Analysis of Factors Affecting Gillnet Fisherman Income 10 GT at Fish Auction Place, Indramayu Regency

The purpose of this study is to analyze the income level of gillnet fishermen <10 GT, to analyze the factors that affect the level of income, and to formulate strategies and solutions to increase income. This research was conducted at the Fish Auction Place (TPI) Pabean Udik, Pabean Udik Village, Indramayu Regency. This location was chosen because the Udik Customs Fish Auction Place (TPI) is dominated by fishermen using gillnet fishing gear who have vessels <10 GT. The method used is the census method with samples taken as a whole. The analysis used in this research is the Logistic Regression Analysis and the SWOT Analysis. Research results obtained by using IBM SPSS, namely for the Sig Value Variable in the Equation is 100%, this value is interpreted by 8 (factors) Independent variables can affect income only educational factors that do not affect income and for the results obtained from SWOT analysis namely to increase the income of gillnet fishermen <10 GT at TPI Pabean Udik, namely the development of technology and fisheries business scale, development of access to capital for fishermen, development of marketing access, development of facilities and infrastructure at TPI Pabean Udik, Development of diversification of fish management and environmentally friendly fisheries management.

Reflective Dialogue for Teacher Development

Much has been said and written about reflective practice, and in particular reflective dialogue but this has largely been limited to the West. Reflective dialogue is still very much an unexplored area in teacher education in Pakistan. This study, therefore, set out to explore what effects, if any, reflective dialogue has on teachers in a private school in Karachi. The study engaged four teachers from both primary and secondary schools in the process of reflective dialogue. It then looked at the teachers' responses to the process of reflective dialogue and its corresponding effect on them. Data on the uptake of reflective dialogue by these teachers and its effect on them was collected through observations, interviews, dialogue journals and oral reflective sessions. Findings from the study indicate that reflective dialogue is an alternative teacher professional development strategy. In addition, the study reveals that certain personal and professional characteristics are prerequisites for teachers to engage in reflection. These are open-mindedness, wholeheartedness, responsibility, a willingness to take risks, and accessibility to alternate ways of teaching. Furthermore, the study shows that teacher improvement is dependent on both the acquisition of pedagogical skills and the ability to reflect. The study illustrates that reflective dialogue does not only improve classroom practice, but also has an impact on the teacher's person. The study also highlights the significance of the role played by those who help teachers to become reflective (reflective coaches). It identifies what kind of functions the reflective coach would be expected to play in a context like the one that was under study. Recommendations for further inquiry in reflective dialogue as well as, by which reflective dialogue can become a reality in our schools, have also been suggested.