scholarly journals Mobile Teacher Professional Development (MTPD): Delving into English Teachers’ Beliefs in Indonesia

2020 ◽  
Vol 21 (4) ◽  
pp. 143-160
Author(s):  
Jepri Ali Saiful
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Mobile Phones ◽  
Qualitative Interviews ◽  
English Teachers ◽  
Structured Interview ◽  
Validity And Reliability ◽  
Teachers Beliefs ◽  
Teacher Professional ◽  
Potential Use

In recent years, mobile phones have been used for teacher professional development (TPD). However, the potential use of smartphones, a current-generation of mobile phones, to develop teachers’ pedagogical, social, personal, and professional competences remains underexplored. This mixed methods study, examining the potential use of smartphones for TPD by delving into English teachers’ beliefs, employed a sequential explanatory approach. A quantitative survey was completed by 81 participants, followed by qualitative interviews with 8 selected participants. All the respondents were English teachers in elementary, junior, and senior high schools in 11 provinces in Indonesia. The survey was tested for validity and reliability, and analysed using the descriptive statistics method, while the semi-structured interview was analysed using the content analysis method. Almost all teachers had very favourable and favourable beliefs about the use of smartphones for TPD, perceiving that a smartphone could facilitate the enhancement of their pedagogical knowledge, communication skills, positive characters and English proficiency. Very few teachers had unfavourable beliefs, but among those who did, they believed traditional face-to-face TPD was more beneficial and that smartphones would only lead to addiction. This study recommends that smartphones be optimally applied by English teachers for TPD activities and that governments facilitate such implementation by constructing smartphone TPD models and applications.

scholarly journals EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
Policy Makers ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.

scholarly journals The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh

2015 ◽  
Vol 10 (1) ◽  
pp. 37-52
Author(s):  
Christopher S Walsh ◽  
Clare Woodward ◽  
Mike Solly ◽  
Prithvi Shrestha
Keyword(s):  
Professional Development ◽  
Mobile Phone ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
Mobile Phones ◽  
Rural Areas ◽  
English Language ◽  
New Technology ◽  
Future Scenarios ◽  
Teacher Professional

Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students.

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

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Abdul Rahman
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
High Participation ◽  
Teacher Professional ◽  
Perceived Impacts ◽  
High Level ◽  
Practical Recommendations

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.

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

2021 ◽  
Vol 3 (2) ◽  
pp. 206-217
Author(s):  
Abdul Rahman Rahman
Keyword(s):  
Professional Development ◽  
Instructional Practices ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
Case Study Design ◽  
High Participation ◽  
Teacher Professional ◽  
Perceived Impacts ◽  
Practical Recommendations

The present study investigated TPD experiences from three different schools in regional Indonesia to see the current nature of TPD activities and their perceived impacts on teachers’ quality teaching.  A case study design was adopted employing a questionnaire and a semi-structured interview 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 study found that levels of TPD participation are generally high but differ greatly among teachers and schools which create an unequally distributed TPD participation. Teachers generally have participated in numerous TPD activities but what teachers learned from those TPD is not evident in their practices. In conclusion, a high TPD participation cannot always be seen as a successful indicator for TPD programs. Ideas from TPD are likely to be implemented in teachers’ day-to-day practices, if teachers perceive the structure, process and content of TPD activities as effective. Some practical recommendations that are likely to help teachers translate TPD ideas into their day-to-day practices are discussed and put forward.

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