High Participation, Low Impact: The Challenge for Teacher Professional Development in Indonesia

International Journal of Pedagogy and Teacher Education

Abdul Rahman¹ 

[1] PGSD, FIP, Universitas Negeri Makassar;

关键词: case study;    indonesian teachers;    instructional practices;    professional learning;    professional development;   

DOI  :  10.20961/ijpte.v5i1.46636

来源: DOAJ

【 摘 要 】

The present study investigates teacher professional development (TPD) experiences from three different schools in regional Indonesia. A case study design is adopted and a questionnaire and a semi-structured interview are administered to collect data about professional development experiences of teachers, highlighting teachers’ participation and perceived impacts of TPD on their instructional practices. The collected data are quantitatively and qualitatively analysed to see trends and patterns of teachers’ TPD practices. The findings of this study problematise the teachers’ high level of TPD participation but low impact of TPD on teachers’ instructional practices. Some key findings and practical recommendations that are likely to help teachers to translate TPD ideas into their day-to-day practices are discussed and put forward.

【 授权许可】

Unknown