenon is not surprising given that by the time pre-service teachers arrive in their teaching programs, they have already experienced years of formal evaluation in the form of grades, test scores, and admissions processes. Many have internalized the results of these evaluations as hard-and-fast judgments of their (innate) abilities. Thus, I first use the "High Expectations" element as an opportunity to unpack ideas with them related to fixed intelligence, or ability.
Many people wonder how to define intelligence and whether it can be measured. With my own students, I have explored these questions using the case study of Larry P. v. Wilson Riles. The popular Radiolab podcast, "The Miseducation of Larry P.," (Lee, 2019) profiled the elementary school experiences of a Black student in the 1970s who was segregated into special education classes after receiving a low score on an IQ test. At the time, IQ tests were regularly used in schools as determinants of students' overall academic abilities (Lee, 2019). The podcast described how "Larry's" (a pseudonym) case led to the eventual banning of IQ tests for Black children in California. Interestingly, it also revealed that the original creator of the IQ test never meant for it to be a determinant of fixed ability. This revelation, along with the podcasters' detailed content analysis of IQ test items, helped my students problematize the universality of standardized measures of intelligence. The podcast let us examine our own constructed notions of intelligence and then begin to consider this concept's relationship to effort and growth.
The relationship between effort and growth, however, also deserves attention. All educators acknowledge that some students struggle academically. A critical question, then, is whether or not students can grow academically through "effective effort." By juxtaposing student effort and ability, the CAP's "High Expectations" element highlights this larger tension.
Although teachers' ideas about the influence of effort on student achievement may vary, many have been influenced by the popular concept of "growth mindset" (Dweck, 2007). Dweck's (2007) work on mindset has been widely adopted in educational settings around the world. The concept of "growth mindset" is rooted in the belief that like a muscle, intelligence or skillfulness can grow with practice. Those with a growth mindset seek out feedback and new ways of approaching difficult tasks because they believe improvement is possible. People with a "fixed mindset," on the other hand, are more likely to believe that they are just not good at a particular skill and give up. Educators, upon learning that Dweck's notion of intelligence defied conventional wisdom around innate ability, flocked to this concept for its applicability with struggling learners. When the Massachusetts CAP references a focus on "effort," rather than (perceived) ability, it is likely drawing upon this perspective.
Pre-service teachers should consider, however, that shallow uptakes of "growth mindset" can result in a sole focus on student effort, persistence, or "grit" (Duckworth, 2018;Duckworth et al., 2007). As Dweck (2015) noted upon reflecting on her work years later, a common misconception is that individual growth happens solely through increased effort. She wrote: Certainly, effort is key for students' achievement, but it's not the only thing. Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of practice-not just sheer effort-to learn and improve. (Dweck, 2015) Just as pre-service teachers problematize what it means to be smart, they must also carefully examine how student growth occurs. If teacher educators do not facilitate this investigation, pre-service teachers may fall back on traditional beliefs that improvement happens through "sheer effort" (Dweck, 2015). Similarly, if pre-service teachers maintain uncomplicated notions of fixed intelligence, it may result in superficial attempts at promoting student effort. In other words, one has to believe that it is possible to grow and understand academic growth in order to hold high expectations of others. Thus, as teacher educators push their pre-service teachers to hold high expectations for all students, they may find it useful to unpack internalized beliefs around "effort" and "innate ability."

The Sociopolitical Framing of "High Expectations"
When using "high expectations" as a model of effective practice, it is also important that preservice teachers be given the opportunity to learn about the historical legacy and continuing debates around "high expectations" rhetoric. This rhetoric includes the placing of sole responsibility for educational outcomes on teachers and the ideologies mobilized in support of an emphasis on student effort. By unpacking the sociopolitical underpinnings of this discourse, teacher educators can help pre-service teachers better navigate their roles in schools and society.

The Influence of "High Expectations" on Educational Outcomes
Although neoliberal reformers and progressive educators often disagree on pathways to educational equity (and, sometimes, definitions of "equity"), their beliefs in the power of teacher expectations are often aligned. The focus on teacher expectations in education has existed for decades. In 1979, Ron Edmonds wrote his famous appraisal of effective and ineffective schools and in reviewing the research found that "urban schools that teach poor children successful have strong leadership and a climate of expectation that students will learn" (p. 15). This represented an early vision of equitable schooling practices. In 1999, George W. Bush mobilized the language of "high expectations" to push for neoliberal reforms. As governor of Texas, he wanted stronger testing and accountability measures for schools and teachers. In his now famous speech, Bush warned that resistance to high standards and measurement represented "the soft bigotry of low expectations" ("Excepts from Bush's speech on improving education, 1999).
When Bush passed the No Child Left Behind Act in 2002, the use of testing and educational standards became widespread in the United States. As standardized testing confirmed the persistence of achievement gaps based on income and race, the language of "high expectations" returned. Many progressive educators and scholars have since rallied in response to these gaps, also stressing the need for high(er) teacher expectations for student achievement. Although their underlying motives may differ from those of neoliberal reformers, they send similar messages about the degree to which teachers bear responsibility for equitable outcomes in education. Gershenson and Papageorge (2018), for example, examined the degree to which a teacher's race influences their expectations of Black students and how these expectations influence educational trajectories. Their analysis of data from the Educational Longitudinal Study of 2002 revealed that "black students do not receive the same positive bias enjoyed by white students" (p. 69) when White teachers predict their likelihood of attending college. Whether this practice is rooted in beliefs of racial superiority or an understanding of the systemic barriers that Black students face, the net result was a self-fulfilling prophecy of lower educational attainment. Delpit (2012) and Sleeter (2008) similarly emphasized the influence of teacher expectations on student success. Delpit (2012) rejected the idea of an achievement gap, insisting instead on the existence of an "expectations gap" in our schools. Sleeter (2008) called for the diversification of the teaching force to combat the low expectations of White teachers. The volume of such rhetoric, thus, implies that teachers are a major contributing factor to educational inequity. Some scholars disagree, however, with placing the sole responsibility of educational equity on the shoulders of teachers. Nieto (2010), for example, acknowledged the harmful outcomes correlated with individual teacher's low expectations, but argued that these expectations are small-scale manifestations of larger issues in our society. She wrote that "the use of the term teachers' expectations distances the school and society from their responsibility and complicity in student failure" (p. 59). As mentioned earlier, Cochran-Smith et al. (2016) also questioned stakeholders' overreliance on aspects of teacher quality to produce equitable outcomes in schooling. They argued that a focus on teachers is not only inaccurate, but, as Nieto (2010) asserted, conveniently puts the onus on individuals to change instead of larger systems and institutions.
This debate over the responsibility of teachers in student outcomes presents another opportunity for teacher educators to delve further into the complexity of common educational rhetoric. It is clear that teacher expectations matter, but can "high expectations," or teachers alone, achieve the kinds of outcomes stakeholders seek? These are critical questions to unpack with pre-service teachers as they begin to internalize their roles as society's change makers.

