COLLABORATION BETWEEN PRODUCTIVE INSTITUTIONS AND INSTITUTIONS USE TEACHERS INTEACHING ANDLEARNING INNOVATION DEVELOPMENT TO ENHANCE THE TEACHER SPIRITUALITY IN THE POST-MODERN (DIGITAL)SOCIETY

Abstract

The purpose of this research to1) investigate the needs, challenges, and obstaclesof collaboration between teacher training and teacher-utilizinginstitutions for the developmentof teaching and learning innovations to enhance the professionalism of teachers; 2) collaboratively develop teaching and learning innovations between the said institutions to enhance the professionalism of teachers; 3) evaluate the learning outcomes through collaborative teaching and learning innovation development of teacher trainees from those institutions to enhance their professionalism and teaching spirit. Using research methods that combine research and development (Research & Development), qualitative research, Quantitative research, and action research. The sample group consisted of 100teachers, executives of teacher training institutions, educators, stakeholders, experimental group are 30 teacher professional students. The research tools include 1) opinion surveys, 2) the form meeting 3) assessment forms of teaching innovations, 4) report reflective learning, and 5) learning outcome evaluations. Qualitative data analysis, content analysis, and quantitative analysis. Data were analyzed using mean, percentage, and content analysis.Results from the study indicatethat: 1)  Needs created cooperation, including 1) personnel exchange for collaborative work, 2) establishing practical networks, 3) joint-curriculum development, 4) utilizing educational resources and developing academic works, and 5) jointly providing various academic services. There are four important collaboration models: 1) The Academic network, 2) The Informal cooperation, 3)The Action cooperation, 4) The Policies collaboration. The problems and challenges of collaboration between organizations included 1) assigned roles and responsibilities, 2) individuals' work lifestyles, 3) awareness of the value of time differences,4) academic expertise, and 5) Havinga vision and policy to drive cooperation in developing innovative teaching and learning arrangements.The purpose2) The Characteristics innovation for teaching and learning management activities is called “SPIRITUALITY OF THE TEACHER”. The process of organizinglearning activities according to the nature of innovation emphasizes the practice of reflection consists of 8 steps: 1) preparation for learning availability, 2) steps for exchanging learning thoughts and feelings, 3) steps for evaluating experiences for inspiration, 4) steps for analyzing the framework of ideas, love, and dedication in the teaching profession, 5)steps for implementing the teacher's professionalism development, 6) steps for summarizing and sharing learning outcomes, 7) steps for integrating knowledge into daily life, 8) steps for evaluating learning outcomes.The purpose 3) the evaluation of innovation and learning outcomes was found that teaching and learning innovations had the best evaluation results. In the picture, the score is between 4.60–and 4.96, affecting learning at a high level for the sample group aslearning outcomes. The average score of learning behavior in all 4 areas, overallafter studying was higher than before studying Statistically significant (p<.005)