Professional Development of English Teachers at a State Islamic Senior High School in Palembang
Keywords:
school supports, teacher efforts, teacher professional-development
Abstract
The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.References
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Snoek, A. S., & Klink. M. (2011). The quality of teacher educators in the European policy debate: Actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37 (5), 651-664.
Steyn, G. M. (2009). Effective implementation of continuing professional development for South African teachers. Acta Academica, 41(2), 256–279.
Surya, P. Student teacher recruitment in Indonesia: An initial step to promote teacher professionalism and teaching professionalization. In A. Komariah, A. G, Abdullah, A. Bayu, D. Nandiyanto, T. C. Kurniatun, R. Anggorowati, I. Gunawan, W. M. Wijaya, H. S. Nurlatifah (Eds.), Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership (pp. 457-462). Yogyakarta, Indonesia: Atlantis Press.
Utami, I. G. A. L. P. (2018). The alignment of perceptions and practices of effective English teaching by English teachers with different CPD involvement levels(Doctoral dissertation). Universitas Negeri Malang, Malang, Indonesia.
Wiryawan, K. G. (2014). The current status of science journals in Indonesia. Science Editing, 1(2), 71–75.
Wulyani, A. N. (2017). Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspective (Doctoral dissertation). Victoria University of Wellington. Wellington, New Zealand.
Yulanto, D. M., Sudira, P., & Aristya, P. D. (2018). Quality of continuous professional development for automotive engineering productive teachers. Jurnal Pendidikan Teknologi dan Kejuruan, 24(2), 192-197.
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
Bautista, A., & Ortega-Ruiz, R. (2017). Teacher professional development: International perspectives and approaches. Psychology, Society, & Education, 7(3).
Bishop, M. J. (2016). The Impact of Ongoing Professional Development on Math Achievement (Doctoral Dissertation). Carson Newman University, Tennessee, United States.
Bunyamin. (2016). Teacher professionalism: A study on teacher’s professional and pedagogic competence at vocational high schools in the Northern Coastal of Jakarta. Indonesian Journal of Educational Research, 2(1), 77-84.
Chan, K. W. (2004). Teacher professional development: in-service teachers’ motives, perceptions and concerns about teaching. Hong Kong Teachers’ Centre Journal, 3, 56-71.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archive, 8(1), 1–44.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Eliswan, A. (2018, September 12). Indonesian scientific publications increased during 2017-2018 period. Antara News. Retrieved from https://en.antaranews.com/news/118470/indonesian-scientific-publications-increased-during-2017-2018-period
Geladze, D. (2015). Using the internet and computer technologies in learning/teaching process. Journal of Education and Practice, 6(2), 67–70.
Hartono, R. (2016). Indonesian EFL teachers’ perceptions and experiences of professional development (Doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania, Indiana.
Hermans, F., Sloep, P., & Kreijns, K. (2017). Teacher professional development in the contexts of teaching English pronunciation. International Journal of Educational Technology in Higher Education, 14(23), 1-17.
Hilton, A., Hilton, G., Dole, S., & Goos, M. (2015). School leaders as participants in teachers’ professional development: The impact on teachers’ and school leaders’ professional growth. Australian Journal of Teacher Education, 40(12), 103–125. https://doi.org/10.14221/ajte.2015v40n12.8
Indrawati, C. D. S., & Octoria, D. (2016). Continuous professional development to improve the teachers’ competencies. In C. Budiyanto, I. Widiastuti, H. Zainnuri, H. E. Kurniawan, & F. Kamal (Eds.), Strengthening IT and innovation of teacher training education in the era of global competitiveness (pp. 656–663). Surakarta: Faculty of Teacher Training and Education Sebelas Maret University.
Kalyani, D., & Rajasekaran, K. (2018). Innovative teaching and learning. Journal of Applied and Advanced Research, 3(1), 23–25. https://doi.org/10.21839/jaar.2018.v3is1.162
Kanamu, L. G., Dyk, B. V., Chipeya, L., & Kilaha, S. N. (2017). Barriers to continuous professional development participation for radiographers in Kenya. African Journal of Health Professions Education, 9(1), 17–20.
Katuuk, D.A., & Marentek, L.K., M. (2018). Indonesian primary school teacher’s perception of professional development programs: a case study. International Journal of Education and Research, 2(6), 629-634.