The Emphasis on Individual Effort in Promoting Academic Achievement
Finally, the language of the Massachusetts CAP requires pushing students to meet high expectations through "effective effort." Because so many educators draw on the logic of "effort" to encourage a growth mindset, it is important to discuss the implications of a focus on effort with pre-service teachers. As previously noted, equating effort with growth mindset is an overly simplistic interpretation of the concept. Instead, their emphasis on growth through effort alone is more aligned with Duckworth et al.'s (2007) conception of "grit." Duckworth et al. (2007) defined "grit" as "perseverance and passion for long-term goals" (p. 1087). People who have a lot of grit persist despite challenges, setbacks, and adversity.
An explicit focus on grit, or a focus on grit masked as growth mindset, is a feature of many schools and programs aimed at achieving equity through increased student achievement. It is unlikely, however, that pre-service teachers understand this concept's link to meritocratic ideals of education. Meritocratic framing locates the root of educational failure within the individual and ignores "systematically rooted systems of marginalization and oppression" (Nasir et al., 2016, p. 352). If a student fails, it is because they did not sustain enough effort, or persist in pursuit of long-term goals. This framing becomes particularly problematic when "grit" is mobilized in contexts with students who already face significant challenges within and outside of school. Strauss (2016) argued that by virtue of having to navigate the daily challenges of poverty, low-incomes students already have sufficient grit. Love (2019) further noted that Black communities have survived generations of oppression and asked, "Is this not grit?" (p. 85). Both authors agreed that the reliance on effort through the lens of meritocracy did not accurately represent the realities of the complex, inequitable systems affecting students' lives. A sole reliance on individual effort, then, has the potential to further marginalize students who are already battling the effects of multi-systemic oppression.
As I contextualize the discourse surrounding academic expectations, I do not mean to imply that teachers should hold low expectations for students who face challenges. Locating the sociopolitical controversies in such common-sense statements like "high expectations," however, may help pre-service teachers more critically consider their own expectations for students. Regardless of the exact language of the CAP, pre-service teachers stand to benefit from considering how high to make their expectations as well as the long-term impact of the practices they utilize to help students meet those expectations.

CONCLUSION
When pre-service teachers are given the opportunity to grapple with the complexity of educational rhetoric, they can begin to consider whether required teaching practices align with their own equity goals, approaches to teaching and learning, and conceived roles in the teaching profession. Practical preparation can go hand in hand with critical consciousness. For example, pre-service teachers can question whether lesson plan templates that adhere to state mandates reflect equitable visions of planning for learning. As they consider how high to hold academic expectations, they can draw upon differing perspectives on intelligence and effort. Finally, preservice teachers can consider the social, historical, and political implications of holding teachers accountable for regularly assessing learning outcomes as well as setting "high expectations" for all students. By drawing on literature and my own teaching experiences, I have demonstrated how contextualizing the rhetoric in two required practices for state licensure can provide rich opportunities for deep, critical engagement with ideas around what teachers should do in the classroom.
Perhaps ironically, my aim in this article has been to articulate a vision for improving the practice of teacher educators. If teacher educators want pre-service teachers to deeply understand the pedagogical practices that are required of or recommended to them, they should engage in more complex investigations of practice discourse. Just as we should avoid "thin" approaches to educational equity (Cochran-Smith et al., 2016), we should avoid approaches to teacher education that are overly simplistic or narrow in scope. Instead, explorations of ideological and sociopolitical debates in education are necessary and cannot only occur in separate, social foundations classes. Pre-service teachers stand to benefit from the integration of complex perspectives into their early coursework, as they are introduced to requirements for licensure, and into their methods classes.
We cannot allow the turn toward practice in teacher education to result in generations of technician teachers focused on quick fix solutions to complex problems. Rather, teacher educators should empower pre-service teachers with robust understandings of the field, their position in it, and the larger implications of their teaching practices. By engaging in these critical discussions, teacher educators can help pre-service teachers become critical consumers of practice, focused on long-term outcomes instead of short-term outputs.