TEACHERS' INDIVIDUAL PERSPECTIVE TOWARDS TEACHER PROFESSIONAL DEVELOPMENT: A NARRATIVE INQUIRY OF EFL TEACHERS IN INDONESIA CONTEXT

Isna Anisa Fitri, Fauzi Miftakh, Sumarta Sumarta

Abstract


In Indonesia, Participation in Teacher Professional Development activities depends on the availability of the programs and the rotation in school (Shinta Sari et al., 2020). A recent study has found some of the essential features of effective TPD are missing in Continuous Professonal Development (CPD) program. One of them was that The PKB program has not targeted teachers based on years of experience (Revina et al., 2020). Specifically, Among EFL teachers, there are only some engaging with TPD program are reported to have a positive impact on their professional lives (Cirocki & Farrell, 2019). Therefore, This qualitative research use narrative inquiry, aims to know more about the effective strategies of TPD among EFL teachers and how EFL teachers develop their TPD. The subject of the research was two EFL teacher who has been teaching English language for many years and has a lot of experience in teaching English language throughout their career. The findings from two participants indicates that for over more than 20 years of experience as an EFL teachers both participants realized how crucial Teacher Professional development to learned new knowledge and develop their professionalism from experiences throughout their entire career. By having benefits from developing extensive reading, attended some workshops and joining English community as subject focused learning related with English language teaching and the benefit of technology.

 

Keywords:  Teachers Professional Development, EFL teachers, Narrative Inquiry


Full Text:

PDF

References


Armour, K. M., & Yelling, M. (2007). Effective professional development for physical education teachers: The role of informal, collaborative learning. Journal of Teaching in Physical Education, 26(2), 177–200. https://doi.org/10.1123/JTPE.26.2.177

Bank, W. (2015). Indonesia Teacher Certification and Beyond: An Empirical Evaluation of the Teacher Certification Program and Education Quality Improvements in Indonesia. In World Bank.

Bautista, A., & Ortega-Ruiz, R. (2015). Teacher Professional Development: International Perspectives and Approaches. Psychology, Society & Education, 7, 343–355. https://doi.org/10.25115/psye.v7i3.1020

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa

Cirocki, A., & Farrell, T. (2019). Professional Development of Secondary School EFL Teachers: Voices from Indonesia. System, 85, 102111. https://doi.org/10.1016/j.system.2019.102111

Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research.

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Desimone, L. (2009). Improving Impact Studies of Teacher� Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher, 38, 181–199.

Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education, 68, 99–113. https://doi.org/10.1016/J.TATE.2017.08.007

Granot, E., Brashear, T., & Motta, P. (2012). A structural guide to in-depth interviewing in business and industrial marketing research. Journal of Business & Industrial Marketing, 27, 547–553. https://doi.org/10.1108/08858621211257310

Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. https://doi.org/10.17863/CAM.22370

Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis - EDUC EVAL POLICY ANAL, 15, 129–151. https://doi.org/10.2307/1164418

Mizell, H. (2010). Why Professional Development Matters. Learning Forward.

Morgado, N. (2009). Extensive Reading: Students’ Performance and Perception. The Reading Matrix, 9.

Ntinda, K. (2020). Narrative Research (pp. 1–13). https://doi.org/10.1007/978-981-10-2779-6_79-1

Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development. https://doi.org/10.1007/s11423-019-09645-8

Popova, A., Evans, D., Breeding, M., & Arancibia, V. (2018). Teacher Professional Development around the World The Gap between Evidence and Practice.

Revina, S., Pramana, R., Fillaili, R., & Suryadarma, D. (2020). Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesias Experience Over Four Decades.

Richards, K. (2003). The Nature of Qualitative Inquiry (pp. 1–46). https://doi.org/10.1057/9780230505056_1

Setiawan, W., & Kuswandono, P. (2020). Review of Teachers Professional Development Research Studies in South East Asia. International Journal of Pedagogy and Teacher Education, 4, 19. https://doi.org/10.20961/ijpte.v4i1.33686

Shin, D., & Yoo, 유정원Jungwon. (2007). Narrative inquiry methodology for English language education research [영어교육연구 현장에서 내러티브 탐구방법]. 1, 165–178.

Shinta Sari, S., Nurkamto, J., & Rochsantiningsih, D. (2020). Teacher Professional Development: The Story of English Teacher’s Beliefs and Practices. ELS Journal on Interdisciplinary Studies in Humanities, 3, 150–157. https://doi.org/10.34050/els-jish.v3i1.9313

Thompson, P. (2000). Re-using Qualitative Research Data: a Personal Account [50 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research. https://doi.org/https://doi.org/10.17169/fqs-1.3.1044

Williams, G. (2019). Applied Qualitative Research Desing. ED- Tech Press.




DOI: http://dx.doi.org/10.22460/project.v4i6.p1094-1108

Refbacks

  • There are currently no refbacks.


p-ISSN: 2614-6320

e-ISSN: 2614-6258

 Project by https://journal.ikipsiliwangi.ac.id/index.php/project/ is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.


View My Stats