Lisnawati, I. (2018). The professionalism of Indonesian teachers in the future. Journal of Education, Teaching and Learning, 3(1), 28-33.
Mack, C. A. (2018). How to Write a Good Scientific Paper. Bellingham: SPIE PRESS.
Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science, Engineering and Education, 6(2), 33–45.
Merliza, P., & Retnawati, H. (2018). Continuing professional development (CPD) for junior high school mathematics teachers : An evaluation study. REiD (Research and Evaluation in Education), 4(1), 79–93.
Mirizon, S., Wadham, B., & Curtis, D. (2019). Integrated content and language instruction: Lecturers’ views and classroom instructional practices. Australian Journal of Teacher Education, 44(3), 42–60. https://doi.org/10.14221/ajte.2018v44n3.3
OECD. (2009). Creating Effective Teaching and Learning Environments. Talis. https://doi.org/10.1787/9789264068780-en
Patnaik, D. S., & Davidson, L. M. (2015). The role of professional development in ensuring teacher quality. International Journal of English Language Teaching, 3(5), 13-19.
Priajana, N. (2017). Continuing professional development activities for English teachers. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 2(1).
Qiu, C. (2015). The professional development of teacher educators in Shanghai (Doctoral Dissertation). University of Glasgow, Scotland, United Kingdom.
Qureshi, N. (2016). Professional development of teacher educators: Challenges and opportunities (Doctoral Dissertation). University of Warwick, Coventry, England.
Rahman, A. (2016). Teacher professional development in Indonesia: The influences of learning activities, teacher characteristics and school conditions (Doctoral dissertation). University of Wollongong, New South Wales, Australia.
Rashid, R. A. B., Rahman, S. B. A., & Yunus, K. (2017). Reforms in the policy of English language teaching in Malaysia. Policy Futures in Education, 15(1), 100–112.
Sangra, A., & Gonzalez-Sanmamed, M. (2010). The role of information and communication technologies in improving teaching and learning processes in primary and secondary schools. ALT-J: Research in Learning Technology, 18(3), 207–220.
Sari, E. R. (2012). Teacher professional development in an online learning community : a case study in Indonesia (Doctoral dissertation). Edith Cowan University, Perth, Australia.
Shelile, L. I., & Hlalele, D. (2014). Challenges of continuing professional teacher development in Inclusive Lesotho Schools. International Journal of Educational Sciences, 7(3), 673–686. https://doi.org/10.1080/09751122.2014.11890230
Snoek, A. S., & Klink. M. (2011). The quality of teacher educators in the European policy debate: Actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37 (5), 651-664.
Steyn, G. M. (2009). Effective implementation of continuing professional development for South African teachers. Acta Academica, 41(2), 256–279.
Surya, P. Student teacher recruitment in Indonesia: An initial step to promote teacher professionalism and teaching professionalization. In A. Komariah, A. G, Abdullah, A. Bayu, D. Nandiyanto, T. C. Kurniatun, R. Anggorowati, I. Gunawan, W. M. Wijaya, H. S. Nurlatifah (Eds.), Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership (pp. 457-462). Yogyakarta, Indonesia: Atlantis Press.
Utami, I. G. A. L. P. (2018). The alignment of perceptions and practices of effective English teaching by English teachers with different CPD involvement levels(Doctoral dissertation). Universitas Negeri Malang, Malang, Indonesia.
Wiryawan, K. G. (2014). The current status of science journals in Indonesia. Science Editing, 1(2), 71–75.
Wulyani, A. N. (2017). Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspective (Doctoral dissertation). Victoria University of Wellington. Wellington, New Zealand.
Yulanto, D. M., Sudira, P., & Aristya, P. D. (2018). Quality of continuous professional development for automotive engineering productive teachers. Jurnal Pendidikan Teknologi dan Kejuruan, 24(2), 192-197.
Published
2020-11-01
How to Cite
Fadhliyah, R., Mirizon, S., & Petrus, I. (2020). Professional Development of English Teachers at a State Islamic Senior High School in Palembang. Indonesian Journal of EFL and Linguistics, 5(2), 471-489. https://doi.org/10.21462/ijefl.v5i2.282
Section
Articles
