scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

2019 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Suharyadi Suharyadi ◽  
Gunadi Harry Sulistyo ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Empirical Evidence ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Professional Development Training ◽  
Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

Blended Learning and Professional Development in the K-12 Sector

2011 ◽  
pp. 182-202
Author(s):  
Suzanne Riverin
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Online Community ◽  
Face To Face ◽  
Teacher Professional ◽  
Support Teacher ◽  
Education Network ◽  
K 12

This chapter examines the use of blended learning in an online community which supported teacher professional development in the province of Ontario, Canada for ten years. The online network which was called The Education Network of Ontario/ Le Réseau éducatif de l’Ontario (ENO/REO) used a blend of tools and some face-to-face opportunities to support teacher professional development across the province. Teachers were encouraged to use the ENO/REO environment to join in discussions, create and maintain online projects and share research and curriculum resources. The chapter will focus on a study which examined the effect of long term participation in such a community in order to provide insight into the use of blended learning in online communities for professional development.

Study on Strategy for Maritime English Teacher Professional Development Based on E-Learning Community

2013 ◽  
Vol 321-324 ◽  
pp. 3069-3072
Author(s):  
Tao Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Professional Development ◽  
Colleges And Universities ◽  
English Teacher ◽  
E Learning ◽  
Teacher Professional ◽  
Maritime English

Maritime English is one of the most important specialized courses in the maritime colleges and universities. Both the educational department and the maritime administration authority put forward a high requirement for the teachers. However, the Maritime English teacher professional development is relatively weak in China. For this point, this paper tries to introduce the e-learning community into Maritime English teacher professional development, and propose some ideas for the Maritime English teacher e-learning community in China.

scholarly journals Teacher Professional Development: The Story of English Teacher's Beliefs and Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 150-157
Author(s):  
Septhina Shinta Sari ◽  
Joko Nurkamto ◽  
Dewi Rochsantiningsih
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
The Other ◽  
Beliefs And Practices ◽  
Exemplary Practices ◽  
Education Improvement ◽  
Teacher Professional ◽  
Teacher's Beliefs

Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional development activities and the other revealed the teacher’s exemplary practices. Hence, this research gives the implication for the teachers to always be involved in life-long endeavor to maintain the professionalism.

scholarly journals What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries

2020 ◽  
Vol 22 (2) ◽  
pp. 153-170
Author(s):  
Agne Brandisauskiene ◽  
Jurate Cesnaviciene ◽  
Rita Miciuliene ◽  
Lina Kaminskiene
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Educational Quality ◽  
The Other ◽  
Baltic Countries ◽  
Professional Development Of Teachers ◽  
Teacher Professional ◽  
Collaborative Activities

Abstract In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic countries (Estonia, Finland, Latvia, and Lithuania). The study also discusses distinct characteristics of teacher professional development in the analyzed countries. Although traditional forms and methods of professional development still prevail in all countries, teachers also learn through active cooperation. Finnish teachers, more often than teachers in the other countries, worked in teams and shared material, knowledge, etc. with each other; Estonian teachers, more so than teachers in the other countries, took part in long-term training; Latvian teachers were more likely than teachers in the other countries to observe other teachers’ classes and provide feedback. Lithuanian teachers were perhaps the most active in terms of learning, but young teachers with fewer years of service were more likely to engage in long-term and collaborative activities. Finally, the implications for further research are discussed.

scholarly journals ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES

2019 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Anchieta Ave Avillanova ◽  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Professional Development ◽  
Junior High School ◽  
Student Assessment ◽  
Performance Standards ◽  
English Teacher ◽  
Challenges And Opportunities ◽  
Teacher Professional ◽  
The Government

This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers� challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers� needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers� real needs as opposed to given programs.

Designing and Implementing Collaborative Classroom Videoconferences

2008 ◽  
pp. 116-131
Author(s):  
Temi Bidjerano ◽  
Diane Wilkinson
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Future Research ◽  
Constructivist Learning Theory ◽  
Affective Outcomes ◽  
Classroom Implementation ◽  
Professional Development Training ◽  
Teacher Professional ◽  
Videoconferencing Technology ◽  
Social Constructivist Learning

The chapter introduces collaborative classroom projects implemented through videoconferencing technology as a means of enhancing and enriching classroom instruction. The various applications of collaborative classroom videoconferencing are discussed in the light of social constructivist learning theory. Special attention is devoted to teacher professional development training in designing and implementing collaborative classroom videoconference projects. Distinctive types of collaborative classroom implementation projects with supporting examples as well as affective outcomes associated with student learning are presented and discussed. The chapter concludes with a summary of the best practices in the utilization of collaborative classroom projects; directions and recommendations for future research are also offered.

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