| dc.description.abstract | This resereach discusses the Social Practice of Teaching Teachers at
Special Schools C Karya Tulus, mentally retarded students are a special
challenging factor for teachers where increasing student intelligence is not the
only main goal, but also preparing independent students who have personalities
and useful skills. The teacher's social practice activities are a central point that
influences the quality of student productivity. Pierre Bourdieu's theory becomes
the analytical knife in this writing where the social practice of teachers is
examined through the teacher's capital and habits which are at stake in a field. The
results obtained are focused on the teacher's life experience so as to produce a
social practice of teaching teachers in special schools. The method used for
writing this time is a qualitative case study approach. Data collection techniques
were carried out by means of observation, in-depth interviews, documentation and
relevant literature studies. Interviews were conducted with six teachers as key
informants, four parents and the head of the foundation as additional informants.
Every capital and habitus studied will be used to see the influence of any social
practices that can support the teacher's teaching and learning process to students.
The research results in this study show that visible capital is cultural, social and
symbolic. Meanwhile, the habitus shown by the teachers comes from habits in the
family, namely patience, love and compassion and is obtained through educational
experiences that produce values of discipline, cooperation and learning habits,
these two aspects are shown at school and in the classroom. This practice shows
that teachers place themselves as parents, friends and spiritual teachers and friends
who produce students who excel, especially non-academic, so as to improve the
school's image. | en_US |
