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Background

The Ministry of Education and Culture of the Republic of Indonesia has recently issued the revised version of Curriculum 2013 The curriculum comprehensively accommodates 21st century skills in its goals, contents, teaching-learning methods, and assessment techniques. With the new curriculum, it is expected that the graduates acquire the necessary skills to live confidently in the digital global era.

One of the 21st century values to be developed in the curriculum is character. For that reason it is obligatory that every school subject integrate character education in its teaching-learning process in all levels of education, including the higher education.

In the Indonesian educational context, well-planned character education is relatively new to many parties. Effective models of character education in all levels of curriculum development, implementation, and evaluation must be developed. In addition, a school culture conducive to character education and parents and public effective participation in the efforts should be sought. Furthermore, there must be efforts to develop effective models of teacher training that produce teachers capable of teaching values integrated in the subject matter and type of in-service teacher training programs upgrading teacher’s competence effectively.

Researchers around the globe have conducted studies to develop and/or identify effective principles and models of character education in different levels of education and contexts. Result of the studies can be implemented by stakeholders. Policy makers, curriculum/materials developers, researchers, and practitioners from countries in the five continents need to share policies, research findings, and best practices in order to develop character education in various contexts, including pre- and in-service teacher training programs.

Definition

Character education is defined as planned, systematic, and comprehensive efforts to develop students’ good character.

Goals

  1. To identify values for 21st century global citizens and principles of effective character education.
  2. To develop a model of pre-service training for integrative values education.
  3. To develop a model of continuous professional development for enhancing character education.
  4. To develop a model of curriculum/syllabus/lesson plan, and  learning materials development for integrated values education.
  5. To identify learning activities/tasks/strategies effective for character education.
  6. To develop values acquisition assessment techniques and instruments.
  7. To establish a model of managing conducive school culture to character education.
  8. To develop a model of parents and public involvement in character education.

All accepted papers are reviewed by International Scientific board and selected papers will be included in the InCoTEPD proceeding by our publisher indexed on Scopus and/or Thomson Reuter.

 

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